Unit 4 - Vocabulary Strategies

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Vocabulary strategies.png

OBJECTIVES:

  • Participants will demonstrate the construction of a Five Senses Simile Web by creating one using Microsoft Word
  • Participants will generate words, related to the target vocabulary word, that correspond with each of the five senses by typing the sense words into the Five Senses Simile Web
  • Participants will demonstrate the construction of a Word Map by creating one using Microsoft Word
  • Participants will generate a synonym, an antonym, an example, and a non-example of the targeted vocabulary word by typing these words/phrases into the Word Map


HOW TO IMPLEMENT VOCABULARY STRATEGIES:

Often, students do not take the time to look up unfamiliar words in a reading passage. Instead, they simply skip over them. If students are aware of easy and fun strategies to define words, they are more apt to identify meanings and less inclined to simply ignore unknown vocabulary words. Anderson and Freebody state, "Not surprisingly, children who have better vocabularies (i.e., knowledge of the meaning of more words) perform better on reading comprehension tests" (cited in Mayer, 2008, p. 67). According to Marks, Doctorow, and Wittrock, when children change an unfamiliar word to a synonym, they often have less difficulty comprehending the passage (cited in Mayer, 2008, p. 67). An effective way for students to change unfamiliar words to synonyms is through the use of Five Senses Simile Webs and Word Maps (Department of Education, Stetson University, Spring 2008).


NOW IT IS TIME FOR YOU AND YOUR PARTNER TO WORK ON CREATING YOUR OWN VOCABULARY STRATEGIES.

Follow these steps in order. Do not skip around.

  • 1. You and your partner will work separately today.
  • 2. Using Microsoft Word, each one of you will create a Five Senses Simile Web.
  • 3. Each one of you will choose a word from the vocabulary used in the DR-TA chart during unit 2.
  • 4. Exchange webs and fill in each other's.
  • 5. Using Microsoft Word, each one of you will create a Word Map.
  • 6. Each one of you will choose another word from the vocabulary used in the DR-TA chart in unit 2. Make sure your words are different from the simile map.
  • 7. Exchange maps and fill in each other's.


REFLECTION:

  • With your partner, create one of the vocabulary strategy diagrams, using a word that might be difficult for a fellow teacher, and post it in the discussion area.
  • With your partner, complete two vocabulary diagrams from fellow teachers and post your answers in the discussion area.
  • After creating your vocabulary diagram, compose a discussion post discussing how you may implement these strategies into your classroom and how they will be helpful to students.


To go on to the next unit click here: Unit 5 - Strategy Integration Benefits

Click here to return to the beginning of the course: Promoting Reading Comprehension in the Early Grades