ctn jeopardy!. first round vocabulary 100 the analysis and structure of words that can be broken...

CTN Jeopardy!

First Round

Vocabulary

100

The analysis and structure of words that can be broken down into chunks for meaning

200

prefix, suffix, root words

300

You can use word walls, posters, pictures, magazines, and labels

on items to promote this

400

This vocabulary strategy helps students infer word meanings from context

500

Vocabulary term, visual representation, definition and non-example

Pre-Reading

100

Identifying text structures, making

predictions, brainstorming,

interpretation of text graphics

200

Students do this in order to make connections to text, self, and

world

300

This expository text structure tells how to do something or presents

a series of events in order

400

Its purpose is to inform, explain, or persuade

500

Involves direct instruction of the strategy, modeling, guided practice, and

supported and independent application

During and Post-Reading

100

A note-taking strategy that helps students organize information in an orderly fashion

200

Preview, Click and Clunk, Get the Gist, and Wrap-up

300

Think about your teaching, choose issue, plan inquiry, do, revise

400

In this during reading strategy, students actively take notes by using symbols

500

Note-taking, Journal Writing, Quick Writes, Learning logs, and Exit slips

Assessment and

Modification

100

A synopsis of a child’s affect, interests, learning styles and interactions in a

learning environment

200

Campbell Interest and Skill Survey

300

This form of assessment occurs ongoing throughout a unit or lesson

400

Pre, during and post assessment of students’ uses of strategies needs

to focus on this

500

Offered within boundaries, imply responsibility and a time period, and

a student commitment

Second Round

Acronyms

200

LINK

400

QAR

600

PLAN

800

SCUBA

1000

THIEVES

Graphic Organizers

and Strategies

200

Allows students to organize historical content by pulling out facts, problems, solutions, changes, and what happened

400

In this graphic organizer, students extend their vocabulary knowledge

through the use of analogies

600

This pre-reading strategy encourages students to imagine themselves

within the context of a photograph, and to personalize their perceptions

800

Gathering evidence, asking questions, recalling facts, inferring, drawing

conclusions, and skimming

1000

This is a “front-loading technique” that guides students through the chapter by highlighting

important features of the text

Big Ideas

200

To do this, as we read, we are interactive, strategic and adaptable.

400

Features in this kind of text that we teach students to use include: headings, captions, illustrations, diagrams and features, charts,

graphs and tables, bolded and italicized text, and the glossary .

600

Something these students do: they sometimes acquire the meanings of words less quickly, might interpret

meanings literally and miss the nuances, might lack an understanding

of how words make meaning together, and might have challenges

remembering words.

800

To do this, we consider students’ traits, including: culture and language backgrounds and

experiences, the big ideas in the content, and how students can be

most successful.

1000

This is a project you can design and carry out by systematically gathering information to

learn more about the effects of your teaching on students and their learning.