Comprehension+-+Vocabulary


 * Name: ** Brittany Rumphol
 * Strategy: ** Poetic Responses
 * Comprehension Area ** : Vocabulary/Understanding and Remembering Words
 * Literature Source: ** //Evolution//, pp. 36-40
 * Objective ** : Students will respond to literature by expressing their understandings and feelings and will also identify words and phrases that are appealing, important, and meaningful.
 * Overview ** : Students will read a brief portion of a book on evolution and the ideas behind it. After reading, students return to the text and take note of words or phrases that they feel are important and meaningful to the topic. Each student will then record all terms highlighted and create a poem using these words arranged however they feel necessary.

Name: Jake Larsh Strategy: Word Map Comprehension Area: Vocabulary/Understanding and Remembering Words Literature Source: www.ushmm.org/outreach/racism.htm Objective: Students will be given either a list of terms or make their own list of terms (whatever they deem important to the text) and define the term by an antonym, synonym, and a picture that represents that word. Overview: Students after, before, during reading the short excerpts will receive a list of key terms and with a word map will define each term by a definition, synonym, antonym, and picture of that term. This will get the student to put the term in different contexts. Take for instance: Aryan I would define it, give White Supremacy as a sort of Synonym, Jewish as an Antonym then draw a blond haired blue-eyed person. **Name:** Oriel Boomgarden **Strategy:** Rivet **Comprehension Area:** Vocabulary **Objective**: Students will focus (“rivet”) on specific vocabulary words before reading a text. **Name:** Josh Pyne **Strategy:** Word Jar **Comprehension Strategy:** Vocabulary **Literature Source:** //Biology// a textbook by Glencoe Science-Chapter 11 **When Utilized:** During and After Reading Word Jar is a strategy that works for independent reading. Each student will be expected to read chapter 11 (Complex Inheritance and Human Heredity) from their textbook, //Biology// by Glencoe Science. Each student will have to pick out one of the main vocabulary words from the chapter (in bold print) and fill out a piece of paper that includes what the word was, the page it was found on, the sentence in which the word was used, the dictionary definition of the word, and their name. Then the paper is put into a community jar. After each student has done this, the teacher pulls a piece of paper out of the jar and reads the word. Students then have to guess the meaning of the word. After that, the context of the word is given and finally the definition. This strategy helps to build student awareness of important vocabulary words from the reading. It also gives the students practice finding definitions of words. Furthermore, it allows students to infer meaning of important vocabulary words from context clues. This helps to solidify the actually meaning of the word once the definition is read by supporting or refuting background knowledge.
 * Literature Source**: // RAZE BERLIN WALL, REAGAN URGES SOVIET // by Gerald M. Boyd from //New York Times//
 * Overview:** This activity is a variation of hangman. Each student has their own whiteboard or piece of paper. The teacher puts the corresponding amount of dashes for each letter in the chosen vocabulary word. The teacher tells the students to focus as they write each letter one by one and listens to student responses. The students are encouraged to say any word they think it might be. If a student guesses the word correctly, they are asked to go up to the board and finish spelling the word. The teacher will introduce 6 to 8 new words.

**Name:** Dan Curran **Strategy:** Word Surgery **Comprehension Area:** Vocabulary/Understanding and Remembering Words **Literature Source:** The Biology Project—Mendelian Genetics http://www.biology.arizona.edu/mendelian_genetics/mendelian_genetics.html **Objective:** The objective behind this portion of the unit on natural selection is to introduce the students to Mendelian genetics—a crucial topic to know in order to fully understand where the variance for natural selection comes from. The importance of this comprehension strategy is to build up the vocabulary on a subject. More so, the underlying importance is to learn what some of the frequently used parts of words mean, so that students will be able to determine what vocabulary words mean in the future using word surgery and their existing knowledge on word roots and combining forms. This will create a deeper understanding of the vocabulary by knowing what different parts of each word mean. **Overview:** This website gives students the opportunity to explore Mendel’s findings on trait inheritance. It is a difficult subject to understand due primarily to the complex vocabulary, so this comprehension strategy will focus on breaking down difficult vocabulary words to their building blocks—prefixes, root words, and suffixes. Many science words stem from Latin and Greek, so a helpful book would be the //Dictionary of Word Roots and Combining Forms// by Donald J. Borror to use alongside this website. Students will make a list of the vocabulary words that they do not know or need more help with, and then they will attempt to break them apart in order to determine the word meanings. They should try to compare these words with other, similar words to try and determine their meanings before looking up the roots and combining forms. This activity should extend throughout the reading process.
 * Joshua Korotka**

