Ten Important Words Plus: A Strategy for Building Word Knowledge

Abstract

In this strategy, students individually select and record 10 important words on self‐adhesive notes as they read a text. Then students build a group bar graph displaying their choices, write a sentence that summarizes the content, and then respond to prompts that ask them to think about words in powerful ways. Several prompts are suggested, each emphasizing the meaning, manipulation, or application of selected words in various contexts. This strategy is based on principles of effective vocabulary instruction as it involves repeated exposure to words active engagement with words study of words with instructional potential This strategy fosters word knowledge as well as comprehension of text with its focus on word meanings and important ideas in text. This article is also the source for a Class Acts podcast. Download “Teaching key vocabulary” from http://www.reading.org/resources/podcasts/index.html

Educators’ perceptions of a maker-based learning experience

“…The type of community that arose in this maker-centered context could be characterized as a knowledge-building community (Scardamalia & Bereiter, 2006). A knowledge-building classroom community is one in which knowledge work "substantively advances the state of knowledge in the classroom community and situates it within the larger societal knowledge building effort" (Scardamalia & Bereiter, 2006, p. 98).…”

“…The pervasiveness of collaboration, occurring on multiple levels, leads, in part, to the development of maker communities. Martin (2015), borrowing from Scardamalia and Bereiter (2006) characterized these communities as knowledge-building communities, which work collectively to build and share knowledge, as opposed to "the typically competitive and replicative nature of classroom learning, where the (sometimes tacit) goal is to acquire a set of pre-existing knowledge, and to do so more effectively than one's classmates" (p. 36).…”

Student Videos as a Tool for Elementary Teacher Development in Teaching Engineering: What Do Teachers Notice? (Research to Practice)

“…K's envisioned response involved the dynamic interplay between enacting a teacher role and attending to student thinking; she assumed students may need some direction, but was more inclined to create opportunities for students to develop their own understandings. Although she took a top-down approach in managing group work, K positioned the students as being "epistemic agents" 30,31 , recognizing that they are capable of building knowledge together as opposed to receiving content from her. Her envisioned response embodied aspects of provide engineering knowledge and direct student work, in that she wanted to provide students with an array of directions for their engineering work.…”

H Ανάπτυξη Του Δεκτικού Λεξιλογίου Στην Ελληνική Γλώσσα Αλλοδαπών Παιδιών Προσχολικής Ηλικίας (4-6 Ετών) Μέσω Της Ανάγνωσης Των Ιστοριών

“…Ιδιαίτερα σηµαντική είναι, όµως, η ανάγνωση των ιστοριών για την ανάπτυξη του λεξιλογίου µονόγλωσσων και αλλοδαπών παιδιών (Justice & Pence, 2005• Meier, 2003. H εκµάθηση του λεξιλογίου από τα παιδιά επιτυγχάνεται περιστασιακά κατά την ακρόαση ενός λογοτεχνικού κειµένου, αλλά πρωτίστως επιτυγχάνεται µε την εφαρµογή από τον ενήλικο αναγνώστη των κατάλληλων διδακτικών τεχνικών, οι οποίες βοηθούν το παιδί να κατανοήσει τη σηµασία του άγνωστου λεξιλογίου (Robbins & Ehri, 1994• Santoro, Chard, Howard & Baker, 2008• Yopp & Yopp, 2007. Κατά την ανάγνωση µιας ιστορίας οι νηπιαγωγοί εφαρµόζουν ποικίλες τεχνικές λεκτικής συµπεριφοράς προκειµένου να εµπλέξουν ενεργητικά τα παιδιά στη συζήτηση της ιστορίας και να προάγουν την εκµάθηση του λεξιλογίου και την κατανόηση του κειµένου (Τάφα & Χλαπάνα, 2007• Χλαπάνα, 2005).…”

“…(Kindle, 2009). H εκµάθηση του λεξιλογίου από τα παιδιά επιτυγχάνεται τόσο περιστασιακά, κατά την ακρόαση ενός λογοτεχνικού κειµένου, όσο και συγκεκριµένα, µε την παροχή των κατάλληλων επεξηγήσεων από τον ενήλικο αναγνώστη, διαδικασίες οι οποίες βοηθούν το παιδί να κατανοήσει τη σηµασία του άγνωστου λεξιλογίου (Robbins & Ehri, 1994• Santoro et al, 2008• Yopp & Yopp, 2007. Παράλληλα, η έντονη λεκτική αλληλεπίδραση που σηµειώνεται ανάµεσα στο παιδί και τον ενήλικο αναγνώστη, και αφορά στη συζήτηση των ηρώων και της πλοκής της ιστορίας, συµβάλλει σηµαντικά στην κατανόηση του κειµένου (Griffin, 2010).…”