Terminology in Your Content Area Book 1

Terminology in Your Content Area Activate Teach Review Consolidate

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Contents KWL Chart ................................................................................... 3 Use a ‘Learner’s’ Dictionary ........................................................ 4 Personal Vocabulary List ............................................................. 5 Postcard Partners ....................................................................... 6 AlphaBoxes ................................................................................. 7 Concept Circles ........................................................................... 8 Frayer Model .............................................................................. 9 Hit Me Again, the Power of Repetition and Humour................ 10 Save the Last Word for Me ....................................................... 11 Word Sort ................................................................................. 12

CNA-Q Teaching and Learning Centre, 2014 Idea Book 1

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KWL Chart

What’s the idea?

It helps students when you activate or remind them of what they already know about a topic, what they want to know and what they learn.

How can I use this with students?  

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at the start of a lesson give students the topic and ask them to write down what they already know (optional, when done share with a partner or the class) next, ask students to think about what they want to know about the topic and to write this down. This helps focus during the lesson. Use this list at the end to prompt questions about anything still want information about. at the end of the lesson ask students to write down 3 things they learned remind students to keep the chart in their notes to use for study and review

CNA-Q Teaching and Learning Centre, 2014 Idea Book 1

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Use a ‘Learner’s’ Dictionary

What’s the idea?

Second language learners often find standard dictionaries very difficult because the language used to give the definition can be complex. Consider showing a ‘learner’s’ dictionary to students. Such a dictionary is also useful to instructors for clear and simple definitions for course materials and classes.

How can I use this with students? 

   

in class open and project an online ‘learner’s’ dictionary such as Cambridge Learner’s Dictionary http://dictionary.cambridge.org/dictionary/learner-english/ input a term from the current lesson (check in advance to ensure good model!) ask students to write the definition down, discuss it with a partner and then share with the class a ‘definition in their own words’ ask a student to input a term they want to know (at instructor’s computer) identify 5-6 important terms and ask students to use the tool to help them prepare for an in class quiz

CNA-Q Teaching and Learning Centre, 2014 Idea Book 1

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Personal Vocabulary List

What’s the idea?

A personal vocabulary list is a place for students to record the words that they want to learn. This can be independent but it is also useful to identify key words because many students find it difficult to identify important words.

How can I use this with students?    

provide students with a form they can put in their notes, ask them to make one themselves by drawing it or suggest they keep a separate notebook help students build a habit of carrying and using their vocabulary list by highlighting 3-5 key terms in every lesson put the terms on the board and ask everyone to actually add the words to their list while still in class Point out the need to know the terms to understand the course and future test questions. Keep a list of the key terms you provide and occasionally use it to generate a short quiz or a few exam items. Use the terms in exam questions.

Personal Vocabulary List Word

noun/verb adj/adv

Meaning

Arabic?

CNA-Q Teaching and Learning Centre, 2014 Idea Book 1

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Postcard Partners

What’s the idea?

Students match a term with a definition or a picture with a label. This activity is best suited to review, not the introduction of new terms.

How can I use this with students?    

use a list of terms used in the course already cut up papers so there is a term on one piece of paper and a definition or a picture of the item on another give pairs of students a set of papers and ask them to match terms with definitions/pictures alternates: o give each student either a term or definition and ask them to walk around and talk to the other students until they find their match o make teams, provide a list of definitions to each team; give the term and ask teams to compete as they identify the definition [reverse also useful)

Keyboard

1) a computer input device that uses a set of keys to put data into the computer

Information processing

2) capturing & storing & updating & retrieving data and information

Memory

3) a place to store information (also RAM and ROM)

CNA-Q Teaching and Learning Centre, 2014 Idea Book 1

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AlphaBoxes

What’s the idea?

AlphaBoxes are a type of graphic organizer used to help activate students' prior knowledge about a topic and collect vocabulary during a unit of study.

How can I use this with students?   

at the beginning of a unit, students record all the terms and concepts they know about the topic as the unit progresses, students add new terms and concepts when the unit is finished, students have a visual snapshot of key terms and concepts covered. Students keep this in their notes. Point how valuable this information will be when they study for exams or review for future courses.

CNA-Q Teaching and Learning Centre, 2014 Idea Book 1

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Concept Circles

What’s the idea?

Concept circles focus on key terms and concepts and are used to help activate students’ prior knowledge or to strengthen students understanding of key terms and concepts during a unit off study.

