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Vocabulary PREVIEW

Vocabulary PREVIEW . Reading to Learn in all content areas. What is the relationship?. Learning vocabulary and reading comprehension go hand-in-hand. Increased word knowledge Rich vocabulary. More of this…. … and less of this. Four Factors. Students in your classroom

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Vocabulary PREVIEW

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  1. Vocabulary PREVIEW Reading to Learn in all content areas

  2. What is the relationship? Learning vocabulary and reading comprehension go hand-in-hand. • Increased word knowledge • Rich vocabulary

  3. More of this…

  4. … and less of this

  5. Four Factors • Students in your classroom • Nature of the words you are teaching • Instructional purposes of the words • Strategy fits the words

  6. Vocabulary Self-Selection • Form two groups • One group reads “Koreans produce world’s first cloned dog” and the other reads “Scientists successfully clone cat” • Independently highlight vocabulary words that are the most important • Create a two-column chart with the headings “Words Selected” and “Reasons for Selecting the Words.” List the words highlighted and provide a reason for selecting it • Meet with 2-3 others who read the same article and choose 4-5 words that are most important to understanding the article. On a two-column chart, list the words and why everyone should know those word • Meet with everyone who read your article and create another two-column chart that includes 5-8 words that your group agrees on and why everyone should know those word

  7. General Procedure • Find two articles/chapters discussing a similar topic • Divide the class in half so that everyone is reading one of the two articles • Instruct students to highlight words they find important as they read • Have students complete a 2-column chart with headings “Words Selected” and “Reasons for Selecting the Words” • Assign students to a small group (3-4) with others who read the same article • Have students agree on 4-5 words and complete a 2-column chart with the headings “Words Selected” and “Why everyone should know the words” • Bring all groups that read the same article together to choose a final 5-8 words that will be taught to the class. Put these on a third 2-column chart • Split each group into two smaller groups. One will create a PowerPoint presentation to teach the other half the words and the other group will create a review game for students to study for the test • Each group presents the PowerPoint and the review game

  8. Variations • Choose more than two related articles to incorporate smaller groups • Have them create an alternate final product or simply hold a class discussion in place of the PowerPoint and review game • Have students use their own paper to create the two-column charts instead of providing a worksheet • Change the number of vocabulary words they are to find • Change the number of times they meet in new groups

  9. What Can Go Wrong? Students choose words that aren’t helpful • Walk around the room and help the students who are struggling • Inform students they will be submitting their 2-column lists

  10. What Can Go Wrong? Students miss words you deem as important • Walk around the room and lead students to words you want discussed/presented • At the end of presentations, hold a class discussion where you give them the missed words and ask them how they relate to the articles read

  11. Assessment Give students participation points/credit

  12. Assessment Have students create possible test questions

  13. Assessment • Use as a formative assessment • What do they know? • Where are the gaps in their understanding? • What do I need to reteach?

  14. Your turn Using your textbook, choose a unit from term one that you can use this strategy with. List the chapter/concept you would use this with and the possible chapters/articles that will facilitate this strategy. Share with neighbors/group.

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