After you read Chapter 5, implement these instructional activities with your students:
You Try It
p. 87
p. 98
Report how each of these went in a blog post by 12/09/16. You may create separate posts for each if you wish.
Your K-2 colleagues will comment beginning on 12/10/16. Be sure to monitor your posts and respond to questions and comments as needed.
You instructional activities and implement these strategies with your students:
I am reading Infections, Infestations, and Diseases to my fifth grade students. Because this is an informational text, my activities with the class may be a bit different compared to the model on page 97. Hopefully, I still did this as close to the model as possible.
ReplyDelete1. I chose 12 vocabulary words from the read-aloud text: parasites, host, infestation, contagious, bacteria, probiotic, malnutrition, disease, pandemic, biohazard, insecticide, and health.
2. I wrote the words on chart paper. Next to each word, I wrote the sentence using the word from the text, then I wrote the kid friendly definition next to it.
3. I reviewed the words with the class including the sentences from the text and the dictionary definitions.
4. With the information on chart paper displayed for the class to view, I posed the following questions:
*Would you be contagious if you had an infestation?
*Would a parasite need a host?
*Can bacteria be healthy for you?
*Would you be unhealthy if you were malnourished?
*When can a disease be considered a pandemic?
*Would an insecticide be considered a biohazard?
The vocabulary lesson went smoothly. I was really able to get a discussion going with my class. Sometimes I needed to prompt a little bit, but overall I believe the students enjoyed this activity! After we discussed the last question, I asked the students: When would an insecticide not be considered a biohazard?
For the You Try It on page 87, I chose to use an example - non-example scenario for words. I chose four of the words from the above activity: contagious, disease, host, and parasite. I listed the words on chart paper for students to view. I am not going to do this activity until Friday, but this is what we will be doing:
Facets of word meaning
Contagious: *Infestations can be passed on to another person. (example target word)
*When she smiles, it makes me smile. (non-example of target word)
Disease *He suffers from a rare genetic heart problem. (example target word)
*"Crime too often plagues the poor and disadvantaged." (non-example of target word)
host *The dog has fleas. (example of target word)
*My neighbor is throwing a party. (non-example of target word)
parasite *A tick was found on my dog. (example of target word)
*One who lives at another's expense. (non-example of target word) I believe this non-example will be a bit more difficult to explain.
(The lesson - some words have different meanings)
I will be doing this lesson on Friday!
I love the "Facets of Word Meaning", but I see why that would be an upper ele strategy. I would really have to think about those words!
DeleteYour non-examples are very intriguing to me. So many of them are appropriate, in a different context. Very thought provoking.
DeleteI like your use of the word plague in the non-example of a disease. That would have required students to listen and think about the whole sentence instead of just listening for a key word. I am curious if that caught anyone.
DeleteActually, my students really enjoyed this activity, and most were able to understand this example -with some prompting.
DeleteThanks for providing a nonfiction example. I did one of the vocabulary strategies using a read-aloud book for a health lesson back in December, and then I started second-guessing myself and wondering if I was supposed to just be focusing on fiction for now. My problem with nonfiction is that there are often SO many words they don't know, it gets really overwhelming for me to choose words and strategies.
DeleteI used the Facets of word meaning activity with my students today, and it went smoothly. I read each example, and we discussed the non-examples. For example,"When she smiles, I smile." I asked how is this related to the word contagious? My students were attentive and we had great discussions for each non-example.
ReplyDeleteComing up with non-examples is really fun for the kids. They do not realize they are building their vocabulary beyond the focus word. We do some of this at first grade, but I'm sure the kids really enjoy it at the upper grade levels, they have access to so many more word sources.
DeleteI agree, my students truly enjoyed these activities and were able to extend their vocabulary at the same time.
DeleteYou Try It Page 87
ReplyDeleteI picked words from a read aloud we are reading. The words were corridor, opaque, utensil, and muttered. I first used the strategy we learned at the last face to face meeting we had and that went well. I used to do this all the time when we used the Scott Foresman series, but for some reason I got away from it. Since then, I have used it almost every day with the read aloud. The next day I gave examples and non-examples, I had them give me a thumb up or a thumb down, then I called on a student to explain their thinking.
Corridor: The doctor walked through the corridor to get to the operating room. (example) She walked up the stairs to the bedroom? (non-example)
Opaque: When Sarah went fishing she could not see the bottom of the lake. (example) I waved to my friends when I saw them out the window. (non -example)
Utensil: Mom grabbed a fork to beat the eggs. (example) The mechanic grabbed a screw driver to fix the light. (non-example)
Muttered: After Sarah was yelled at by her friend when she unclearly said something under her breath. (example) Bob read the passage fluently. (non-example)
You Try It Page 98
I used the same strategy for introducing the words as I said above. The words were envious, rehearsal, indignant, hesitate, and cymbals.