Concept circles work well using “Think/Pair/Share” followed by a class discussion.

How can I use this with students?  

ask students to draw a circle and divide it into four (or more) sections in each section write a word or phrase related to the topic…then students must explain relationships etc.

Variations o use 4 related terms - students must tell how they are related o one unrelated term - students must identify the unrelated word and explain how the other words are related o one or more of the sections is left blank - students must fill in the blank sections with related words and explain why they chose those words.

CNA-Q Teaching and Learning Centre, 2014 Idea Book 1

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Frayer Model

What’s the idea?

The Frayer Model uses a graphic organizer to help students define a key term or concept and use their definition to generate examples and non-examples.

The targeted term or concept is placed in the center of the graphic with the definition, facts and characteristics, and examples surrounding it. Providing nonexamples is helpful in developing a fuller understanding of that word.

How can I use this with students?    

ask students to draw [or provide] a graphic put the word in the middle depending on student ability, assist or require students to fill in the chart on their own [or with a partner] when students are done, share their ideas with the group and keep for reference a user-friendly definition of the term / concept as it relates to the topic

applications, or illustrations

information that will help student recognize, identify, or distinguish the term.

examples or applications that do not fit the facts or characteristics

CNA-Q Teaching and Learning Centre, 2014 Idea Book 1

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Hit Me Again, the Power of Repetition and Humour

What’s the idea?

Students need multiple exposures to vocabulary and chances to connect words and ideas to build vocabulary. Just hearing a definition or finding it and copying it is not enough.

How can I use this with students?        

when you introduce new words verbally, also write them on the board in every class remind students of important terms by asking them to share, explain or define a few words ask students to write definitions in their own words and then share/compare ask students to use an online dictionary or search for images of items they need to be able to name ask students to select 10 words they would like to be quizzed on and give an oral or written quiz ask students to make predictions about the meanings of new words prompt students to use the appropriate vocabulary whenever possible use funny or engaging images, video clips or drawings to make words more memorable

Video: http://www.youtube.com/watch?v=UF5EDV6T7es CNA-Q Teaching and Learning Centre, 2014 Idea Book 1

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Save the Last Word for Me What’s the idea?

“Save the Last Word for Me” is a processing strategy that requires all participants to engage as active speakers and listeners. Its clearly defined structure is perfect for reviewing vocabulary and helping students transition to using new words.

How can I use this with students?  

Print multiple sets of vocabulary terms with a vocabulary word/term on one side and the definition on the reverse side.

Print the directions (below) for each group.

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Place the printed directions (below) & terms in a plastic bag for each group.

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Divide students into groups of 3—5 members.

Source: www.LearningUnlimitedllc.com

CNA-Q Teaching and Learning Centre, 2014 Idea Book 1

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Word Sort What’s the idea?

Sorting words is a strategy used to reinforce new vocabulary or concepts within or across a subject area. This strategy is most effective in introducing vocabulary, assessing student understanding of difficult concepts, and helping students to recognize common relationships between core concepts critical to the understanding of content in mathematics, language arts, science, and social studies. Research shows that multiple exposures to academic language increase retention and comprehension. Conducting word sorts in your classroom will expose students to language, invite them to interact with and think critically about terms and concepts, and develop their ability to make deep, meaningful connections.

How can I use this with students?   

Choose words (core ideas, people, events, places, processes) from your lesson/unit that are critical to student understanding of your objective.

Write key concepts or vocabulary on index cards.

Have students work individually or in small groups to manipulate words under categories, themes, or topical headings.

History Social-Science example:

Capitalism

Socialism

Communism

competition

regulation

profit

collectivism one-party rule

free enterprise

centralization government ownership

Things to consider:   

Teacher modeling of this strategy is appropriate to ensure student success with this learning activity.

To provide scaffolding, the teacher may wish to assign categories or conduct a “closed sort” to provide more direct instruction.

Extended learning opportunities by… o allowing students to move words into other categories o asking students to provide reasoning behind their classifications o having students practice using the language within small groups o formulating sentences using pre-identified sentence frames o writing about a word in detail or showing the connection between 2-3 concepts o using this strategy to reveal unifying concepts and vocabulary across courses

References: Allen, J. (1999); Billmeyer, R. (1996); Brown, S. (2001); Marzano, R.J. (2004).

CNA-Q Teaching and Learning Centre, 2014 Idea Book 1