Strategy:** Target Words
 * Jacob Chadderdon
 * Comprehension Area:** Vocabulary
 * Literary Source:** "Forces that govern a baseball's flight path" by Andrew Nowicki (http://www.wooster.edu/Physics/JrIS/Files/nowicki.pdf)
 * When Utilized:** During reading and after reading.

This strategy will be used to help students discover the meanings of the words that they find difficult to understand. Students will make a three ring circle and while reading they will pick out words they think are critical, whether they be words that are already known or words that they don't know yet, and they will then discuss the meanings of the words in groups of 3-4 the next day. After the group discussion is finished we will reconvene as a class and compile the key vocabulary and their meanings.


 * Name:** Casey Robers
 * Strategy:** Using Meaningful Contexts to understanding science vocabulary
 * Comprehension Area:** Vocabulary
 * Literature Source:** The World of Atoms and Quarks by Albert Stwertka
 * When Utilized:** Before and after reading
 * Objective:** The students will get to develop their understanding of science vocabulary based in the atoms unit.
 * Overview:** There are ten words listed for each word the student will first see if they can define the word. After some think time they will rank the word in the "before reading" column: 1 understand and can explain, 2 understand, but can't explain, 3 fuzzy, or 4 don't know. They will then discuss with a partner what the term might mean. Next they will be given text and they will read about each term. After reading they will fill out the "after reading" column with the same ranking. Over the course of our discussions the students will go back and define the terms in there own words.

__**Name:**__ Jackie Huebner __**Strategy:**__ Vocabulary Sketches http://www.freeology.com/graphicorgs/pdf/vocabsketches.pdf __**Comprehension Area:**__ Vocabulary/Understanding and Remembering Words Strategies __**Literature Source:**__ Day of the Dead by: Tony Johnston and Jeanette Winter __**When Utilized:**__ before or during reading __**Objective**__: Students will create sketches representing their comprehension of the definition of new vocabulary words as they come across them while reading the text. __**Overview:**__ The students will be given a vocabulary sketch graphic organizer and they will be given a book to read that contains new vocabulary words. Whenever they come across a word they do not know, they will write it on the top line of the square and then write the definition below it. On the box to the side of the definition, they will draw a sketch of that word for visual representation. They repeat this procedure with each new vocabulary word until they have completed the book. __**Variation:**__ The teacher could provide the students with the vocabulary words and/or definitions already filled in so they have some familiarity with the words before reading. Then when the students come across the words in the text, they can draw the images that first come to mind.


 * Name:** Ally Peerenboom
 * Strategy:** Quick Draw
 * Comprehension Area:** Vocabulary
 * Literature Source:** //Por Fin Es Carnaval// by Arthur Dorros
 * Objective:** Students will identify new vocabulary and its meaning, and then demonstrate their understanding of the new vocabulary by drawing it and having their classmates use the new vocabulary to guess what they are drawing.
 * Overview:** This strategy is much like the game Pictionary. First, students will read the text in small groups, identifying any new vocabulary throughout the text. The class would then come together and make a list of all of the new vocabulary that they found and discussing the meanings of all of the new vocabulary. The class will then divide into teams. One student from each team would choose one of the new vocabulary words out of a hat to draw on the board, and their team members must try to guess what new word they are drawing by using the new vocabulary in the target language. By creating and seeing visual representations of the new vocabulary, students are demonstrating that they understand the meaning of the new words.

