Step 5- Use visuals and vocabulary strategies that support your objectives Send me pictures of your anchor charts, visuals. How is scanning working for your students?
I have used my own method of visuals and vocabulary strategies mostly in social studies than in math. For one lesson I found pictures of the northwestern hemisphere, North America, the United States, Texas, and Houston. I then modeled a diagram that had arrows going in the direction of: the northwestern hemisphere, to North America, to the United States, to Texas, and lastly to Houston. I created sentence stems for my ELL’s to formulate a paragraph that explained the diagram. For example: We live in the _______________ ______________. In the northwestern hemisphere we live in ______________ ________________. In North American we live in the ____________ _____________ and in the United States we live in the state of ______________. In Texas we live in the city of ____________________. Today we created a diagram of a buffalo and discussed what certain parts were used for by the Native Americans. After discussing every student wrote the sentence stem: From looking at the diagram I can infer that _________________________.
When introducing vocabulary words we usually always start with a sort. They have to match the vocabulary word with the correct definition and picture. This gives them a visual along with the meaning. Once the words are discussed they now understand the meaning and I have them write the correct definition with a sketch of the word.
One comprehension activity that the students really enjoy are making comic strips out of the content read and discussed in class. Last week we read about how the European’s affected the lives of the Native Americans when they arrived. Students created comics illustrating how the Spanish brought horses to Texas and how Europeans brought diseases.
One strategy that I would love to begin doing is scanning. I feel that it would help my students feel more comfortable in their writing, and when reading and participating.
In using visuals and vocabulary strategies that support my objective, I have students turn and talk with a neighbor about new vocabulary words and share out. Other times, I will write a new word on the board and have students guess the meaning by trying to break up the word, look for a root word, or think about what it sounds like. Students will then talk with their table group and share out. Also, to introduce or study new vocabulary words, students will write and/or draw the word on one side of an index card and write the definition on the other side: pre-printed cards are up on the board as well. We will use pre-printed word/picture and definitions to sort and match. Introducing new text, the students will scan the article looking for bolded or new words to discuss, as well as context clues that help with meaning. For some students, I create note cards on a ring with words that they need to practice. Students will then have the opportunity to add new words to their ring as we move on. For added visuals, I have anchor charts around the room for students to refer back to.
In the 5th step, it suggests using visuals and vocabulary strategies to support objectives. In reading, we do a lot of graphic organizers so that students can organize their ideas, facts and content so they can make sense of it. For story elements, when we read Officer Buckle and Gloria, I copied the pages of the book so the students could better understand where exactly in the story each event in the story fell onto the story arc. I read the story as a whole group and then handled the pages of the book out to the students in pairs so they could come up and place the event onto the classroom graphic organizer. Then they had their own graphic organizer and the book pages to give them visuals in identifying the story elements for the story arc.
I try to ensure that we are adding academic vocabulary words to our word wall each week across subject areas. Each time that we learn a new, key word, we write it down, draw a picture of it, create a definition as a class and discuss it during the lesson. Then, I will ask different students to make a word wall card for it, and they write a definition in their own words with an example and/or picture to help us understand it better. At first, only a few kids wanted to make the cards. Now, students will raise their hands during lessons to ask if they can make a word wall card for "____" when we're done. My ESL students are oftentimes asking to make them now, and I like seeing how they refer to the cards when doing independent work.
We use many graphic organizers in class to organize our ideas in both language arts and science. We use picture vocabulary from stemscopes and record definitions in our journals. For an example of using visuals (ust like the chapter suggested) we have also used the story arc to organize the plots of stories to help them learn how to summarize.
For Pre-K I use lots of visuals. I use words walls and charts to help the students know the difference between a word and a letter and to introduce students to words pertaining to what we are studying. We also plays lots of word guessing games. Example, Guess this word that has 2 claps and starts with a P.
I use a lot of diagrams in science. I try to sketch and label concepts instead of write notes because the students who don't write well or have difficulty with language can keep up better. I use Venn diagrams and T-charts in both math and science. To reinforce vocabulary, I always ask the class to construct a definition in their own words. Sometimes I tell the students to sketch the meaning of a word, or I draw a sketch for them to copy. Occasionally, my sketches get very elaborate or silly. When we studied "compatible numbers" in math, I drew hearts and flowers and numbers holding hands to show that they were "perfect for each other" (a description suggested by a student.) I also have a word wall with math and science words. Students have suggested the words that should go on the wall when I have given them an assignment to write a science response.
