VocabularyObservation - If students take the time to study, they are able to memorize new words and definitions.- Even though they can define a word, they have not reached a level of transfer to where they can use new words in context.

Question -How can I help students transfer their knowledge of definitions to proper use in the context of their speaking and writing?

BAckgroundObservable Phenomena: Sophisticated critical thinking, strong reading comprehension, completes work thoroughly and on time, supports ideas with evidence from texts (both in writing and verbally).

Literacy Testing: Vocabulary: Average to Above AverageRate/Fluency: Low

First Quarter Grades:Academic: A-Learning Habits: A

In which media do you like to read the most? Why?

I like to read Books the most because I can write in the margin and I

like electronic because then I can make notes and click back and it

will give me my page

What I like best about reading is…

What I like best about reading is I like to be able to sit in the quiet and have to to read alone.

Where is your favorite place to read?

I like to read anywhere quiet.

When I come across a word I don’t know, I…

When I come across a word I don’t know, I circle it and search it or I use context clues.

Reading Survey

Vocab. Quiz Ch.8-10 What do

you see?Own definitions written at the top:

cultivate – expand knowledgeacquiesce – agree with no argument

Own sentences: Demonstrate your understanding of the word’s meaning through context clues.

After reading a paper on WWII I to cultivate by doing more research to expand my knowledge.

Once the teacher started to scream at the students they were acquiesce, which ment they agreed with no argument.

Model of Word Learning 1. I don’t remember having seen that word before. 2. I have seen this word before, but I don’t know what it means. 3. I recognize it in context, and I think it means.... 4. I know this word. It means…. 5. I can use this word in a sentence (Paribakht & Wesche, 1997)

TIer Two WordsTier Two words contain high frequency words that are found across a variety of domains.

Rich knowledge of words in this tier can have a powerful impact on verbal functioning (Beck,2001).

Tier Two words must be words students have ways to express the meaning of the word.

New words offer students more precise or mature ways of referring to ideas they already know.

Warm-up

Vocabulary Chart

Vocabulary Chart

Directions:Part I: 1. Read the word.2. Put a check mark in the column that best describes your experience with the word.3. If you can define the word, then write a definition in the space provided.4. Do this for all words on the handout.5. (DO NOT fill in the Personal Connection/Image Column yet!)

Part II:1. Read the formal definition of the word.2. If you did not attempt a definition: Paraphrase the formal definition in space provided.

If you did write your own definition: Edit your definition considering the formal definition provided.

3. Write down a personal connection or draw an image that helps you remember the word.

Use in Context

When Reuven is in the hospital he thinks back at what his dad had told him. He recalls a lesson

that was from the past but was now etched into Reuven’s memory like stone.

This quote accentuates the moral lesson that his father taught,not to take everything for granted, and now Reuven is applying it to his

own experience.

Directions: Choose two words from chapters 1-16 and incorporate them into the context of your analytical paragraph.

Discussions with Students

Open discussion about using words in context- Why it’s important

Use the words during discussions- How it helps - repetition of gaunt - gaunt vs. feeble

QuestionsOriginal Focus Question:How can I (we) help students transfer their knowledge of definitions to proper use in the context of their speaking and writing?

Discussion:- What do you see?- What ideas or questions does this raise for you?- What are the implications for teaching and learning?