presentation by: oconee river gystc - negaresa.org · oconee river gystc todd.nickelsen@neg....
TRANSCRIPT
Presentation by:Oconee River [email protected]
All activities, games and strategies shared herein can be found in the texts above unless otherwise noted.
Rank Strategy % Gain
1 Extending Thinking Skills(compare/contrast classification, etc)
45
2 Summarizing(Tell your partner, cheat sheets,
etc.)
34
3 Vocabulary in Context 33
4 Advance Organizers(Concept maps, webs, cues,
questioning etc.)
28
5 Non-Verbal Representations(Visuals, Manipulatives,
Charades)
25
Student A
50% PercentileStudent B
50% PercentileStudent C
50% PercentileEnteredcabulary None Superficial Explicit, Vo
Instruction multiple, in context
Percentile RankAfter instruction
50% 62% 83%
(Marzano 2009)
Students must, on average, be exposed to a new word 6‐9 times before they begin learning and recalling the word “Understanding builds as one encounters a word multiple times and sees it in different situations.”
(Tankserley, 2005) (Nagy, 1988)
There is a strong relationship between vocabulary and:IntelligenceAbility to comprehend new informationIncome
Vocabulary Gap:Child from a family at or below poverty has a vocabulary of 5,000 wordsChild from a middle income family = 9,000 wordsUpper income child = 15,000 – 20,000 words
Reading the words is not enough. Students have about a 5%‐15% chance of learning a word just from reading, and high density text is about 7%.
(Marzano 2009)
1. Provide a description , explanation, or example of the new term.
2. Ask students to restate the description, explanation or example in their own words.
3. Ask students to construct a picture, symbol, or graphic representation of the term.
4. Engage students periodically in activities that help them add to their knowledge of the terms (in their notebooks).
5. Periodically ask students to discuss the terms with one another.
6. Involve students periodically in games that allow them to play with terms.
Term: My Understanding 1 2 3 4
dditions/DeletionsDescribe: A
Draw: Modifications/Revisions
Sample Vocabulary Notebook Entry Template
STEP ONE: Provide a description , explanation, or example of the new term.
‐Ask students what they THINK the term means (listen for misconceptions and accurate prior knowledge).
‐Provide does not mean “tell.” Instead it means: share a story, use a video, discuss current events, start with pictures, share your thinking
‐Provide does not men “define.” When learning a new word students typically don’t have enough background knowledge to understand a formal definition.
Words I know well enough to teach
Words I think I
know/have seen before
Words I have no
knowledge of
Sort the word cards into the following three categories.
After reading, discussing, engaging in learning activities repeat the same activity. Are there any that you now feel ready to teach?
PlanetLiteracy
Skim text for unfamiliar wordsJot each word on a sticky noteCompare your words. Did anyone else identify some of the same words? What do others in the class know about the words? As a class or in small groups, categorize the words if possibleAfter reading the article do you have a better understanding of SOME of the words? If not, what could you/we do to improve your understanding of the words?
PlanetLiteracy
The electrons of different types of atoms have different degrees of freedom to move around. With some types of materials, such as metals, the outermost electrons in the atoms are so loosely bound that they chaotically move in the space between the atoms of that material by nothing more than the influence of room‐temperature heat energy. Because these virtually unbound electrons are free to leave their respective atoms and float around in the space between adjacent atoms, they are often called free electrons.
In other types of materials such as glass, the atoms' electrons have very little freedom to move around. While external forces such as physical rubbing can force some of these electrons to leave their respective atoms and transfer to the atoms of another material, they do not move between atoms within that material very easily.
This relative mobility of electrons within a material is known as electric conductivity. Conductivity is determined by the types of atoms in a material (the number of protons in each atom's nucleus, determining its chemical identity) and how the atoms are linked together with one another. Materials with high electron mobility (many free electrons) are called conductors, while materials with low electron mobility (few or no free electrons) are called insulators.
STEP TWO: Ask students to restate the description, explanation, or example in their own words.
‐Students construct their own descriptions, explanations, or examples and do not copy the teacher’s.
‐Constructions need not be comprehensive.
‐If students struggle, provide additional examples, allow students to discuss thinking with a partner, or in some cases move on to step 3.
