Implement "RAVE" (pp. 132-137) using one word from an informational text. If you are having difficulty locating a word that is suitable, refer to this website for ideas.
http://www.victoria.ac.nz/lals/resources/academicwordlist/awl-headwords/Headwords-of-the-Academic-Word-List.pdf
- Post an overview of your plan, including the word you plan to use, no later than 02/14/17.
- Report on the blog about the implementation of the RAVE strategy by 02/21/17. Do this by responding to your initial post about your plan so that your information stays together.
- Beginning on 02/22/17, read everyone's posts and respond meaningfully to at least two colleagues. Monitor your own post regularly and be sure to answer questions and interact with anyone who has commented until 02/28/17.
1. 4th Grade Intervention - Determine Importance: Paraphrasing. The lesson is from the Comprehension Toolkit. The text is a non-fiction text from a Time For Kids magazine (Mexico). Two words we will focus on are native and border. The text talks about the native people and the border to the north.
ReplyDeletePLAN: Read text - identify words that are key (needed to paraphrase text); Explain/define words; Misconceptions (boarder, Native American = Indian); Show Map; Offer and practice with other contexts of the words.
My advice to everyone who asks me is to try it and see how it goes. It is hard to learn how to make something work with your style and students without giving it a try! It sounds like you are on the right track to me.
DeleteI did do as I mentioned above and it was successful, but I am feeling like I need a "better" word. I have selected (for my 2nd graders) a text and the word BLUFF (watching from the bluff and you're bluffing). Perhaps, because I was searching and the words didn't come as easily, it felt more artificial. I will report on Tuesday...
DeleteI think multiple meaning words would fit into this technique quite well. With 4th grade, you can even touch on the part of speech (in your example, noun v. verb)
DeleteI just did some extensions with my 2nd graders. We read a book about animal groups and covered POD, SMACK, and SCHOOL. I wrote the words on cards then did the multiple meaning on the cards as well. We covered BLUFF as well. On word I was shocked (that was in the text and in the title was MURDER - it never came up and I didn't draw attention to it). One student made a face, but knowing her and the group I didn't call it out. We will review the words again.
Delete*one*
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DeleteI have had several experiences where a word pops up with a multiple meaning that was not really appropriate for school discussion. Of course there is always a student who thinks of THAT word first!! and they want to share everything they know about THAT word. I could tell some stories!!:)
Deletethey came back and told me about those words. We had a good discussion on them as they told the rest of the class about them. They especially loved Smack!
DeleteI will be using the text Gray Whales(4th grade below level informational reader)
ReplyDeleteThe vocabulary word the students will be exposed to is "massive".
It will be used within the context of the story to show that the Blue Whale is a massive animal(big, bulky and heavy). I will use the word in a different context(from a previous text on Earthquakes) to show that an earthquake can cause massive destruction.(large amount). I will use the outline in the chapter to give an example used in both texts, give a kid friendly definition, integrate meaning in both contexts and across both contexts, and activate vocabulary.
Sounds like a solid plan to me. Let us know how it goes!
DeleteI feel that the word I chose, massive, is appropriate for the types of text my group is reading. The meanings in both contexts were somewhat similar as they both had to do with large. One context dealt with size and the other amount. I tried to show with examples how they were used differently. I think this is a word that I can review often within the context of other stories we will read. With more exposure and examples, I believe the students will be able to keep this word activated!!
DeleteYour last sentence is so meaningful (...more exposure and examples...activated). I need to remember this with my groups too. When I have a tangible (sticky note, index card) to help keep me on track it is much easier!
DeleteImpressive plan, Barb! And I agree with Celeste - integrating the meaning of the words into and across contexts is so important. It's easier said than done, too! Can't wait to hear more about how this is going with your kids.
DeleteMy biggest struggle is finding words in multiple contexts. It seems as though it would be easier as we are reading more difficult texts in 4th grade, but that hasn't been the case at all.
