Encourage quick sketches and not works of art. This is a key step toward ownership of the vocabulary! After verbalizing personal connections, ask students to sketch an example or association on the back of their word maps. It's also important, at this point, to ask students to verbalize their own connections to the word. Step 7: Model how you can make a connection to the word.Step 6: Use the dictionary entry to find other forms of the word.Step 5: Use the dictionary entry to fill in an antonym or nonexample of the word.Step 4: Use the dictionary entry to fill in a synonym for the word.Employ a think-aloud to ask, "Does this make sense based on how the word is used in the text?" Record the correct definition on the word map. Step 3: Using a dictionary (e.g., if you have access to a classroom computer and the Internet), look up the word and locate the correct definition.Indicate how the word is used in the sentence (i.e., part of speech). Step 2: Copy the phrase or sentence in which the word appears, and predict its meaning.Step 1: Write the word and the page number on which it is found in the text. ![]() ![]() Using the overhead word map template and the think-aloud method, model the eight steps by completing a word map for harbor. After reading the sentence and paragraph in which the word appears, ask students if their written definitions fit this context. Then direct students to page 9 of the printed copy of "The Most Dangerous Game." Ask students to locate the word harbor on that page. Ask students to write a brief definition of the word and use it in their own sentences. Review with students the possibility of categorizing vocabulary words in two ways: words that are brand new and familiar words with new meanings.Īs an example, present the word harbor, which should be a familiar word for students. Team collaboration will play a key role, particularly for Team A, because each student in the group will have contributed different associations and examples of descriptive words for the big game animal before reaching a consensus. The choice of only five words for Team A will be more challenging and require strong sensory vocabulary words.īring the whole class together, and have groups compare their experiences while working on this activity. Team B may use an unlimited number of words.Īs teams collaborate, point out the use of various senses in approaching this task. Team A may use only five words to describe the animal. To demonstrate the importance of a strong vocabulary, ask two teams of students to describe a big game animal. Using tally marks, survey the class about their comfort level with these methods and their attitudes toward vocabulary activities. Approaches may include flash cards, crossword puzzles, acting out word meanings (kinesthetic approach), or writing definitions from the dictionary. Have students list (on the board or overhead) familiar approaches to learning vocabulary. ![]() While reading, they will have an opportunity to use and assess a new way of learning vocabulary-by using a vocabulary word map. ![]() Inform students that they will be reading a short story about hunting. Do students know anyone in their families who consider hunting a sport? Have they seen any television shows or movies where hunting is portrayed in a positive or negative way? How do they feel about hunting? Do they think of it as a sport? Activate students' prior knowledge by discussing big game hunting.
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