** Strategy: ** Vocabulary Journal ** Comprehension Area: ** Vocabulary ** Literature Source: ** http://www.pbs.org/wgbh/nova/universe/supernova.html ** When Utilized: ** During and After Reading Vocabulary journal is a simple strategy that helps students identify new words and their possible meanings. As they read through the website on supernovae, students will record any words that they do not know or recognize in the first column. In the second column they will write what they think the word’s meaning is. In the third column, they will record any context clues that helped them determine the definition. Finally, after they have completed the reading, students will verify that they have determined the definitions correctly by sharing them with the rest of the class and discussing possible mistakes. This strategy helps students learn how to identify new words and how to determine their meaning without having to consult a dictionary. This is important since additional references may not always be available. Additionally, this strategy helps to develop a basic vocabulary in astronomy and stellar evolution. This will help make future learning and understanding deeper.
 * Name: ** James Johnson


 * Name:** Seth Breunig
 * Strategy:** Connect the Words
 * Comprehension Area:** Vocabulary
 * Literature Source:** Smith, M. (2008, February 22). The Touch of an Uncommon Man. //Chronicle of Higher Education//, //54//(24), B6-B8. Retrieved October 27, 2008, from Academic Search Complete database.
 * Objective:** Students will use contextual clues and their historical knowledge to make connections between key vocabulary terms found in “The Touch of an Uncommon Man”.
 * Overview:** The word “skin” will be placed in the center diamond of the “Connect the Words” graphic organizer. After students read the piece, which is a fascinating look at the politics of touch and the tactile, they will be asked to come up with three or four important vocabulary terms of their own. These terms will be placed in the ovals found at the corners of the graphic organizer. Words which could be chosen include “labor”, “Marfan gene”, and “tactile”, to cite a few. The key to this activity is in the connections the students make between the words, the understanding of the term which they gain from the reading. Hopefully, they will both learn the meaning of new words and further their understanding of seemingly simple terms, like “skin.”

Name: Steven Fritz Strategy: List/Group/Label Comprehension Area: Vocabulary Literature Sources: “Alaska’s Cold Desert” online article http://www.blm.gov/education/00_resources/articles/alaskas_cold_desert/ When Utilized: Before, During, and After reading

Description: The students or teacher selects a broad list of words from the article that are new, obscure, technical, or critical. The students in groups, as a class or as individuals then group the words together into categories of shared features or relevance. Lastly the students write descriptions of the words meaning and relevance. Descriptions can also be focused on the groups themselves. The students should then read the source and subsequently review their lists and groups and add/delete words and groups. They also could rearrange groups and rewrite descriptions. Allow this is a vocabulary strategy it also stresses that students make connections and use their background knowledge.

http://www.justreadnow.com/strategies/list.htm

other vocab strategies http://www.justreadnow.com/strategies/vocabulary.htm

**Name:** Christian Vanseth **Strategy:** Vocabulary Self-Awareness **Comprehension Area:** Vocabulary/Understanding and Remembering Words Strategies **Literature Source:** //Dia de los Muertos: A Joyful Mexican Celebration//  by Kathy Bean & Carrie Markello **Objective:** Students will show their knowledge of the key vocabulary for the topic before reading. **Overview:** The teacher will identify target vocabulary for the reading. Each vocabulary word is rated according to student's understanding (+ = well-known, √ = think they know, but not sure, - = new/not known), along with a definition. Throughout the reading, students add new information to the chart, and will replace the minus signs with plus signs as they learn the meanings.  Name: Brooke Friederichs Strategy: Vocabulary Catchphrase Comprehension Area: Vocabulary Literature Source: //Biology// by Stephen Nowicki, pp. 152-155 Objective: Students will become well-versed in their vocabulary by being given the opportunity to formulate their own definitions and communicate these to others. Overview: Students will read a passage from the textbook, and will be given a list of vocabulary terms to think about and mentally define on their own. Later, students will play catchphrase with these. Students are grouped into 2 teams. One at a time, they are given cards with the vocabulary words on them, and have to define them in their own words in a way that their teammates will understand. Once a teammate has given the correct word, a card is given to the next person. A timer is displayed on the overhead, and whoever is defining a word when the timer runs out loses, and the other team receives a point.

