Self generated vocabulary strategies (VSS)
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This document describes the Vocabulary Self-Collection Strategy Plus Technology (VSS+) project used by the Chaparral Star Academy English Department. The VSS+ project has students choose important vocabulary words from class readings and create online dictionary entries with definitions, images, and graphic organizers to demonstrate their understanding. Students work individually and collaboratively to construct the entries using digital tools like PowerPoint. Findings from a case study of one 6th grade class showed that students worked precisely to represent their words with images and were engaged with learning vocabulary through the collaborative digital process.
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Self generated vocabulary strategies (VSS)
- 1. Vocabulary Self- Collection Strategy Plus Technology Self-Generated Vocabulary from Independent and Classroom Reading Chaparral Star Academy English Department Austin, Texas
- 2. WordLearning 0 Students choose a word and provide a description, explanation, or example of the new term (online definition) taken from independent reading or class reading assignments. 0 Students to restate the description, explanation, or example in their own words. 0 Students to construct a picture, pictograph, or symbolic representation of the term. 0 Students engage periodically in activities that help them add to their knowledge of the terms. 0 Students discuss the terms with one another weekly.
- 3. Academic Vocabulary 0 Specific to a discipline 0 Used in schools across disciplines
- 4. Vocabulary and The Eye
- 5. Vocabulary and The Ears and Mouth
- 6. Vocabulary Self-collection Strategy Plus Technology
- 7. What is VSS?
- 8. What is VSS Plus? Students engage with important content-area vocabulary through: 0 Definitions students construct and find online 0 Images they identify that demonstrate understanding of the term. 0 Discussion and a co-constructed rationale explaining why the term was selected 0 Graphic organizers showing relationships to concepts and synonyms
- 10. The VSS+ Project 0 Students create an online dictionary. 0 Each SLC (Small Learning Community) creates an entry using PowerPoint® or Thinglink. 0 Each entry must include: 0 The word and a definition relevant to the reading 0 Image 0 Semantic web – graphic organizer
- 12. Continents 0 The Americas are made up of two continents, North America and South America (p 99). Definition One of the principal land masses of the earth, usually regarded as including Africa, Antarctica, Asia, Australia, Europe, North America, and South America.
- 13. Watch a short video with VSS+ Examples http://youtu.be/wq9ZdBnMGos
- 14. Independent and Engaged Source: http://mimiandeunice.com/wp-content/uploads/2012/07/ME_500_Independent.png
- 15. Data & Analysis 0 Case study – one intact class of 6th grade students 0 Observations as students worked 0 Interviews 0 Teacher 0 Students 0 Parent 0 Student work products 0 Analysis
- 16. Findings 0 6th-grade students in the VSS+ project 0 Worked with precision to find images that represented their words 0 Collaboration matters 0 Engagement with word learning 0 Digital technologies increase learning opportunities 0 Being conversant with the vocabulary
- 17. Implications & Discussion 0 Add videos (a student request) 0 Familiarity with the technology is a variable (for teacher and students) 0 Feedback and sharing opportunities 0 Vocabulary learning and generative technology
- 18. Image Sources Words by https://www.flickr.com/photos/annethelibrarian/ https://flic.kr/p/mdpE52 Camera by https://www.flickr.com/photos/paxtonscameravideodigital/ https://flic.kr/p/qCX9F2 Megaphones by https://www.flickr.com/photos/paulbrigham/ https://flic.kr/p/e9VpA1 Microphone by https://www.flickr.com/photos/davidchief/ https://flic.kr/p/6ZWBUS Keyboard by https://www.flickr.com/photos/microsiervos/ https://flic.kr/p/pJwuRs Pith Helmet by https://openclipart.org/user-detail/gnokii https://openclipart.org/detail/171173/safari-scene Computer Class: http://pixshark.com/computer-class-clipart.htm “Independent” Cartoon: http://mimiandeunice.com/wp- content/uploads/2012/07/ME_500_Independent.png Other images and screen captures by TDWolsey
Editor's Notes
- Provide a description, explanation, or example of the new term. Ask students to restate the description, explanation, or example in their own words. Ask students to construct a picture, pictograph, or symbolic representation of the term. Engage students periodically in activities that help them add to their knowledge of the terms in their vocabulary notebooks. Periodically ask students to discuss the terms with one another. Involve students periodically in games that enable them to play with terms. (Marzano, 2009)
- Involve students periodically in games that enable them to play with terms. (Marzano, 2009)
- A word-learning approach: Fosters interaction with words that students select themselves. Useful for general vocabulary development And for content-area vocabulary development. (Haggard, 1982, 1985; Ruddell & Shearer, 2002)