Startegy #10 Vocabulary Square

WHAT: A vocabulary square

WHEN: After a text has been read, to help students review for a vocabulary test, study guide, in class activity after the vocabulary has been intorduced to the students, or as a homework assignment.

HOW: Give the students the blank template for the vocabulary squares. Depending on how large the list of words is, the teacher could chunk the vocabulary and assign each student to 1-3 words and then make a collaborative list. The teacher could also make all the words be due by a certain day so that the students are responsible for completeing a few words each night to help them be reviewing the words in general.

WHY: Research presented to me in my methods 1 class said that students need to be exposed to an unknown vocabulary word at least 12 times before it becomes thier own. Repitition of the words is important. Students need to be working with the vocabulary in many different ways to help them grasp the idea. The nice thing about vocabulary squares is that it allows for a little bit of creativity with the images and choice of words and sentence.


http://www.teachertube.com/viewVideo.php?video_id=80159&title=Vocabulary_Squares

http://www.slideshare.net/TAMUSA/vocabulary-squares-lesson

Other Literacy Strategies

http://www.busyteacherscafe.com/strategies/literacy.html


http://www.peterpappas.com/blogs/toolkit09e.pdf


http://www.nga.org/cda/files/110802LITERACY.pdf

Strategy #9 TOAST

TOAST is a vocabulary study system that can be used from early elementary grades through highschool as a good method for getting students actively involved in the study of words.

T: Test. Students self-test to determine which vocabulary terms they cannot spell, define, or use in sentences.

O: Organize. Students organize these words into semantically related groups; arrange words into categories by structure or function, such as words that sound alike or are the same part of speech; and categorize words as somewhat familiar or completely unfamiliar.

A: Anchor. Students "anchor" the words in memory by using a keyboard method (assigning a picture and a caption to a vocabulary term), tape-recording definitions, creating mnemonic devices, or mixing the words on cards and ordering them from difficult to easy.

S: Say. Students review the words by calling out the spellings, definitions, and uses in sentences to another student. The first review session begins 5 to 10 minutes after initial study and is followed at intervals by several more.

T: Test. Immediatley after each review, students self-administer a posttest in which they spell, define, and use in context all the vocabukary terms with which they originally had difficulty. the response mode may be oral, written, or silent thought.

Critical Issues in Literacy

LITERACY

http://www.ncrel.org/sdrs/areas/li0cont.htm

Strategy #8 More Games in the Classrom

What: Incorporation of more games/Learning Activities (Charades, Vocabulary Game(s), Bingo, Roleplaying, Dominoes, Pictionary, Using a ball to review Vocabulary, Hot Seat, Jeopardy, "Go Fish" ot "Compra", Story Yarn)

How: In order to get the students involved, the teacher could allow the students to help in the making or construction of the games and activities. For example, the students could make flashcards and help draw the pictures for the charades. The students could also bring in props that would be used in the role playing. This allows students to be involved in learning while putting the focus on something else, which seems to be successful.

When: Playing games could be used at the end of a Unit or chapter as a review. The Activities could be used during the unit or chapter to reinforce important words, phrases and or concepts. The actual "fun activities" would be used at the end of the lesson to keep students engaged in learning with the anticipation of playing a game and getting a reward.

Why: Playing games allows the students to learn without the focus being so much on learning. It becomes the goal of the students to do well at the games or activities while they are learning the desired material. Playing games also helps with students practicing there communication skills. The games would be conducted in the TL, forcing students to use Spanish and practice correct grammar and pronunciation. Bonus points or some kind of reward like candy could be given to the winning student or team.

Strategy #7 Photographed Vocabulary

What: Photographed Vocabulary
How: Photographed vocabulary can be used to give students a visual of the word or phrase they are learning. Instead of giving the students lists of vocabulary in English and Spanish, students can learn the vocabulary in the TL by using pictures or photographs to aid them. The students will be able to associate words with images and this ill also help with the elimination of drill and kill as well as just straight translation between the languages.
When: At the beginning of the Unit or before a Unit begins, students can bring in pictures to represent the words on the vocabulary lists and photographs could be taken in class to represent emotions and some actions.
Why: This would eliminate the use of English by allowing students to remain in the TL with the help of pictures and photographs.

Strategy #6 Pattern Puzzle/Mystery Pot

What: Pattern Puzzle/ Mystery Pot

When: This could be used as a practice of material activity after something has been taught. it could also be used as a closing activity or a review for a test.

How: The ideas are mixed up and students need to sort them out, or they arranged in some way and need to be rearranged in another. This activity requires the physical manipulation of the puzzle pieces and the mental manipulation of concepts or ideas. Small pieces or strips of paper are cut up and put in an envelope. On each piece of paper there is a word, concept, or idea. The students are asked to empty the envelope and put the pieces together in a logical manner. This could be used in a foreign language classroom to practice sentence structure and grammar.

Why: This can be done as an individual, group, pair or whole class activity. It requires students to be thinking and discussing in the target language. They have to work out the problem, and put the pieces of the puzzle together to come up with a logical fit. This also help with interpersonal activities and communication.

http://www.learningfocused.com/newsletter.php?id=83&vw=5

Scroll down on the website and see more specifics of how to create your own pattern puzzle. A template is even available to be downloaded!