I have used my own method of visuals and vocabulary strategies mostly in social studies than in math. For one lesson I found pictures of the northwestern hemisphere, North America, the United States, Texas, and Houston. I then modeled a diagram that had arrows going in the direction of: the northwestern hemisphere, to North America, to the United States, to Texas, and lastly to Houston. I created sentence stems for my ELL’s to formulate a paragraph that explained the diagram. For example: We live in the _______________ ______________. In the northwestern hemisphere we live in ______________ ________________. In North American we live in the ____________ _____________ and in the United States we live in the state of ______________. In Texas we live in the city of ____________________.
ReplyDeleteToday we created a diagram of a buffalo and discussed what certain parts were used for by the Native Americans. After discussing every student wrote the sentence stem: From looking at the diagram I can infer that _________________________.
When introducing vocabulary words we usually always start with a sort. They have to match the vocabulary word with the correct definition and picture. This gives them a visual along with the meaning. Once the words are discussed they now understand the meaning and I have them write the correct definition with a sketch of the word.
One comprehension activity that the students really enjoy are making comic strips out of the content read and discussed in class. Last week we read about how the European’s affected the lives of the Native Americans when they arrived. Students created comics illustrating how the Spanish brought horses to Texas and how Europeans brought diseases.
One strategy that I would love to begin doing is scanning. I feel that it would help my students feel more comfortable in their writing, and when reading and participating.
In using visuals and vocabulary strategies that support my objective, I have students turn and talk with a neighbor about new vocabulary words and share out. Other times, I will write a new word on the board and have students guess the meaning by trying to break up the word, look for a root word, or think about what it sounds like. Students will then talk with their table group and share out. Also, to introduce or study new vocabulary words, students will write and/or draw the word on one side of an index card and write the definition on the other side: pre-printed cards are up on the board as well. We will use pre-printed word/picture and definitions to sort and match. Introducing new text, the students will scan the article looking for bolded or new words to discuss, as well as context clues that help with meaning. For some students, I create note cards on a ring with words that they need to practice. Students will then have the opportunity to add new words to their ring as we move on.
ReplyDeleteFor added visuals, I have anchor charts around the room for students to refer back to.
In the 5th step, it suggests using visuals and vocabulary strategies to support objectives. In reading, we do a lot of graphic organizers so that students can organize their ideas, facts and content so they can make sense of it. For story elements, when we read Officer Buckle and Gloria, I copied the pages of the book so the students could better understand where exactly in the story each event in the story fell onto the story arc. I read the story as a whole group and then handled the pages of the book out to the students in pairs so they could come up and place the event onto the classroom graphic organizer. Then they had their own graphic organizer and the book pages to give them visuals in identifying the story elements for the story arc.
ReplyDeleteI try to ensure that we are adding academic vocabulary words to our word wall each week across subject areas. Each time that we learn a new, key word, we write it down, draw a picture of it, create a definition as a class and discuss it during the lesson. Then, I will ask different students to make a word wall card for it, and they write a definition in their own words with an example and/or picture to help us understand it better. At first, only a few kids wanted to make the cards. Now, students will raise their hands during lessons to ask if they can make a word wall card for "____" when we're done. My ESL students are oftentimes asking to make them now, and I like seeing how they refer to the cards when doing independent work.
ReplyDeleteI use a word wall in the gym and we try to use the words in complete sentence throughout the week.
ReplyDeleteWe use many graphic organizers in class to organize our ideas in both language arts and science. We use picture vocabulary from stemscopes and record definitions in our journals. For an example of using visuals (ust like the chapter suggested) we have also used the story arc to organize the plots of stories to help them learn how to summarize.
ReplyDeleteFor Pre-K I use lots of visuals. I use words walls and charts to help the students know the difference between a word and a letter and to introduce students to words pertaining to what we are studying. We also plays lots of word guessing games. Example, Guess this word that has 2 claps and starts with a P.
ReplyDeleteVisuals and simplified vocabulary are accommodations that I use. Both are very effective strategies.
ReplyDeleteI use a lot of diagrams in science. I try to sketch and label concepts instead of write notes because the students who don't write well or have difficulty with language can keep up better. I use Venn diagrams and T-charts in both math and science. To reinforce vocabulary, I always ask the class to construct a definition in their own words. Sometimes I tell the students to sketch the meaning of a word, or I draw a sketch for them to copy. Occasionally, my sketches get very elaborate or silly. When we studied "compatible numbers" in math, I drew hearts and flowers and numbers holding hands to show that they were "perfect for each other" (a description suggested by a student.) I also have a word wall with math and science words. Students have suggested the words that should go on the wall when I have given them an assignment to write a science response.
ReplyDelete