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The Word within the Word Strategy Overview

By Carrie Riley,2014-06-18 15:33
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The Word within the Word Strategy Overview

    The Word within the Word Strategy Overview

    Pilot Program

    Before Learning:

    1. Decode Sentences activity:

    ; Ask students to try to paraphrase the given sentence or passage

     Example:

    The officials at RDU will collaborate on the minutia of repatriating the refugees from

    Kuwait.

     Tell the students to identify the words that they are having difficulty defining. ; Define the following word parts for the students.

    Col together or with

    Ate make or cause

    mini Small

    Re Again

    patri Country

    Fug Flee

    ; Ask them to try again to paraphrase the sentence.

    ; The purpose of this pre-activity is to establish a need to learn.

2. Think-Pair-Share

     Give students a select number of word parts from the upcoming lesson on the board.

    Give the students 60 seconds to list as many words that they can think of that contain

    those word parts (even if they do not know the meaning or are unsure how to spell

    them).

     Pair students and have them add to their list.

     Have each group share a word with the class. Teacher lists words on the board in an

    appropriate column or writes a few and defines them on the board.

     The purpose of this activity is to activate schema and get their brains familiar with

    some of the word parts and words that they will be learning about.

    During Learning:

    1. Teach word parts using the attached note system.

     You will need to experiment here. It may work best to teach all 20 word parts at once

    or ten a day.

     We suggest having them fill in the word stem, meaning, and 1-2 example words.

     Additional example words and sentences could be a great independent during

    learning activity; however, be sure to go over this in class to reinforce correct usage

    and clear up misconception.

    2. Flash Cards

     Cut up color paper into squares or have students bring index cards and cut them in ?.

    Each student should have 20 cards.

     Teach students your flash card expectations (refer to attached overhead).

     Have students write the word part on one side and the meaning and at least 2

    example words on the other side.

    o Save the illustrations for later

Give students 3-5 minutes to quiz words with a partner daily.

     Flash cards are also a great sponge activity. Any time they finish with an assignment

    or test, flash cards should be out.

     You may consider providing every student with an envelope or zip lock baggie. They

    should keep all their cards for the entire year since the goal is accountability.

For credit, consider collecting only one cardkeep the card you will collect secret. For

    example, collect card #12 for list 1, #18 for list 2, and so on.

    3. Mystery Questions (I do- we do- you do)

     Students must decode the word in bold using their knowledge about word parts in

    order to answer the question.

     Model the process with your students every time this activity is given. This is essential

    since our goal is for student to use their knowledge of word parts to decode unfamiliar

    words.

Example:

    Does a father’s birthday antedate his son’s?

     Teacher models thought process

    “I know ante- means before. I know what a date is . . . a day in time. I wonder if antedate means to come before in time or to precede in time?”

     Teacher has students make a note on the question page defining the word.

     Answer the question together as a class.

    After modeling a few, have students complete the activity on their own or with a partner.

4. Illustrations & Sentences

     Have students illustrate the meaning of their word part on their notes page or

    their flashcards.

     Have students write example sentences at the bottom of each flashcard.

5. Memory

    Have students pair and use two sets of flash cards to play memory together.

6. Book Activities

     There are several mini activities provided in the Word Within the Word book

    these would make great warm up activities

     Stem close up

7. Complete the Sentence

     Students must complete the sentence in a way that shows knowledge of the

    underlined word.

    8. Word Collage or Poster: Student write each vocabulary word in a section. They find pictures to illustrate the words and paste in the section surrounding the vocabulary word. They must be ready to explain their choices.

    A student may be asked to do more than one word; divide the paper into fours and each quadrant can be a collage.

    WORD WORD

    WORD WORD

    Variation may be to have the student do the collage without the word and have fellow students guess the word.

    9. Four Square: This activity expands on the word card ideas having student write the definition, make a personal connection and draw a picture of the word. This activity is adapted by having student write meaningful sentences using the words.

