VOCABULARY PREVIEW Reading to Learn in all content areas

What is the relationship? Learning vocabulary and reading comprehension go hand-in-hand. 1. Increased word knowledge 2. Rich vocabulary

More of this…

… and less of this

Four Factors 1. Students in your classroom 2. Nature of the words you are teaching 3. Instructional purposes of the words 4. Strategy fits the words

Vocabulary Self-Selection 1. Form two groups 2. One group reads “Koreans produce world’s first cloned dog” and the other reads “Scientists successfully clone cat” 3. Independently highlight vocabulary words that are the most important 4. Create a two-column chart with the headings “Words Selected” and “Reasons for Selecting the Words.” List the words highlighted and provide a reason for selecting it 5. Meet with 2-3 others who read the same article and choose 4-5 words that are most important to understanding the article. On a two-column chart, list the words and why everyone should know those word 6. Meet with everyone who read your article and create another two-column chart that includes 5-8 words that your group agrees on and why everyone should know those word

General Procedure 1. Find two articles/chapters discussing a similar topic 2. Divide the class in half so that everyone is reading one of the two articles 3. Instruct students to highlight words they find important as they read 4. Have students complete a 2-column chart with headings “Words Selected” and “Reasons for Selecting the Words” 5. Assign students to a small group (3-4) with others who read the same article 6. Have students agree on 4-5 words and complete a 2-column chart with the headings “Words Selected” and “Why everyone should know the words” 7. Bring all groups that read the same article together to choose a final 5- 8 words that will be taught to the class. Put these on a third 2-column chart 8. Split each group into two smaller groups. One will create a PowerPoint presentation to teach the other half the words and the other group will create a review game for students to study for the test 9. Each group presents the PowerPoint and the review game

Variations Choose more than two related articles to incorporate smaller groups Have them create an alternate final product or simply hold a class discussion in place of the PowerPoint and review game Have students use their own paper to create the two-column charts instead of providing a worksheet Change the number of vocabulary words they are to find Change the number of times they meet in new groups

What Can Go Wrong? Students choose words that aren’t helpful Walk around the room and help the students who are struggling Inform students they will be submitting their 2-column lists

What Can Go Wrong? Students miss words you deem as important Walk around the room and lead students to words you want discussed/presented At the end of presentations, hold a class discussion where you give them the missed words and ask them how they relate to the articles read

Assessment Give students participation points/credit

Assessment Have students create possible test questions

Assessment Use as a formative assessment What do they know? Where are the gaps in their understanding? What do I need to reteach?

Your turn Using your textbook, choose a unit from term one that you can use this strategy with. List the chapter/concept you would use this with and the possible chapters/articles that will facilitate this strategy. Share with neighbors/group.