Best Practices in Adolescent Literacy Instruction Ch 6 review - Actively Engaging Middle School Students with Words
Text of Actively Engaging Middle School Students with Words
1. Actively Engaging Middle School Students with Words Chapter 6 Rose Atkinson Sylvia Bull Molly John Stephanie Ochoa
Role of vocabulary
How words are learned
Resistant Readers vs. Struggling Readers
How are they different?
How theyre the same.
What can be done?
4. Role of vocabulary
Builds self-esteem and confidence
Enhancing thinking and communication
Many factors affect learning new words
Words are learned via:
Linguistic and non-linguistic ways
How words are learned
6. Active engagement
Students must work together
Students working alone
Guess & Check
Greek & Latin roots
8. Guess & Check Story from past Myth Story Legend Inherited item Statue Importance Legacy Legendary story Fake Not true Myth Check Guess Clues Unknown Word
9. Vocabulary anchors WORD Similarities Related Word Characteristics
10. 3-D words
one that is in the state of adolescence the state or process of growing up
11. Greek & Latin roots Meta (new) metaphor metal metabolic
12. Video words
Technology can motivate disengaged students
Students can find video word examples online or create video words themselves
Jigsaw is a cooperative learning
strategy that enables each student
of a home group to specialize in one
aspect of a learning unit. Students
meet with members from other
groups who are assigned the
same aspect, and after mastering
the material, return to the home
group and teach the material to their group members.
Jigsaw 10 easy steps:
We will present four different activities
After each of you is given a number between 1- 4 please break up into your number group
When the activities are complete please return to your home group and discuss what you learned, liked and disliked about your activity
Knowing a word = understanding meaning, pronunciation, and spelling
Active engagement promotes learning new vocabulary
Students can be taught judicious learning strategies
1. I have who has
2. Vocabulary Squares/The Frayer Model
3. Comic strip vocabulary
Strategy Outline: QHT Chart
This strategy can be used to review vocabulary students have learned previously, either in class or previous grade levels.
Why: Reviewing content knowledge vocabulary can be very time consuming, this is a quick way for students to help each other relearn the words they should know.
What: the following materials are needed:
QHT Chart for each student
Vocabulary words on chart paper or the board
List of vocabulary words for students to take notes on (optional)
Access the entire activity here:
How: Present each student with a QHT Chart.
Read all the words displayed for the students.
Instruct students to place each word in one of the columns.
Q Words I have questions about
H Words I have heard of
T Words I can teach about
After the students have place all the words on the chart, go through the list displayed and ask if anyone had a question about each word in order.
If someone has a question about a word, ask if anyone can teach their classmate about that word.
Repeat steps 4 and 5 until you have gone through the list of words.
Variation: You can also go through the list and ask for
students who have listed the word in the Teach column
to teach the class about the word. This would allow
those students too afraid to admit they dont know the
word the opportunity to still learn the word without a
chance of embarrassment.
Activity 1 I have who has
18. Activity 2 Vocabulary squares Access Activity 2 here or here Activity 2 b Definition-Books Definition-What I understand dictionary, glossary, or H.S.- write analogy/poem/other other related reference Illustrate what the Non-Example word like-picture Antonym What do you think *the authors meaning is *from context clues write about the word Vocabulary word goes here
19. Activity 3 Comic strip vocab.
The Comic Strip Vocabulary builder invites
students to learn new words/terms by composing
their own comic strips. This method intends to
create vivid mental images and visual word
association for the reader.
White paper / Letter or legal size recommended
Writing instrument /Colors, markers or color pencils recommended
Dictionary /If you do not provide the definition to the new vocabulary term
20-30 minutes for activity
Students can work alone or in groups
Introduce the students to a single or list of terms to incorporate in the comic strip
Students should consider:
Scene & Actions that occur
Landscape & Props
Allow students ample time to create a comic that illustrates a vocabulary term