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Word Scavenger Hunts

Word Scavenger Hunts. 2 nd Strategy Share Dyanis Popova. Purpose. Definitional knowledge Dictionary-like knowledge of a word. Students can provide a terse phrase or sentence about the word Contextual knowledge

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Word Scavenger Hunts

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  1. Word Scavenger Hunts 2nd Strategy Share Dyanis Popova

  2. Purpose • Definitional knowledge • Dictionary-like knowledge of a word. • Students can provide a terse phrase or sentence about the word • Contextual knowledge • Ability to make sense of a word based on how it’s used in print and everyday communication. • Students need both kinds to really understand a word.

  3. Implementation • Identify important content terms and give the list to students. 5-10 words is ideal. • Divide class into groups of 3-4 students. Explain the scavenger hunt and specify the rules. • Students should bring a definition of the word on an index card and pictures or representations of the item. • In some cases, students can be encouraged to use three dimensional representations. • Teams should not tell others where they locate their items. • Allow teams to meet a few times before the due date.

  4. Implementation • Ancient Egypt vocabulary list • pyramid • artifact • mummy • tomb • primary source • secondary source • civilization • Sample Student Response Pyramid – an ancient massive structure found especially in Egypt with a square base and 4 triangular walls meeting in a point.

  5. Implementation • At the end of the hunt, teams should share their definitions and visual representations with the class. • Class members can vote on which team was the most successful. • Showcase all student work for the remainder of the unit. • Magazine-only projects can be completed in one lesson.

  6. Benefits • Fosters team work. • Encourages student excitement, engagement and participation. • Development of both definitional and contextual word knowledge for complete comprehension. • Students feel ownership of the content. • Encourages curiosity between groups.

  7. Word Scavenger Hunts Resources Brozo, W.G., Fisher, D. B., Frey, N., Ivey, G. (2006). 50 content area strategies for adolescent literacy . Alexandria, VA: Prentice Hall. Eisenstark, R.(2006). Archaeology and the ancient past.Washington,DC: National Geographic School Publishing.

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