- Chapter 4-Word for Word: Vocabulary Development Across the Curriculum In most schools, vocabulary is one of the areas where students consistently perform poorly. As content teachers, vocabulary is extremely important to further comprehension. Traditional approaches to teaching vocabulary have not been effective and yet continue to predominate many classrooms. As you read this chapter, consider carefully how you will implement effective vocabulary strategy instruction within not only your unit but also your future classroom. What can you do to help students develop the vocabulary needed to perform well?
- Ch. 4 Reading Assignment
- Alpha Blocks Attached Files:
- alphablocks.pdf (40.631 KB)
- Shadowing ELLs in the Classroom-academic language
- Vocabulary Instruction.pptx
- Just Read Now! Vocabulary Strategies This link contains a collection of vocabulary strategies that will be helpful in the classroom.
- Helpful forms Attached Files:
- SHADES of meaning.docx (15.649 KB)
- vocabcard.docx (12.683 KB)
- VocSelfAwarChart.docx (23.02 KB)
- Support English Learners with Word Wizard Scholastic.com now includes powerful support for ELL students. The Word Wizard Dictionary offers several features that are particularly helpful for English language learners and their teachers. The fastest growing group of students in our country is ELL, projected to reach more than 13 million in the next two years. That growth, coupled with a shortage of specially-trained ELL teachers, will require powerful new tools like these to bridge the learning gap.
Continue reading about this valuable resource at the provided link.
- WordWiseLookup With WordWiseLookup you can quickly lookup or translate words on your screen: the software reads the word under the mouse pointer and opens www.wordwiselookup.com where you can select one of the free web glossaries or dictionaries of your choice. There is no typing needed, the information you are looking for is available with a couple of mouse clicks.
- Word Sift WordSift is a tool that was created primarily for teachers. Mainly, think of it playfully - as a toy in a linguistic playground that is available to instantly capture and display the vocabulary structure of texts, and to help create an opportunity to talk and play with language.
Continue reading about this valuable resource at the provided link.
Next, select a piece of text and create a Tag Cloud, view the graphic organizer, and view the images. It would probably be best to begin by viewing the Demo.
- frazierNiftyThriftyFiftymonthlyplan.pdf
- Nifty Thrifty Fifty Suffixes Jeopardy Here is a website where 1-2 players can play.
- More Nifty Thrifty Games
- MbM Phonics for 4th and 5th grade 2007 A&K.pdf
- Vocabulary Visits: Virtual Field Trips for Content Vocabulary Development Attached Files:
- Blachowicz.pdf (143.248 KB)
- Word Sorts Attached Files:
- Word Sorts document.doc (64.5 KB)
- Practice Word Sort Krasinski Square, war, Warsaw, ghetto, chaos, cats, risk, wall, rubble, cracks, bread, potato, soup, mice, velvet heads, armband, rags, Jewish, Polish look, Polish walk, merry-go-round, Polish words, food, smuggle, satchels, plan, danger, train, satchels, Gestapo, dogs, frenzy, station, Poland, WWII, Germans, Jewish people, Nazis,
- Ch. 4 Word Sort A Word Sort is a simple small group activity. Students list key words from a reading selection. (Alternatively, the teacher may provide a list of terms prior to the reading activity.) Students identify the meaning and properties of each word and then "sort" the list into collections of words with similar features. This "sorting" process links students' prior knowledge to the basic vocabulary of a reading selection. Vacca and Vacca (1996) describe two forms of Word Sorts:
- Closed Word Sort–The teacher provides the categories (and the specific features of each) to the students. The students then match the words with the features to create the word collections.
- Open Word Sort–The teacher provides only the list of words. Students work together to discern the common features and to describe the categories for collecting the word groups.
Create a closed word sort using one of your texts from the Alternative Text Set. Follow the link to submit your document.
- Ch. 4 Vocabulary Self-AwarenessChart One of the most effective tools I have used is the vocabulary self-awareness chart found on pages 57-60 in your text. Go back and review this approach to vocabulary acquisition. What does the text say about its effectiveness? Also review this activity in your additional text of strategies.
Finally, create a Vocabulary Self-Awareness Chart for one of the texts you have selected for your unit. How would this work? What words would be used and why?
Follow the link to this assignment for additional information and an example.
- Greek and Latin Root Word Wall Pieces and Word Cards Attached Files:
- demoGreekandLatinRootWordWallPiecesandWordCards(1).pdf (1.208 MB)
- demoGreekandLatinRootWordMemory(1).pdf (245.146 KB)