Name: Jim Krause Strategy: Words in Context Chart Comprehension Area: Vocabulary Literature Source: //Amor Indigena// by Ventura Garcia Calderon Objective: Students will learn new Spanish vocabulary words that they have not yet understood. They will learn these in context rather than by flash cards. Overview: Students will read //Amor Indigena// while having a Words in Context Vocabulary Chart. Students will write down any words they do not know in the context it is used. Then the students will write down related words and/or parts. Thirdly, students will write down a prediction of what the word means generated from columns 1 and 2. Then in column 4, students will look up the word meaning in a dictionary or find out the meaning through class discussion. And finally, the student must generate a sentence, rhyme, or image that helps them remember this word in column 5.


 * Comprehension Area ** : Vocabulary/Understanding and Remembering Words
 * Literature Source: ** //Biology:// Neil Campbell, pg. 345-78
 * Objective ** : Following the completion of the K.I.M. chart, students will be able to define difficult text words with practice and the use of the memory clues via the chart.
 * Overview ** : Throughout the course of studying a specific chapter on Evolution, students will be given a blank K.I.M. chart. Whenever students run across a term that is important to the chapter or that they are unaware of, they will write it down in the “K” or Key Idea column. Next, it is the students responsibility to use the text to accurately identify the definition of that word and write it down in the “I” or Information column. Students are also encouraged to add as much additional information into the “I” column that would help them learn. After the students have filled the chart with terms and definitions, they must create a basic image that reminds them of the term. Students will then draw that simplistic image in the “M” or memory clue column. After the chart is completed, students will use another piece of paper and cover up the “I” and “M” columns and practice identifying each term. When students find themselves stuck, they will review the “M” column in hopes that their picture will trigger a reminder of what the term means to them.


 * Name:** Alisha Brandtmeier
 * Strategy:** Cause and Effect
 * Comprehension Area:** Vocabulary
 * Literature Source:** The Pyramids: Design and Construction
 * Objective:** While students read they will develop a list of vocabulary words they don’t know the meanings of. This will help them to make connections with these words and become more familiar with them.
 * Overview:** Students will use a chart with two columns to organize the words they don’t know and then sample sentences using those words, along with an antonym. In the first column students will write down words they aren’t familiar with. Then they will come up with a sentence using that word and an antonym. As they use the words in a sentence they are able to make connections with the word they chose, along with the opposite meaning. This strategy will help them to remember the meaning of words they aren’t familiar with.

**Name**: Mike Riska **Strategy**: Concept of Definition Map **Comprehension Area**: Vocabulary **Literature Source**: Nasa Website http://www.nasa.gov/mission_pages/noaa-n/climate/climate_weather.html **Objective**: To get students to understand the deeper meaning of certain vocabulary words other than the dictionary definition **Overview**: Students will first read through the article about the difference between weather and climate on the NASA website. Students will write down any terms that they do not understand on a sheet of paper. They will then construct a definition map of each term which will look very similar to a graphic organizer. On one side of the term they will write the definition of the term. On another side they will write some properties of the term or other words to describe it. On a different side the student will come up with some examples of the term. Once the student has enough properties and examples of the unknown term they will write a sentence demonstrating that they now know what the term means and how to use it properly.


