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- 1. Content Area Vocabulary A current procedure in a 7 th grade mathematics classroom
- 2. Procedures for “Vocab. Fridays” <ul><li>Students: </li></ul><ul><li>Select five new words for each vocab. day </li></ul><ul><li>Have words written on correct paper before entering class </li></ul><ul><li>Participate by giving a word or “pass” </li></ul><ul><li>Over the weekend define your five words </li></ul><ul><li>Update your word wall weekly </li></ul>
- 3. Procedures for “Vocab. Fridays” <ul><li>Teacher: </li></ul><ul><li>Supply - vocab. paper, vocab. activities </li></ul><ul><li>Maintain – word wall, brainstorm lists </li></ul><ul><li>Use the same procedures each week </li></ul><ul><li>Define select words with students </li></ul><ul><li>Grade the vocab. section often for completeness, not accuracy </li></ul><ul><li>No judgments on student words! </li></ul>
- 4. Vocabulary Self-Selection <ul><li>Allows students to address their needs on their level (ESL, SPED) </li></ul><ul><li>Still concentrating on words occurring in text and standardized assessments </li></ul><ul><li>Teacher can still guide selection of grade level words, path of least resistance </li></ul><ul><li>Creates participation, ownership, importance on part of student </li></ul>
- 5. What is acceptable understanding? <ul><li>Assessments dictate depth of required knowledge </li></ul><ul><li>Exposure to words/concepts can be checked periodically </li></ul><ul><li>Scaffolding: It is okay to have partial understanding of a word, for awhile </li></ul>
- 6. What is acceptable understanding? <ul><li>Assessments dictate depth of required knowledge </li></ul><ul><ul><li>Formative Assessments can be places to “check” important definitions </li></ul></ul><ul><ul><li>Repeated errors mean the definition needs to be teacher directed / re-teach time </li></ul></ul>
- 7. What is acceptable understanding? <ul><li>Exposure to words/concepts can be checked periodically </li></ul><ul><ul><li>End / start of unit: </li></ul></ul>S. Koning
- 8. What is acceptable understanding? <ul><li>Scaffolding: It is okay to have partial understanding of a word, for awhile </li></ul><ul><ul><li>Model adding to a definition as more in depth information appears </li></ul></ul><ul><ul><li>Encourage pencil & extra space for more information later </li></ul></ul><ul><ul><li>By summative assessment the information present should be correct </li></ul></ul>
- 9. Vocabulary Activities <ul><li>Introduce and use words before encountering them in text </li></ul><ul><li>Explore concepts using accurate terminology </li></ul><ul><li>Self/Peer correcting activities are most efficient </li></ul>
- 10. Anytime Vocabulary Activities <ul><li>Cornell Notes to “review” background knowledge </li></ul><ul><li>Retype Vocabulary pages into computer </li></ul><ul><li>Concept Circles/Frayer Model </li></ul><ul><li>Context Sentences </li></ul><ul><li>Semantic Feature Analysis </li></ul><ul><li>Term Quiz, student choice or teacher choice </li></ul>
- 11. Semantic Maps Semantic Map end of book vocabulary activity
- 12. Semantic Maps Semantic Map
- 13. Semantic Maps Semantic Map Misconception Revealed!
- 14. Semantic Maps Semantic Map “ I see you have positive & negative at a different level than zero, any reason?”
- 15. Semantic Maps Semantic Map “ Do you have any other words that might fit with greater than & less than?”
- 16. Semantic Maps Semantic Map “ Equivalent is a good choice, but you also need a heading for this new sub category.”
- 17. Trivia Type Definitions
- 18. <ul><li>Create first slide with all definitions </li></ul><ul><li>Delete a definition as you insert each duplicate slide </li></ul><ul><li>Create trivia slide shows at logical intervals – end of units, as review after vacations or before assessments </li></ul>Trivia Type Definitions
- 19. Gradually Releasing... Sixth grade vocabulary
- 20. Gradually Releasing... Seventh grade vocabulary
- 21. Gradually Releasing... Eight grade vocabulary

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