1. Would you be envious of how well someone could play an instrument like the cymbals?
2. Would you be indignant if a rehearsal for a play went very well?
3. Would you hesitate during the performance of a play?
4. Would the librarian give you an indignant look if you played the cymbals in the library?
I used the thumb up, thumb down again, but I also asked for an explanation of thinking. Overall both strategies worked well and about 90% of the time my whole class could respond correctly. The only problem was, they really struggled with defending their thinking both times. I’ve tried really hard to make the kids tell me their thinking verbally and it’s a difficult skill for them. We do it every day in almost every subject and it’s still a struggle. I’m not sure if they shut down because they are questioning their thinking or because they don’t have the verbal skills to tell me what they were thinking. Either way, it’s definitely a reason to continue with these vocabulary strategies.
I struggle also with having my students explain or defend their thinking. Most of the time I will model my thinking for the students. When I can get them to give a reason or explanation it is usually a little fuzzy!:) In that case, I respond with what I think they mean in a more coherent way... for example..."What I'm hearing you say is...... Is that what you mean? And then they can respond to that by adding more or even using what I have said to help them re-explain. My students love to talk but I really have to monitor that talk, especially with the vocabulary work.
DeleteI like the idea of "What I'm hearing you say..." I think that's a great way to start some dialogue with struggling students. Especially because often times what we think they are saying, really isn't what they mean.
DeleteIn response to your statement about students explaining and defending your answers, it makes me curious to see if this is a school wide weakness or a group by group weakness. Do you think last years class would have better better at this, or is it related to the strategies themselves?
DeleteI like your "explain their thinking" prompt when you select a student - it takes pressure off for the answer when he/she is explaining a thought. I know you do it in other areas, not just vocabulary, so this isn't a vocabulary comment really, just a good teaching move comment!
DeleteI'm stuck on this one now...I can understand what you're staying Barb. I often get "limited" explainations and I have always thought it because my kids may be lacking in the vocabulary to explain it so your prompt is perfect. On the "defending" idea...I loved having my older students use language from the rubric or text to defend their idea. There is something passionate about defending. Often I think kids are programmed to agree rather than to respectfully challenge. They love it and will prepare for it they know the boundaries! Again, not a vocabulary comment!
DeleteI'm hoping that with all of us working so hard to encourage our students to have discussions in a variety of situations, they will become more willing and interested in defending their ideas. So many of our students are spoken to, not with, and few are encouraged or taught to have "a dialog" with others outside of school, that this is a skill that will take time to grow across the grades. I know my students love every opportunity to talk about what they know, share their ideas and use their new vocabulary to explain their reasoning.
DeleteWith regards to students having trouble explaining and/or defending their thinking, I think that this is somewhat rooted in the poverty mindset. People in poverty often speak from a very emotional place, not a logical one. I doubt that many of our students ever hear anyone outside of the school presenting an argument with factual points of evidence to support their claim...it's just a totally foreign concept for them. We have to keep finding ways to model and practice this in all curricular areas.
DeleteI know what you mean about the kids struggling. I tried to do a "try it" with "pursuit" this afternoon with my after school book study group. I didn't even post about it because they struggled so bad with that word it just was a complete flop. Because they were a higher level group I thought they would be easy to use higher level words...it just showed me they need more work....a lot more work with vocabulary strategies.
ReplyDeleteBecause my sixth graders are writing a paper last week and this week, I had to do this vocab activity with my performing arts class.
ReplyDeleteWE are doing a mystery play based off of Alice in Wonderland. There a several Tier 2 words in the play that the kids have trouble even pronouncing. These are the 4 I selected for this week: impertinent, impudent, imminent, usurp.
As I was developing definitions, I realized that impertinent and impudent are synonyms but have different connotations. As we discussed the definitions in class we had character discussions about why characters might call Alice impertinent and impudent! Was she really? Or were they (the Queen of Hearts in particular) just used to getting their way.
For my examples and non-examples I tried to use real-life relatable ideas...eg. Is our play imminent? (no) Is the Field trip this Friday (yes). Likewise, for usurp, I talk about the different ways it can be used, like can you usurp someone's girlfriend. Then for the connections, I asked if usurping would be considered impertinent or impudent?
Lastly, I discussed the concept of a Red Herring (a term which comes up in the play, but isn't really "vocabulary"). It's actually a running gag in the play, so I felt it was important that they understand it. So we talked about all the different red herrings the play throws up to distract the audience from guessing the REAL:Culprit!
Nothing remarkable to report about the students themselves. Overall they seemed to get the concept. There were some differences of opinion about whether something was "rude" or not. Some of that may have to do with certain students not taking the activity seriously.
I LOVE that you're talking about connotation (and denotation) because so often kids miss the nuances of words. It isn't all about what you say, but how you say it!
DeleteAre you seeing this transfer student writing? Is anyone yet?
I read Chapter 5 and as a former 6th grade teacher it finally dawned on me that I was probably doing a poor job of vocabulary instruction when my students struggled so on Craft & Structure. It was probably the descriptive language and word usage that they didn't know the meaning of so they couldn't explain the author's why behind it. Hindsight 20/20.