DeleteI understand that Michelle. I have found words by accident. But when I need to intentionally find them, it is a struggle.
DeleteUsing the word massive and the different ways this word can be used is a great example of RAVE
DeleteI was thinking about what you said Barb that, "With more exposure and examples, I believe the students will be able to keep this word activated!" I was thinking about how I might incorporate these words into their own word wall with a picture next to it so they see that word as something we use more for meaning than spelling for writing usage.
DeleteI'm going to use either the word "region" or the word "globe." Both of these words have come up in Social Studies instruction this year. The words have also been encountered in read-alouds and/or nonfiction books that students have been reading.
ReplyDeleteI'm going to be honest...it was very hard for me to choose a word, and I don't have much of a plan at this point because I'm a little confused. I'm going to reread Chapter 7 to see if I can clear up my thinking and determine which word would be better for this exercise. I would appreciate feedback!! I might be making this harder than it has to be. :)
Maybe try taking a look at the link above that references the Academic Word List. That might supply you with a Tier 2 word that you're not coming up with on your own.
DeleteNicole, I too, was feeling confused about the process and thinking I missed something so I went back to the section and read it again. You're not alone; you'll get it!
DeleteMichelle, both of those words did come from that list. I've decided to use the word "globe" because I think it's a better multiple-meaning word.
DeleteThat makes sense - sorry for the non-helpful hint :)
DeleteI gave the students a passage from ReadWorks.org about maps and globes. We read it and made connections to other books we've read and activities we've done. We then looked at the various definitions for the word "globe" and cited examples. The students noticed that all of the meanings had one thing in common - globe means round or spherical.
DeleteI am glad to hear that the students discovered the round/sphere commonality! It means they were thinking!
DeletePlan: Text: Looking at Lincoln
ReplyDeleteWord: Label
Although the text never uses the word "label", I plan to lead the discussion to talk about what "labels" were used to describe Abraham Lincoln based on his character. We often use the word "label" when solving math problems. This will be my other context.
I think I know what I am doing...we shall see!!
**Michelle Ewald...I didn't find the name of what we talked about, but I looked back on page 33 "What if there are not enough words". :)
DeleteI'm glad there is not an actual term for this because I sure couldn't think of it!
DeleteGreat word choice. This is one of those words that I assume students know. However, it would appear that they don't always, or at least they have trouble applying it to more than one context. Let us know how it goes.
Deletewell, I did it. We talked about it. They seem to understand both contexts of the word. We had a long discussion on what label someone might give them. It was interesting how they labeled themselves.
DeleteYou ended up choosing a really good word, Lisa. I'm going to be interested to see if the Ladybugs can embrace and internalize all the ways this word can be used!
DeleteToday in second grade group I asked about the word each teacher did (both second grades) and each word was explained and an example offered. The Ladybugs and Diamonds got it!
DeleteI even had a student tell me she shared words from group with her mom at home!
Celeste, yay us!!
DeleteOh that's good to hear!
DeleteI plan on using the book, "Humpback Whales", by Susan Watson. The word I am planning on using is "calves". Our calves are just below and behind our knees and humpback whale babies are called calves. I plan on integrating Bundle 2 from NGSS science which centers around living things. I plan on having the students draw, label, & describe calves for both definition on a folded piece of paper after a few exercises defining the word both ways. I would love feedback on this because I usually overthink things and my plan actually seems simple to me so I'm not sure if I'm missing a key component of this activity. Thank-you!
ReplyDeleteThis sounds ideal since it is concrete.
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DeleteOops, I accidentally deleted my comment instead of editing it. Here it goes again. We did the "calves" exercise by folding a paper in half and writing calves at the top of each side. I showed them some pictures of calves on our legs and calves that are baby animals. They thought it was the funniest thing that a word can mean both things. Overall, they were able to illustrate and describe each side of the paper to show the different meanings. One of my students even complained that her "taffs" hurt after PE. I wasn't sure of what she was talking about until she pointed to the back of her leg and said, "You know, like baby humpback whales but on my leg". I love kindergarten!!
