Questions About a New Word - Guilford County Schools
Questions About a New Word
Vocabulary Term:
|Question | Response |
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|Can you think of any places you associate with this word? | |
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|Can you think of any sounds you associate with this word? | |
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|Can you think of any smells you associate with this word? | |
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|Can you think of any emotions you associate with this word? | |
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|Can you think of any events or occasions you associate with this word? | |
A Graphic Organizer
All About …………………………………….!
A Concept Definition
What is it?
What is it like?
What are some examples?
The Frayer Model
Visual Representations Using Clip Art
• Write the new words in the bank
• Find pictures in Clip Art and paste them below the rectangle
• Write a sentence about each word
Creating Analogies (A is to B as C is to D)
1. Identify how the two elements in the first pair of words are related:
Part to whole battery: flashlight; hard drive: computer
Cause and effect fatigue: yawing; itching: scratching
Person to situation mother: home; teacher: school
Synonym overweight: fat; slender: thin
Antonym poverty: wealth; sickness: health
Geography Chicago: Illinois; Denver: Colorado
Measurement Pound: Kilogram; quart: liter
Time March: spring; December: winter
Causes cut: bleeding; pepper: sneezing
A kind of tag: game; chair: furniture
Another name for join: unite; marry: wed
Cuts barber: hair; butcher: meat
2. State the relationship in a general way.
3. Identify another pair of elements that share a similar relationship.
What is the relationship?
What is the relationship?
What is the relationship?
Creating a Metaphor
Identify how two seemingly different vocabulary terms and phrases are in fact similar. E.g. nutrients are the building blocks of our bodies; a political map is a puzzle
1. Identify the characteristics of the first word
2. Identify the characteristics of the second word
3. Try to find attributes that are somewhat related
Metaphor:
General Pattern
Semantic Feature Analysis
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Pyramid Cluster
Form for Recording Words for the Word List
|Grade Level |Subject |Words from Benchmarks |Textbook Vocabulary |Classroom Vocabulary |
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Categorize Words for Direct Instruction or Planned Incidental Learning
|Vocabulary List |Direct Instruction |Planned Incidental |
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Vocabulary Pre-Assessment
Color the box RED if you have never heard this word
BLUE if you have heard the word but are not sure of its meaning
YELLOW is you know what the word means
|Word |Color |Show That You Know It* |
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(*) You may draw a symbol or picture, write a definition in your own words, or write a synonym.
Vocabulary Rubric
|4 |The student has a complete and detailed understanding of the term. The student generates explanations and descriptions of the term |
| |and uses the term in context or sentences. |
|3 |The student has a complete understanding of the term and generates explanations and descriptions of the term. |
|2 |The student has an incomplete understanding of the topic or some misconceptions about the meaning of the term. However, the student|
| |has basic understanding of the term. |
|1 |The student has so many misconceptions about the term that the student cannot possibly understand the term. |
|0 |Not enough information to make a judgment. The student does not try to describe the term. |
The Six Steps in the Vocabulary Learning Process
1. Teacher identifies the new words and elicits background knowledge.
2. Teacher explains the meaning of the new word.
3. Students generate their own explanations and teacher helps clear up confusions or misconceptions.
4. Students create a visual representation of the new word.
5. Students engage in experiences that deepen their understanding of the new word.
6. Students engage in vocabulary games to help them remember the word and its meaning.
Keeping Track of Words I Am Learning
|Word |Characteristics |Examples |Nonexamples |Definition |Symbol |
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Vocabulary Notebook (GCS Workshop: Oral Language and Vocabulary Development)
Rating Scale: 1 2 3 4
1-I do not understand the word.
2-I am not sure if I understand the word.
3-I think that I understand the word.
4-I definitely understand the word.
Word:
Definition:
Nonlinguistic Representation:
Deeper Meaning:
-----------------------
Definition
Characteristics
Examples
Nonexamples
Cluster:
Minicluster:
Minicluster:
Minicluster:
200 Points
100 Points
100 Points
50 Points
50 Points
50 Points
My Explanation: _________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
:
:
:
Assessment Questions for Older Students
1. Do you think it is important to learn new words?
2. How do you decide what new words you want to learn?
3. What kinds of words do you find most interesting? Why?
4. How is learning new words making a difference in how well you do in school? Why do you think this?
5. What strategies do you use most often? Why?
6. How do you know when you have mastered a word?
7. How proficient do you feel you are at engaging in the steps of the vocabulary learning process? What steps are most difficult for you? What steps are easiest?
Assessment Questions for Younger Students
1. What do you like most about learning new words?
2. What is most difficult for you about learning new words?
3. What do you do to learn new words?
4. How does this help you learn new words?
5. What could you change to help you be better at learning new words?
Semantic Clusters
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