HOW TO TEACH GAMES HOW TO TEACH GAMES “ “ Which words should I teach?” Which words should I teach?”  Which words are most important to Which words are most important to understanding the text? understanding the text?  How much prior knowledge will students How much prior knowledge will students have about the word/concept? have about the word/concept?  Is the concept significant and therefore Is the concept significant and therefore requires previewing? requires previewing?  Which words can be figured out from the Which words can be figured out from the context? context?  How can I make repeated exposures to the How can I make repeated exposures to the word/concept enjoyable and meaningful? word/concept enjoyable and meaningful? 4-2-1 Summarizer 4-2-1 Summarizer Four Two One Rogers, et.al (1999). Motivation and Learning. . . Word Sorts Word Sorts  Provide students with a set of vocabulary Provide students with a set of vocabulary word cards (related to a specific concept or word cards (related to a specific concept or topic). topic).  Work in groups to sort the words into Work in groups to sort the words into categories. categories.  Encourage students to find more than one Encourage students to find more than one category for the vocabulary words. category for the vocabulary words.  Students then discuss with teacher & peers Students then discuss with teacher & peers their rationale for categorizing words. their rationale for categorizing words. c o l d f r o n t m e t e o r o l o g i s t t e m p e r a t u r e b a r o m e t e r hurricanes Comprehensive Vocabulary Comprehensive Vocabulary Instruction Instruction  Rich language learning environment Rich language learning environment (including Read-Alouds) (including Read-Alouds)  Wide and Varied Independent Wide and Varied Independent Reading Reading  Direct Vocabulary Instruction Direct Vocabulary Instruction Definition Characteristics Non-Examples Examples Frayer Model (Frayer, Frederick, & Klausmeier, 1969) herd • Group • Like animals • Clustered a congregation of wild animals Four Square Response Four Square Response Term Illustration Definition a degree of wetness especially of the atmosphere Connection humidity 3 x 3 Vocabulary 3 x 3 Vocabulary word knowledge reading with explanation strategies direct instruction Nonlinguistic representations Frayer dictionaries background knowledge assessment Adapted from Guilford County Schools, 2002 This session is based in the Vocabulary “Best Practices” module designed by Metro RESA. ENRESE LARCIYL ELGNET MENOLS S……………. L…………… G…………… S…………… PCORESOM C…………… . HOW TO TEACH GAMES “ “ Which words should I teach?” Which words should I teach?”  Which words are most important to Which words are most important to understanding. therefore requires previewing? requires previewing?  Which words can be figured out from the Which words can be figured out from the context? context?  How