DeleteI know what you mean!! Teaching vocabulary can be funny!! One of our stories had the word hurled. We discussed what that could mean. Every student said that it meant to throw up and they even included some motions. I of course clarified that this hurled meant to throw something like a ball or a shoe....not ones lunch. We got a good laugh and then read the text. I am really enjoying vocabulary this year. It doesn't take a whole lot of time and it is so worthwhile!!
DeleteOh Barb, that's funny! I can see how they would think that with all of the illness we have had at school lately. Vocabulary sure can be fun!
DeleteThat's funny Barb. As soon as I saw the word, I had a feeling that was the meaning they came up with!
DeleteAhhh!!! My post blocked me, so here we go again.
ReplyDeleteI am using the book "When Autumn Comes" with my first graders. I will be using the word "cord". We are studying seasons, sound and measurement, so I believe my students will be very surprised by all the different and interesting ways and places they encounter the word "cord". I'm thinking about doing an individual "tell me what you know" activity to see where they are before starting, but I haven't quite wrapped my brain around how to do this yet. I'm thinking about maybe a graph to begin with.
Are you thinking cord of wood vs. a musical chord?
DeleteOh that's interesting because you could get into "cord" with it's various meanings vs "chord" - what are those called, homophones?
DeleteI always call those, homosomethings! I can never remember the difference between a homophone, homonym, and homograph!
DeleteOops so I'm a day late! I am using the word petrified. This word kind of chose us actually. It just happened to be in the read aloud BFG and and in an informational reading book that I was using with my small groups. To be honest I had a hard time choosing a word as well and I was pretty excited when I saw this word in two different texts. For me, it's the hardest when I need to expose the kids to the word several times, but its not presented in other texts. My plan is to do just like the example in the book (pg134) is use the context, a friendly definition, and then questions to build the meaning in both texts.
ReplyDeleteLucky you for a word to appear in two texts that is worth teaching!
DeleteI will try to use that with my group. It is fun to say!
DeleteCeleste told me about your word choice - it's perfect, and so many fun and interesting ways to approach it!
DeleteWell we did it and it went pretty well. They were amazed at the difference between the meaning of petrified in narrative text as opposed to informational text. I think the best thing that has come out of this activity is our discussions and awareness of multiple meanings of words. We've talked from out read alouds, small groups, and word work groups extensively about words that we find with multiple meanings. I'm hoping just having a awareness will help the kids build their vocabulary bank. Sometimes it's the little things with words that we take for granted, but it could have a greater impact with our students.
DeleteAfter reading this it does make me think that my RAVE was beneficial to the kids. We did have a good discussion on how my word's definition is used. For instance they were suppose to find the properties of rocks and part of our definition we came up with is how they 'ACT'. My students kept saying, ROCKS don't ACT, BUT forces can change them.
DeleteI like your comment about, "It's the the little things with words that we take for granted, but it could have a greater impact with our students." I can attest to the truth of this as a parent. There have been many instances my boys (especially that goofy youngest one) loves to take words and use them as his own. It sparks conversations that I have found often were inspired by something said in class or even in passing and it stuck for him. Many times, he will recall a side conversation that made a connection to something days, weeks, or possibly much later that he incorporated into our conversation.
DeleteI'll be using the word 'wave'. This is coming from the NGSS science standards. I taught the last standard and used the word 'illuminated' which comes right from the standard and they were able to grasp and use the word correctly. I'll start by showing them the actual standard (which I have done in the past) and then moving on from there. I'll find an online article that explains sound waves for them probably using kiddle.co.
ReplyDelete"Sounds" like a good idea :)
DeleteNice one, Michelle!
DeletePlan:
ReplyDeleteText: studiesweekly.com OUR PLANET EARTH
Word: Properties
Properties is used quite often in my Science text. It is also used in other subjects like Math. I’m going to follow the procedures in page 134. Since I am going to be mainly talking about ROCKS in my lesson, I will bring in examples and have the kids help me in giving me their different properties and categorizing them.
