Chapter 6 Actively Engaging Middle School Students with Words

Both resistant and struggling adolescent readers often experience disengagement with reading and in school. Resistant readers are those who can read but choose not to, and struggling readers are those who have trouble reading and therefore do not read.

This chapter discusses: The role of vocabulary How words are learned Rationale for engaging adolescent learners in active word learning Five strategies that promote active engagement (guess and check,vocabulary anchors, 3-D words, Greek and Latin roots, video words)

Guess and Check Template Unknown Word CluesGuessCheck This is used during silent reading when a student comes to a word they do not know. This strategy requires students to use context and word structure to make a guess about a new word’s meaning.

Vocabulary Anchors A vocabulary Anchor requires students to connect a new word with a similar known word, increasing the chance that the new word will be remembered. ___________________ (similarities) ________________ (characteristics) ______________ ( related word) (word) (picture)

3-D Words Latitude - distance from the equator (definition) “We live at 52 north latitude” (sentence) Creating a 3-D word requires making a visual and tactile product that students can share to support learning the word. Opposite of longitude

Word Inviting students to make a collection of words with common roots on a Root Tree helps broaden their vocabularies

We are going to focus on Video Words In video words, students work together to dramatize rods by using a digital camera, computer images or clip art and creating a multimedia presentation to share with the class.

Inserting video clips into a PowerPoint presentation can enhance word learning and teach students to be savvy technology users.

The steps: 1.Write the vocabulary words on the board, discuss as a class possible meanings. 2.Put students into small groups and give them each the list of words to look up in a dictionary (or computer program). Be sure at least one student in each group knows how to use PowerPoint or teach it to them first. 3.Have the students create a plan on paper for making a slide. 4.Show students how to take a video clip with a digital camera and insert it and text into a PowerPoint presentation to create slides. (computer images or clip art will also work) 5.Spend at least two class periods videotaping and creating multimedia presentations 6.Have students share their multimedia presentations with the class.

Video Words gives every student, even struggling and resistant readers, a chance to contribute in many ways. The active engagement students experience when they work with peers to create Video Words makes learning both new vocabulary and technology skills challenging and fun for everyone.

Magnificent Ideas: cool, wow, awesome Definition: making a splendid appearance or show; of exceptional beauty, size, etc.:

Other Words  pursue  imaginative  bizarre  variety  overrun  disaster

Knowing a word well means understanding the word’s meaning, pronunciation, and spelling when it is spoken and read and using the word correctly in speaking and writing. Actively engaging student s with new words and with other students as they learn words can promote vocabulary development. Active engagement can also build a positive classroom environment and establish a community of learners who support each other.

How is this inclusive practice? Students tend to be more involved if technology is involved Students are encouraged to share their opinions and past experiences to define the words before looking them up. Includes many talents, draw the slide before making the slide Collaborative learning with groups Authentic audience teacher tube.com All students have opportunity to participate

Which theorists are used? Vygotsky- prior knowledge of equipment and pictures; language to present the PowerPoint; guided experience Piaget-group work with peers Gardner- all learning styles can be hit in one activity; freedom to choose