ctn jeopardy!. first round vocabulary 100 the analysis and structure of words that can be broken...
TRANSCRIPT
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Allows students to organize historical content by pulling out facts, problems, solutions, changes, and what happened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.