DeleteI used my small reading group today to try out the "You Try It" strategies for developing vocabulary. The book we used was "What Was The Underground Railroad?" Before we started reading I introduced 5 vocabulary words written out on strips of paper. The words were segregation, abolish, integration, conductor, and abolitionist. Each group was given the strips of paper and after the words were clarified I had the groups put the words in one of two columns. One for slavery, one against slavery. I asked them for any clarifying questions and we discussed word meanings and how the words belonged or didn't belong in the columns. After the definitions were completed by the students I asked them to apply the knowledge. We discussed these three questions:
ReplyDelete1) Could an abolitionist be a conductor?
2) Could you abolish slavery by using integration?
3) Would a conductor be in favor of segregation?
With the first question most of the groups tried to answer with a yes or no. So we stopped on that question and started discussing if a definite yes or no answer was correct. This seemed to spur them on to thinking about all of the alternative possibilities and the students got very animated. One example:
Ms. Green, "Could a conductor be an abolitionist?"
Ashton, yes because a conductor would risk their lives to help the slaves get to a free state and an abolitionist believes that there shouldn't be slaves. Then a short discussion followed and I said What if... and gave one example of
Ms. Green, "What if the abolitionist lived in a state that was too far away from a slave state to help someone escape?"
Remington, "He would be too far away to find the slave and help him."
After all of the discussion about the 3 questions was over I had the kids we went around the table with 3 more questions:
1) Would you believe in segregation if you were a conductor?
2) Would you believe in segregation if you were an abolitionist?
3) If you abolish separate schools for afro-american and white children would you believe in integration?
It went much more smoothly because the kids knew what was expected of them.
I liked the process of having the kids identify and apply new vocabulary words. It made them try some deep thinking. It should also help with future writing projects dealing with information.
Oh, I'm so glad you went beyond a simple yes or no. It seems like the more I am reading about these strategies, the more yes or no is an option. How often are the students saying the vocabulary words themselves?
DeleteYou really had the students do some deep thinking. Such deep thinking and responding shows that the students really understand the vocabulary beyond just a definition. I am finding that to be my biggest hurdle with my students. They can put the thumbs up or down for examples, but it is so difficult for them to have meaningful conversations like your students did with your activity. I won't give up,though!!!
DeleteOHHHH....I love this! Your kids are really thinking! I totally agree that this will move into writing.
DeleteWow! I love the deep content of your lesson Melinda! That is definitely a discussion I would have love to observe as it grew. I believe that discussions with deeper messages like this lend themselves to a discussion that can even be brought up again and have even more thought. These are the discussions that my own children would bring home and discuss because they were told to think deeper and grow their vocabulary.
DeletePage 87-
ReplyDeleteSo I feel I really am not doing too hot with this whole thing. I was confused about how I should use my vocabulary words and present it to my students. So this is what I did.
Each unit in Science we have 10-12 vocabulary words. The unit we are going over is Physical Science/Movement. I first presented the words on the board to the ones they ‘Don’t know’, ‘seen’ or ‘knew’. From there I took the words: mass, wedge, inclined plane, and pulley and had them come up with ideas or what they thought these words meant. I then took those definitions and created another ‘non-example’ and a “kid friendly” definition and presented it to the students the next day.
The next day we read through the articles and when we realized the word the students did not know we stopped and then had a discussion. I then presented my definitions according to their definitions to see which one they liked best.
I’ve been stressing out about the whole thing. I called Michelle, because I didn’t feel like I knew what to post, because how everyone else did their work. I felt it more difficult with informational vocabulary words. In the long run, the students seemed to have a better understanding. SOOOOOO….I guess that’s all that matters.
Inclined Plane-
A plane surface at less than a right angle to a horizontal surface, used to pick a load up and down. (Non-Example)
A plane that goes up and up until it reaches the sky. (STUDENT DEFINITION: AIRPLANE)
A plane surface that is tilted at an angle, less than 90*, to easily roll or slide a load up or down. (LESS FRICTION)
Wedge-
A piece of wood or metal with a thin edge. Driven or forced between objects to split, lift, or make them stronger.
A piece of cake that is cut out in a triangular shape.
A formation in football to split defenders. (STUDENT DEFINITION)
Pulley-
An overly aggressive person who pulls people. (STUDENT DEFINITION)
Being able to pull things.
A device has a wheel or set of wheels that a rope is pulled over to make lifting easier.
Mass-
A large amount or number. (STUDENT, “MASS KILLINGS”)
A body of matter that has size or bulk.
A great number of people.
The other your try it on Page 97.....I'll get to that and let you know.
DeleteI totally agree! In the end, as long as your students better understand the words, you did just fine. I think we stress too much about "doing it right". If students can produce definitions or examples of the words that appropriate, isn't that all that matters? Pat yourself on the back, Matt!
DeleteI agree that the vocabulary from informational text is different. Often words that are important to meaning/understanding of an informational text do not necessarily transfer well to other context.
DeleteWell Matt, I agree with Delores and Lisa. Some subjects and lesson formats may inspire kids more than others but that doesn't make the lesson unworthy at all.
Delete