Word and definition Personal connection Terminal : The building that air passengers arrive at and depart Spokane’s terminal is so easy to find my way from around as opposed to Sea-Tac

Using the word in a meaningful Picture of the word

    sentence Be sure to get to the airport terminal early so you won’t miss you flight. PICTURE

    10. Cartoons: Either supply or have students find cartoons that will illustrate their vocabulary words and change the original captions to include the words.

    11. World Theatre: Working with partners or in small groups, students create a written script using their vocabulary words. The words are used and defined in the short play.

Speaker #1: I am feeling so much tension that I cannot focus on anything.

    Speaker #2: Why are you feeling so stressed out?

    CONTINUES

12. I have . Who has ?

    The teacher creates cards for each vocabulary word in the following format. I have

     ; Who has ? the cards are passed out to individual students. The first begins by stating. “ I have rodent. Who has a bovine animal?” The student who has the bovine animal replies, “ I have cow. Who has reptile?” And it continues.

     I have rodent. I have cow. Who has a bovine Who has a reptile? animal?

    13. Word Bubbles: The student may complete word bubbles individually or with a partner. It is also an activity that student could create for each other.

    o Create one clue for each key word.

    o Draw a bubble with three or more extending rays for each key word.

    o Write a word clue on only one ray for each word bubble. (vary clues based

    on student’s needs)

    o Student muster determine the vocabulary word and write it in the bubble.

    They then list two other clues for the word.

     To end At the conclusion of the race

    14. Magic Squares: Students complete magic squares by matching the term to it’s definition and writing the number of the term in the box that corresponds to the definition. When complete, each row and column of the magic square should total up to the same sum. 1 fract a end

    2 fin b break

    3 phil c nature of

    4 ine d love

    5 ambul e walk

Break End

    1 2

    Walk Nature of

    5 4

    Columns total 6

After Learning

1. Writing activity

     using words that contain the word stem these work best if they naturally pertain

    to the content of what is being learned in the classroom.

     have students underline the stems as they occur in their writing

2. Vocabulary Bingo

     have students fill the 20 stems in the blank boxes

     give students small paper squares for chips to cover the boxes

     teachers read word stem definitions

     students cover the stem when the recognize the definition

     students call BINGO once they win and calls out the stem and gives and example

    word

     this may work best if a small incentive is offered

3. Assessment

     students should know that they will never leave a list behind since all previous stems

    may appear on an upcoming assessment

     teachers may choose to require an 80% or no credit policy

If you find additional activities/strategies that work, please email them to criddle@cvsd.org

    or ldonley@cvsd.org.

List #1 Lesson Plan Overview

Before:

     Decode the Sentence Activity (attached)

During:

     Vocabulary word stem notes:

    o Print out student form, print out an overhead of the teacher overhead template

    and fill in notes with an overhead marker using the volume 1 book or make an

    overhead copy of p. 1.

     Student Flashcardsteach expectations (print attached overhead)

    o Collect one card the following day

    o Allow brief but consistent in class time for students to use flashcards

    o Students should keep all cards

     Mystery Questions (attached)

After

     Vocabulary Stem Bingo (template attached)

     Assessment 1

List #1

    Pre Reading: Decode Sentences activity

Directions: Paraphrase the given sentence or passage. After learning the word stems, make

    changes to your paraphrase before discussing with the class. 1. The Civil War antedates the Korean War by decades.

2. The two nations have a bilateral agreement.

    3. The symbiotic creatures depended on one another for survival.

Notes:

Ante-

Bi-

Sym

    Name: _________________________

    List # _____: Student Notes

    Word Stem Stem Meaning Example words Example Sentence 1.

    2.

    3.

    4.

    5.

    6.

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    10.

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    25.

Teacher Overhead

Word Stem Stem Meaning Example words Example Sentence

    1.

    2.

    3.

    4.

    5.

    6.

    7.

    8.

    9.

    10.

    11.

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