Danielson binder and Concept Cube

Mrs. Lafferty's students feel less stress because she's feeling less stress about her Danielson evidence binder.

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VOCABULARY IDEA J

 

Concept Cube (Montgomery, 2008)

 

·         Students receive six-square pattern on tagboard that can be folded up and taped into a three-dimensional cube, which will be 4” on each side.

 

·          Before folding, students write clearly in each square following directions below.

 

·          Each student is given one challenging vocabulary word from a recent reading and asked to:

 

 

1.     Write the assigned vocabulary word in one square.

2.     Write a synonym (word or phrase) in another square.

3.     Write an antonym (word or phrase) in another square.

4.     Write a category or categories it could belong to.

5.     Write the essential characteristics of the concept of this word.

6.     Give one example.

 

·          Cut, fold, and tape the cube.

 

·          Roll the cube and read what comes up on the “top”; the student must tell the relationship of that word or phrase to the original word.

 

 

·          Teachers scaffold as necessary.

 

·          After students know their own cube without any errors, they exchange with a peer.

 

 

 

Vocabulary Ideas - "Anything Goes" and "Brain Power Words"

Anything Goes (Richek & McTague, 2008)

 

·         This is used as a quick review of words that moves students from hesitation to rapid use.

·          Teacher presents students with a list of words (board, overhead or word wall).

·          Teacher or student points to a word and asks:

i. What part of speech is _______?

ii. What is the definition of _______?

iii. Give another form of _______.

iv. Spell (a derivative or inflected form of) _______.

v. Use _______ in a sentence.

vi. Use _______ and _______ in a sentence.

vii. What do _______ and _______ have in common?

viii. Find two words that have to do with _______.

ix. Find a (the) root (or prefix, suffix) in _______.

 

 

  Brain Power Words (Richek & McTague, 2008)

 

·          Ask small groups of students to preview sections of a text and identify difficult words.

·          For long chapters, assign different sections to different groups.

·          Students place a Post-it next to the words in the text they identify as potentially difficult.

·          After identifying the words, the group goes back and uses context clues to hypothesize what the words  might mean.

 

i. Clues of substitution: A known word would make sense in the context and is probably a good

   definition.

ii. Clues of definition: The word is defined in the text (many textbooks do this).

iii. Clues of opposition: Words “not, unlike” etc. are excellent clues to what a word is not and thus

    help define the words.

·          After Brain Power Words list is identified and definitions sought, the students check their work with the teacher.