A change in size, shape, or stateof matter
New materials are NOT formed Same matter present before and after change
Ice melting Breaking a glass Cutting hair
Burning wood Mixing baking soda with vinegar
Physical Change
Vocabulary WordMy Teacher’s Description My DescriptionIn your own words, briefly
describe the most important details in the content or text.
It is like when I say or write the important stuff in my
own words.
How I’ll Remember This Word
Additional Experiences/Connections
STEP THREE: Ask students to construct a picture, symbol, or graphic representation of the term.
‐When students have to draw a term they are “forced” to think of the term in a completely different way.
‐Teacher must model this process.
‐When students struggle to draw a concept, allow them to work with partners, provide, discus & explain peer examples, search the internet for examples, and/or play the game “Draw Me.”
1. Generate word list by previewing text with students
2. Students select a word that interests them3. They become the expert in that word4. Students become knowledgeable in all aspects
of the word: roots, pronunciation, synonyms, antonyms, etc. (Use your available technology)
5. Students create artistic visual of word6. When that word arises in the lesson, that
student is the “go‐to” expert on the word
PlanetLiteracy
STEP FOUR: Engage students periodically in activities that help them add to their knowledge of the terms (in their notebooks).
‐Understanding deepens as students continually reexamine their understanding of a given term
‐Activities allow students the opportunity to add to or revise their understanding (in their notebook).
• Free Association• Comparing Terms/Word Maps/Thinking
Maps• Classifying Terms• Word Detective/Cloze Method• Umbrella Words• Synectics
This strategy is quick, easy, and requires minimal preparation.
1. Announce that it’s “free‐association‐time.”2. Call out a “target” term and ask students in small groups, pairs,
or as a whole class to say any word they think of that is related to the target term.
3. After a few seconds say “stop.” (You can also use a timer).4. The last person to say a word must explain how that word is
related to the target.
Modification: Instead of calling out words have students write down their own list. Switch papers at the end of the allotted time and have students examine/explain lists.
Practice: Habitats
Instead of a calling out words or creating a list, you can provide additional structure to the activity by allowing students to complete a bubble map when they brainstorm words they associate with the target term/phrase.
Habitats
Food
Water
Neighborhood
HomeShelter
Fiction
Genre
FablesFairy Tales
Short StoriesNovels
Poetry
Simple Poems
ProverbsRiddles
Limericks
Nonfiction
BiographiesLetter/Articles
Instructions/ProceduresChartsRetells
Drama
PlaysSkits
Multiple formats: Sentence Stems, Venn Diagram, Double Bubble, & the Matrix
Monarchy and Dictatorship are similar because they both:• Are forms of government• Involve one person having most of the power• Have examples in history where the one powerful person was a tyrant
Monarchy and Dictatorship are different because: • In a monarchy power is determine by heritage, but in a dictatorship
power is often achieved by force or coercion • Rulers of monarchies are more often adored by the people while
dictators are more often feared by the people they rule.• A monarchy can exist with a representative government, but a
dictatorship is often a police state.
Try it: The sun andmoon are similar because…they are different because…
Think about your own content area and make an example double bubble map.
Characteristics Sun Moon Earth Similaritiesand
Differences
Size Largest of the three
Smallest of the three
Larger than the moon, smaller than the sun
All 3 are very different in size, but the earth and the moon are closest in
size
Relative Position & Motion
Center of the solar system
Orbits the Earth and rotates on its axis
Orbits the Sun androtates on its axis
The sun is stationary while the earth and moon orbit the sun; the earth and moon
both rotate on their own axis
Composition Made of gas Made of rock Made of rock and contains water
The earth and moon are most similar in
composition
Characteristics Item 1 Item 2 Item 3 Similaritiesand
Differences
Characteristic 1
Characteristic 2
Characteristic 3
Provide students with a list of terms and ask them to classify the terms.
Structured Classifying – provide terms and categories
OpenEnded Classifying – provide either terms or categories
Let’s Try It:Classify the following: plateau, mesa, mountain, bay, ocean, lake, canyon,
hill, forest, plain, port, canal, reservoir, stream, & prairie
What categories would you use?