 * Name**: Chelsie Netzer
 * Stategy**: New Words in Context Chart
 * Comprhension Area**: Vocabulary
 * Literature Source**: //Neanderthal Not So Dumb,// **The Science Teacher Journal,** pg.11
 * Objective**: While students are reading the article they are going to encounter words they. don't understand. The Cotext chart helps students define, and learn these new words while they raed.
 * Overview:** Students are given word context matrix chart prior to reading. The teacher introduces the article, and how to use the context chart. As the students read the article, any word that they don't understand they write down, and the sentence it was found in in the first column. Then the students break down the word, or put relted words in the next column. In column 3 they predict what the word will mean, using column 1 and 2. In column 4 they try to find the meaning by rereading the discussion where they found the word. The last column writes a way to remember the meaing of the word with a rhyme, short sentence, or numonic device. Once the students finishes with the article they will get into small group and discuss words they came acroos, and how they figured out the meaning of the word, along with a way to remember it.

**Name**: TJ Tersine **Strategy**: LitFigs **Comprehension Area**: Vocabulary **Literature Source**: Preiss, Thomas, and Mattahias W. Hentze. "Dual function of the messenger RNAcap structure in poly(A)-tail-promoted translation in yeast." __Nature__ 392 (1998): 516-20. **Objective:** Get student to like intended meaning from a passage
 * Overview:** Student will do the reading and then I will select passages which are the most important. then students will ask to come up with the figurative meaning then justify with logic how they connect the two phrases. They will do this using context clues to find shape they're logic. Student will be given a row with literal meanings (this will be from the text), Then 2 blank rows. One will be for a Figurative meaning, The second for the students logic.


 * Name:** Elizabeth Kutzke
 * Strategy:** Possible Sentences
 * Comprehension Area:** Vocabulary
 * Literature Source:** Biology Neil Cambell
 * Objective:** Get the students thinking about what these words mean before they start the reading of the chapter, or segment of the chapter.
 * Overview:** This is a pre-reading strategy intended to get the students to infer upon what they know and come up with definitions of the vocabulary that will be presented to them in the chapter. The goal for this activity is to be used after topics have already been briefly presented and that they should have a basic understanding of the vocabulary that they can branch off of through the reading. If the student cannot define and put the word in to proper context, as they come along the word in their reading they must do so. It promotes using the vocabulary, while also understanding it in your own thoughts.


 * Name:** Kyle Mannel
 * Strategy:** Magic Squares
 * Comprehension Area:** Vocabulary
 * Literature Source:** //HOOT// by Carl Hiaasen
 * Objective:** To get students thinking about important vocabulary terms before, while, and after reading the chapters.
 * Overview:** I will ask the students to identify two important vocabulary words they identified while reading each chapter of the book. Then I will take all the information and make a magic squares box in which all the columns and rows will equal the magic number. I will do this by placing the vocab words in a box which will have to be identifyed by the correct number that is corellated with the right number of definition, this will allow them to go beyond a matching excersise and help to incorporate a game into the format of schooling. They can overview their work and see if it is correct by the identification of the magic number.

Name: Nick Katsandonis Strategy: Word Map Comprehension area: Vocabulary Literature source: http://www.peabody.yale.edu/exhibits/treeoflife/tol.html Objective: Students will learn the terminology of a phylogenic tree there by improving their understanding of how one is created and its intended uses. Overview: Students will read the article and will create a list of words that they feel are crucial to the understanding and creation of a phylogenic tree. After they have finished their list there will be words I will make sure they have in their list. These words will be used by creating a word map which will have these specific words branching and making connection to one in other. Each word will have a definition and also a reason for its connection and importance to the overall theme of phylogenic trees.

Arthur Long
 * Chris Mayer**
 * Strategy: Vocabulary Journal**
 * Literature Source: Unit long activity, all applicable readings**
 * When Utilized: Before, during, and after reading.**
 * Overview:** Students will keep a vocabulary comprehension journal throughout the unit. They will keep a list and document the location and context of a complicated word. Different days will have different activities. Some days they will reflect on the validity and use of the words, other days they will seek definitions, or origins, or antonyms etc. Each day they will reflect on their word lists and if they have been able to integrate them into their vocabulary, or how they could, or other questions. Routine examinations of the journals will monitor comprehension and work like a formative assessment and the final product will be applicable as a formative one.