12 Vocabulary Quilt Strategies

Making story quilts are one way that communities have worked together to tell their stories and bring about healing.

Lastly, the final two shirts, writing from sources and academic vocabulary, requires students to take text evidence and vocabulary to formulate short response answers and formal writing pieces. These shifts are evident in daily lessons, interim assessments, and performance

A word wall for scientific vocabulary can be created for courses like Chemistry, Physical Science, Earth Science, and Physics core classes. For example, in chemistry a word wall for physical changes, chemical change, and periodic table vocabulary can be constructed by the students. For Physics, words like speed, velocity, kinetic energy, and potential energy can be posted on the wall for a lesson on forces and motion to help facilitate the acquisition of academic terminology for ELL learners in the field of science. Also concepts that are opposite to each other like strong/weak, long/short. Hot/cold, soft/hard, ect. allows students to develop critical thinking skills required for comparing and contract analysis.

The essential literacy strategy goes along with the standards and learning objectives by using context clues to help the student figure out unknown or unfamiliar words. Students will build reading comprehension skills by using context clues for figuring out unknown or unfamiliar words while they are reading. Then the students will perform the strategies individually. The related skills address the use of prior knowledge of synonyms and antonyms during the hook and transition portion of the lesson. The reading and writing connections go along with the learning objectives, because the students will read their assigned book and picking out words they do not understand. The students will have to write the sentence with the unknown word in it, and use context clues to figure out the definition of the unknown word. The central focus for this unit of study is for the students to use context clues to better their comprehension of what they have read in their assigned books. The students will be able to use context clues within sentences to determine the meaning of unknown or unfamiliar words. These lessons deal with comprehending text by using context clues to help figure out unknown words. The lessons build off each other by adding more detail to learning about context clues. As the lessons progress the students will be more independent when using context clues. The first lesson is learning about what context clues are. The second lesson will focus on using context clues to figure

I gathered student written inventories and held personal interviews and conversations with students and their families in order to help my students grow and mature in their vocabulary usage. This information told me they value who they are and what motivates them so I could design innovative practices and utilize proven methods of vocabulary instruction that promote learning for all my students.

Students will be able to write a summary of what they learned in the lesson and write the new vocabulary word in their vocabulary journal: place value

Another example I would use, would be a picture of 'Peter Rabbit' running, which could be an illustration of the vocabulary words 'wandered' or 'scampered'. During the reading of the story 'Peter Rabbit', I will point to the vocabulary word in the pocket chart and ask my students, 'what is this word'? and we will say it together; example: 'Trembling'. I would then ask the students a comprehension question like; 'What was Peter Rabbit doing'? A students response could be; 'Peter Rabbit was trembling with fright'.

“Words Their Way is a developmental spelling, phonics, and vocabulary program. It was developed by Invernizzi, Johnston, Bear, and Templeton. Words Their Way is intended to be a part of a balanced literacy plan that includes fluency, comprehension and writing. Word study is implemented as a small component of the literacy plan but it is also interwoven in actual reading and writing texts.” Through my participation of such classes and by experiences that I have encountered with literacy and assessments, I feel that I have mastered standards 3.1, 3.2, 3.3, and 3.4. I can successfully use data from assessment tools to guide the instruction needed within my classroom or on an individual basis. As a classroom teacher, I work closely with the

Encourage students to think back to this lesson when they are reading text. “If you come across one of these words or a new word that you do not know, use the sentence or sentences around the word to figure out the meaning.”

This type of intervention will be used because having students simply look up definitions in a dictionary for unknown words doesn’t typically result in a transfer of word knowledge to reading comprehension tasks. First, the clinician will select a list of words from a curricular topic and other words that are new but don’t fit with the topic, and present the words to Chloe in oral and written form. Chloe will be encouraged to engage in “exclusive brainstorming” in which she discusses the words and decides which words go with their topic for the day and which don’t. A chart can be used for Chloe to mark, “can define,” “have seen/heard,” or “beats me!” about each individual word. The clinician will then provide a description, explanation, or example of the new terms to relate the word to curricular topics. Chloe will then be asked to restate the description, explanation, or example of each term in her own words, by connecting it to her experiences or knowledge. Chloe will be instructed to create a picture, pictograph, or symbolic representation of the term as well as, including the word, definition, and picture. She will keep each term in a vocabulary notebook for future reference and be encouraged to use the new words in verbal story-telling and writing (Blachowicz, 1986) (Marzano,

The importance of decreasing this test score gap is essential because the No Child Left Behind legislation mandates that all students make annual progress toward reaching mastery in the core subjects of reading, math, science and social studies. Additionally in Texas, schools are rated based partially on the annual progress of subpopulations on campus. In the absence of a socio-economic disparity, more study needs to be done on ways that African-American students can become more successful at increasingly elevating their level of performance on state mandated tests. Explicit instruction is an important part of vocabulary acquisition. According to Harmon (1998) directly teaching vocabulary can assist with reading comprehension when students are taught to integrate new words with their

315-317) was used throughout the lesson in order to give the students an example of how to use the strategies that were taught. Before children would work on assignments alone, the teacher would model exactly what is expected of them, and keep examples of what was modeled during the lesson so the students could look back to it if they need to. Read-alouds (Cooper, 2015, p. 37) were used in this lesson to really help children to focus on certain topics of the text. “Sometimes the best way to help children understand a particular piece of text is to read it aloud to them and discuss it with them” (Cooper, 2015, p. 37). Think-alouds (Cooper, 2015, p. 30) were incorporated into this lesson when trying to explain how to use the strategy of character mapping. Think-alouds are a great way to explain to students how to use a specific skill or strategy so that they can have a better time comprehending it. Semantic maps (Cooper, 2015, p.83) were used in this lesson for brainstorming ideas from the text to later reference when making illustrations and creating short responses to the text. This strategy is also a great tool for second-language-learners because it helps to narrow down the specific parts in the text to help create more details of the topic being taught. Cooperative “popcorn” sequencing(Annenburg Learner, 2015) was used in the lesson to allow a variety of students to participate in the

Once the students returned from PE, students were directed to have desk cleared off. Ms. Kennedy began to discuss the weekly reading selection. She then led them to take out their reading workbooks. This week's reading selection was the Great Kapok Tree, and their skill associated with the lesson was the generalization. The workbook had approximately ten pages per story. The students were taught the pronunciation of each vocabulary word and their meaning. They were then given the opportunity to answer questions associated with the vocabulary words. One activity was filling in the missing word and reading sentences that had the vocabulary word in them. The students were tasked to identify the proper meaning of the vocabulary word embedded in the sentence. Ms. Kennedy worked with the students to identify the appropriate responses for both activities. After Mrs. Kennedy had completed both activities, she directed the students to complete the first reading worksheet of the story

Including new vocabulary terms in the context of the lesson’s text give students an opportunity to figure out the meaning of words using context clues. Fisher and Frey recommend context clues to

When students enter into the kindergarten classroom, they are greeted with a plethora of new knowledge that they may have previously not had exposure, such as phonics, phonemic awareness, fluency, comprehension, and vocabulary. Within these, vocabulary is often a major struggle for many children in kindergarten. Young children are often exposed to vocabulary through conversations, but not in a manner of teaching it explicitly. Through this literature review it was my goal as a researcher to find primary studies that focused on high quality instruction in the field of emergent vocabulary, especially in the kindergarten classroom. This topic came into fruition through wanting to understand literacy practices in kindergarten classrooms, since the implementation of Common Core State Standards.