One Term Missing:
Bone is to skeleton as word is to _________.Inch is to foot as millimeter is to _________.Susan B. Anthony is to women’s rights as __________ is to civil
rights.
Two Terms Missing:
Organelle is to cell as _____________ is to ______________.
Select or create a piece of text that includes key vocabulary. Omit those vocabulary words, leaving context clues in place.
In pairs, students predict what the words are. Several words may fit in the blanks.
Discuss the word selections and the thought processes that resulted in those selections.
EXAMPLE: Due to the extensive fighting, it was the first time the soldiers had been outside the __________ of the base. As they marched along the road they felt ____________.
PlanetLiteracy
Which word includes the others?
Appeals courts *ForaminiferaTraffic court *RhizopodaJuvenile justice * CiliaphoraCivil suits *ProtistaJudicial branch *ApicomplexaJudges *Actinopoda
RectangleSquareQuadrilateralRhombus
PlanetLiteracy
Students are asked to make connections with a vocabulary term to another seemingly unrelated term.
Example: How is the Sun like a…
File Cabinet School Bus
Lunch Room Classroom
PlanetLiteracy
STEP FIVE: Periodically ask students to discuss the terms with one another
‐Think‐Pair‐Share
‐Turn & Talk
‐I Heard You Say….(One speaks while the other listens, summarizes, and then reverse roles).
Terms Pre During Post
campanology
dendrochronology
epidemiology
geomorphogeny
gromatics
Either have students skim passages for unfamiliar words or provide them with a list of words you want them to learn. Have students use a scale to rate the words by placing stars next to them. Share your rating with a partner.
*= No clue**=I’ve seen it/heard it but am not sure of the meaning. ***=I think I know what it means. ****= I can use it and explain it.
PlanetLiteracy
STEP SIX: Involve students periodically in games that allow them to play with terms.
‐Games help keep new terms in the forefront of students’ thinking and allow students to reexamine their understanding of the terms
‐Set aside specific times for games, establish as centers, use during transitions, etc…
•What is the Question?•Vocabulary Charades•Name that Category•Draw Me•Talk a Mile a Minute•Word Harvest•Puzzle Stories•Definition Shmefinition•Which One Doesn’t Belong?•What’s My Identity?
•Based on Jeopardy‐Either use a pre‐made PowerPoint Template, a whiteboard with sticky notes to cover the words, or create an online game at: http://jeopardylabs.com/•Can be used either for reviewing words in one or multiple content areas •Instead of words, pictures can also be used•Students select a category and value; the word or picture is revealed; the student must ask a question for which the term would be the answer
Science
ecipitation Fr
Math
action100 Pr
200 Evaporation Decimal
300 Condensation Parallel
400 Transpiration Equation
Whole Class – Students stand by their desk and use their arms, legs, and bodies to show they know the meaning of the term called out by the teacher.
Team Charades – The class is divided into teams; the teacher provides the same word to one member on each team; the rest of the team members must guess the word
Let’s try it:
Based on the $100,000 Pyramid, this game requires students to identify commonalities among a group of related terms.
1. Complete a game board, or simply create cards containing category titles.
2. Allow one member of the team (the clue giver) to see the game board or one of the category cards.
3. With a timer set (if desired) the clue giver must list words that are associated with the category while the rest of the team tries to guess the category.
4. Continue by allowing another team member to be the clue giver.
Modifications: Provide the clue giver with the category AND some associated words s/he can use. To make the game more difficult, provide the clue giver with a category and associated words s/he can NOT use (See Talk a Mile a Minute).
Let’s Try It:
Based on Pictionary, this game requires students to draw a picture that represents a group of words.
1. Divide class into teams and identify one member to be the first “word artist.”
2. Provide the word artist with a list of 3‐4 words.3. Once the timer is set (if desired), the word artist is challenged
with creating a drawing or series of drawings that represent the group of terms. The word artist cannot use letters or numbers.
4. Once the category has been guessed, the word artist joins the rest of the group and another team member becomes the word artist.
Modifications: Provide the word artist with one word instead of a group of words. Or, to increase the challenge provide the word artist with the category and a group of words s/he cannot draw.