I will use questions to direct student attention to the context.
Ideas to develop, which indicate specific aspects of the context to highlight.
Questions to support students in integrating the context and definition.
I think the concrete examples for a word that can sometimes seem abstract is a good thought.
DeleteI will be implementing my strategy today! Due to the my schedule change with Science I was unable to complete the assignment.
DeleteWell, I forgot to post yesterday on how the start of my lesson went. I'm really on top of things lately.
DeleteI started by asking my student questions about 'property' and what they know. I allowed them to have a group discussion, then I put up on the board...."The Turd Grade Definition". The students gave out some ideas and figured out that since it was Science, they used context from what they already learned.
After their discussion and definition I then used Specific Aspects of the context to highlight what the true definition for the word 'property'.
Tomorrow we will go deeper in our discussion as I will use concrete examples and have the students try and develop questions that integrate into the context and definition.
I think the idea of having students create questions is key. It creates ownership and I think it increases the chances of them remembering.
DeleteI agree with Michelle. When the kids come up with the questions, they seem to remember it better.
DeleteSo, to finalize things. The concrete examples I used just seemed to be a distraction to the students. They had fun with the project, but when we began discussing the physical property of rocks, they just lost track of what the concept was.
DeleteThe questions were sort of a bust. I was the one mainly asking the questions. They just wanted to look at and touch the rocks, which is part of the definition of property, but they were just distracted.
DeleteI plan to implement the RAVE today. We are using the words compromise and bargain as we are dealing with word relationships.
ReplyDeleteAs always, I am interested to hear about how this looks in middle/high school.
DeleteI was only able to present this to my more advanced class due to scheduling conflicts. But on the whole it was quite successful. I would say that many of the students had a general definition of the words compromise and bargain, but couldn't really nail it down. A few students had concrete examples (strikingly similar to the ones I had prepared) so that was a good jumping off point. One of the ideas I tried to lead them to was the idea that both parties had to give up something and meet in the middle. Additionally, I was trying to have them determine the word relationship between compromise and bargain. one student gave the example of bargaining over prices that it's making a deal. So we did determine that they were synonyms Finally, I had them tell something that they would be willing to bargain for a new game. One student was willing to give up his sister. LOL.
DeleteI like having the two words and using them in your RAVE. Makes me think of how I could have used something different for my RAVE where I could include two ways of how "properties" can be used.
DeleteThis was a great way to introduce the two words in your lesson. both could be synonyms but also mean something entirely different depending on context.
DeleteMAtt, When I read your post, the first thing I thought of was land/property. OR possession. So that would be an interesting starting place. And then you could talk about how property can also mean characteristics or traits that describe something or someone.
DeleteI'm sorry the kids were distracted though.
I want to add comments to some posts, but for some reason I am not able to use the "Reply" feature today. Sorry - I have read through everything that is posted and will try again.
ReplyDeleteThe vocabulary word which I have basically used throughout the school year is diversity. The theme of my classroom is celebrate diversity. This vocabulary word has fit into my lessons beautifully in Readers Workshop, Writers Workshop and Social Studies. Explanation: Diversity = differences. We are all different in the way we look, learn, believe After reading Wonder to my students, the very first thing that came into classroom discussion was diversity. How does diversity relate to Auggie in Wonder. My students replied because he looks different. After reading the story, Mrs. Katz and Tush, my students brought up the word diversity in discussion. The reason is Mrs. Katz is Jewish, Larnell is African American. I introduced diverse to the students. How can the subjects we study be considered diverse? How are opinions diverse? How is something diversified? In social studies the students are studying 13 colonies. Are the 13 colonies diverse? Why? How? How are the settlers in each colony diverse from one another? I would follow the outline on pages 134 and 135 for the lesson. Due to being out of town for four days for a family emergency this is all I can do - Hopefully this is ok
ReplyDeleteI love the idea of having a word that thematically represents your classroom!
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