Skip to main content

Home/ MEd Program Diigo Group/ Group items tagged writing strategies

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
ctrimbl1

Developing Evidence-Based Arguments from Texts - ReadWriteThink - 1 views

www.readwritethink.org/...nce-based-arguments-31034.html

ELA EDTC615 English Argument

shared by ctrimbl1 on 28 Jun 16 - No Cached
  • ctrimbl1 on 28 Jun 16
     
    This is a guide for teaching students about writing a claim and supporting it with evidence can work with any English 6-12 class. I haven't used this yet, but I would definitely try it!
tricia1022

Ohio Resource Center > AdLIT > In Perspective Magazine > Content-Area Vocabulary: A Cri... - 0 views

ohiorc.org/...feature.aspx

615 Spr15 online article professional vocabulary conceptual learning

shared by tricia1022 on 27 Mar 15 - No Cached
  • We all want our students to demonstrate newly learned concepts with the words they know as they discuss, write, and visually represent specific topics.
  • In fact, teaching vocabulary in the content areas of mathematics, science, history, and English is not a separate entity from teaching the core understandings of each domain. As Vacca and Vacca (2008) have always stated, words are labels for concepts, and so teaching vocabulary is actually teaching about the ideas they represent.
  • Therefore, in regard to teaching words in any content area, we need to keep in mind that different students will have different levels of understanding about a term and will internalize new information through each successive engagement with the term.
  • ...10 more annotations...
  • Words representing concepts are not taught in a vacuum, but rather in contexts that illustrate how they are associated with other words and ideas. This feature of word knowledge is at the heart of effective content-area teaching and critical to vocabulary building.
  • These examples show how words and their meanings are intricately related to each other and how these relationships are tied to conceptual understanding. It is important then to help students understand these relationships and connections.
  • We must be very cognizant of how students might interpret a word definition that makes sense to us but may be misleading and confusing to those with less background knowledge.
  • Broadly defined learning opportunities include the incorporation of wide reading in content classes as well as word consciousness. Reading widely about a topic across a variety of texts provides students with multiple exposures to newly learned words along with opportunities for incidental word learning to occur.
  • In addition, broad learning opportunities include the development of word consciousness or awareness, where students learn habits of attending to new and interesting vocabulary that will enable them to acquire appropriate language for communicating in particular content areas (Scott, Skobel, & Wells, 2008; Stahl & Nagy, 2006).
  • by promoting an awareness and enthusiasm for learning new words.
  • The steps include preparation, explanation, application, and reinforcement (P.E.A.R.).
  • Too many targeted words can be overwhelming to students, especially those who struggle with reading.
  • student-friendly definitions
  • Such responses are more indicative of learning. Other activities for relating, connecting, clarifying, and applying word meanings are described in Instructional Strategies for Teaching Content Vocabulary, Grades 4–12 (Harmon, Wood, & Hedrick, 2006).
  • tricia1022 on 27 Mar 15
     
    This article is a resource for teaching content area vocabulary.
tricia1022

Larry Ferlazzo, Teacher - 1 views

larryferlazzo.com/games.html

615 Spr15 strategy all learners differentiated games

shared by tricia1022 on 16 Mar 15 - Cached
  • One game is calling out a question to answer or a word or sentence to spell, giving the groups twenty or thirty seconds to write the answer (and telling them not to raise their board until I say time is up), and then having them show me the answer.  The groups with the correct answer get a point.   This way everyone has an opportunity to score a point, not just the first one with the answer.  I’ll sometimes end this game, and others, with an opportunity for each team to bet all or part of their points on the last question (like in “Final Jeopardy”).
  • tricia1022 on 16 Mar 15
     
    Ferlazzo has a list of games ideas the are a marvel. His basic requirements is that the games require no money, little teacher prep work, and every students has to be involved. I was impressed. I think I know how our students can review for the unit test. Ferlazzo says these are easily modified for other content areas. I thought they be the perfect way to review vocabulary.
  • tricia1022 on 16 Mar 15
     
    I like this one.
  • tricia1022 on 16 Mar 15
     
    You could laminate the big index cards if you can't find small whiteboards.
« First ‹ Previous 41 - 43 of 43
Showing 20▼ items per page