Let’s Try It!
Similar to the game Taboo, this game requires students to get teammates to guess each word on a list of words.
1. Provide one team member, the TALKER with a list of words. The list should also contain a category title.
2. Set the timer (if desired) and challenge the TALKER to describe each word on the list without using rhyming words or saying things such as “It starts with the letter…” For example, for the word mammal, the TALKER might say, “These are living things that give birth to live young, examples are dogs, horses, & monkeys.”
3. Have teams keep track of the total number of words they guess correctly.
4. Switch TALKERS at the end of each round.
Modifications: Have teams guess the category, but don’t let the TALKER use any of the terms listed on the card.
Let’s Try It!
Types of Animals
MammalReptile
AmphibianBirdInsectFishSpider
Designed primarily for K‐2, this game involves students “harvesting” words from a “tree.”
1. Create category note cards by writing one word category (i.e. colors, bodies of water, etc…) on each card.
2. Create word “apples” by writing one word per apple that falls within one of the categories.
3. Divide the class into teams. Provide each team with a bucket and a category card.
4. Each team is responsible for harvesting words that fit their category only.
Modifications: If a SMART Board is available, it can be used instead of buckets, note cards and paper apples. Also pictures instead of words can be used on the apples.
BodiesOf Water
Plants
Ocean
Bay
CreekFlower
Leaf
1. Divide class into teams and provide each team with a puzzle that is fairly easy to assemble.
2. Also provide each team with a group of (5‐10) vocabulary words.
3. On your cue, the groups race to put the puzzle together. Once assembled the team then uses the vocabulary words to write a paragraph or story about the scene or object depicted in the puzzle.
Modifications: Have groups select a picture in a magazine or newspaper.; then provide the list of words and have them write a story/paragraph about the picture. “Jigsaw” the stories/ paragraphs by providing each group with one written by a different group. Challenge them to find the matching puzzle or picture the story/paragraph is based on.
Based Balderdash, this game requires students to create definitions for words they do not know and guess the correct definition.
1. Prepare a list of approximately 20 words, but do not share them with the students.
2. Divide the class into teams. One team per round will be able to use the dictionary, textbook, resource, etc…
3. Write the first term on the board and say it aloud. On your cue the team with the dictionary looks up the word and writes down the definition while the other teams collaborate to create their own definition.
4. Collect all definitions from the teams and read them aloud (It helps to have the team with the dictionary mark their definition with a “D”). All teams, except the one with the dictionary are to vote for the one they think is correct.
5. Point assignments: 1 point for selecting the correct definition; 1 point to any team who wrote the definition another team voted for; 3 points for a team who wrote the correct definition without using the dictionary (If a team does create the correct definition you can avoid reading it twice since the team with the dictionary labeled their definition with a “D”).
Modification – Prepare correct definitions beforehand and don’t allow a team to use the dictionary. By doing so all teams play all rounds.
This strategy can be used as a game, a formative assessment or it can be included on a summative assessment in place of traditional multiple choice questions. Excellent strategy for higher order thinking!
1. Provide a set of words or sentences (3‐7) depending on grade level and desired complexity.
2. Have students identify which word or sentence does not belong & WHY they THINK it doesn’t belong.
3. If needed, provide a clue for each set of terms/phrases.
For Example:Cricket Elephant RubberBird Giraffe TeflonIguana Deer CopperMonkey Lion Plastic
To increase complexity and encourage higher order thinking omit clues and include more terms/phrases.
EXAMPLE:MilitiaColonistSoldierArmyPatriotNavy SealsDefense
Does there always have to be a “right” answer?
OctagonPolygonCircleTrapezoidTriangle
One student asks yes or no questions to the rest of the class in an effort to discover his/her secret identity.
1. One student at a time takes a turn sitting in a chair or stool in the front of the classroom.
2. The teacher provides the student with a secret identity by either writing a term on the board behind the students or placing a hat on the student’s head with a note card containing the term attached.
3. The student then asks yes or no questions of the class to determine his/her secret identity until the identity is revealed. (If needed, set a time limit or question limit).
Although originally designed for reviewing people, this game can be used to guess the identify of a process, place, concept, etc…