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  • Ideas by Jivey

    Jivey shares ideas and lessons to make literacy accessible for all.

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    Vocabulary

    3 BIG Reasons Why You Should Throw Out The Vocabulary List

    September 14, 2017

    Stop teaching vocabulary in isolation! Check out the research that provides three big reasons why vocabulary lists don't work.

     
    Give a list of vocabulary words to look up in the dictionary, write a sentence, and then take a quiz on Friday…… these practices have come and gone! Not only do the students not enjoy this process, it isn’t a best practice.

    Stop teaching vocabulary in isolation! Check out the research that provides three big reasons why vocabulary lists don't work.

    Research has shown that teaching new words without context (teaching just definitions) will not improve reading comprehension. Here are three BIG reasons, supported by research, why you should throw out the vocabulary list. And if you want to read even more, I suggest starting with No More “Look Up The List” Vocabulary Instruction by Charlene Cobb and Camille Blachowicz, as well as Bringing Words to Life by Isabel Beck, Margaret McKeown, and Linda Kucan! (These two book links are Amazon affiliate links. When you buy through these links, Amazon gives me a few cents which I contribute to my fabulous blog giveaways!)

    Words must be presented in context for proper comprehension.

    Picture books are vital – yes, even in the upper grades – to allow students to use the images to help with context and infer meaning of words. One way to present vocabulary words effectively is to teach through texts you are already using for other lessons. As Irene Fountas and Gay Pinnell remind us in Guiding Readers and Writers (2001), “if you really know a word, you can:

    – Read it in many different contexts, understanding the meaning each time. 
     
    – Use it in a decontextualized way, mapping out the different meanings that are possible given the context.
     
    – Realize the connotations that a word may have when used in a certain way (e.g., as part of irony or sarcasm). 
     
    – Use the word metaphorically if appropriate.”

     

    Words must be used over time or they won’t “stick.” 

    In order to effectively employ vocabulary instruction, it is crucial to present opportunities for students to make connections between the words and concepts, and provide repeated exposures to the words. One suggestion from Charlene Cobb and Camille Blachowicz is to have a word wall- but not one that remains on the wall untouched all year. It should be used regularly, with student input.

    Definitions mean nothing when the relationship is unknown. 

    Think of how many words can be used as a noun, an adjective, AND a verb, depending on how it is used, or even as one part of speech having several meanings. How are students supposed to figure this out when given a list? Answer: they don’t. They pick the shortest definition and write it!



    You probably know, previewing is so important for comprehension… but that rule does not apply to vocabulary, unless you present it completely in context! In other words, it is not necessary to always “preview” words before reading a text, because the students don’t understand the context. Beck, McKeown, and Kucan advise the best time to introduce the meaning of a word is when it is encountered in the text. This can also be done after reading the entire text by referring back to the pages where the word is found.

    THROW OUT THE LIST!

    Start teaching your vocabulary through the mentor texts you already use and love in the classroom!

     

     

    LEARN EVEN MORE about how to incorporate ongoing vocabulary activities with ANY words all year long:

    Read the next post of this vocabulary blogging series!

     

    Interested in an entire year of vocabulary taught through mentor texts?


    Visit the vocabulary category in my TpT store!

     

    by Jessica Ivey 
    Vocabulary

    Make Vocabulary Stick With These Five Activities

    September 15, 2017

    Vocabulary must be taught in context, and should be an ongoing process, in order for students to truly comprehend the words. Learn about five easy ways you can make vocabulary stick with your students.

    As you learned in my previous post, it’s time to throw the vocabulary list OUT! Students need the words in context, and they need practice with the words over the course of the year- not just the week you introduce them.

    This post is going to give you five ways you can keep vocabulary instruction alive all year long!

    INTERACTIVE WORD WALL

    Yes, that’s right. INTERACTIVE. That means it doesn’t stay the same all year. Get student input on how to arrange, and later, rearrange, the words. Words could be sorted by parts of speech. They could be placed on individual strips with room under the words to allow for lists of synonyms. You could even allow students to create illustrations to be displayed with the words. I’m sure students will even have their own ideas of how to sort them!


    Vocabulary must be taught in context, and should be an ongoing process, in order for students to truly comprehend the words. Learn about five easy ways you can make vocabulary stick with your students.

    DETERMINE WORD FUNCTION

    In order to use the vocabulary words well, students need to know HOW to use them in a sentence. Determining the function (or part of speech) will help students learn to use them in a sentence. Model for students how to look for patterns to determine the function of the word by looking at suffixes (-ed and -ing often show verb tense, and -ly often indicates an adverb). It might even help to replace the word with another verb or noun to check it.

     

    ACTIVATE PRIOR KNOWLEDGE

    “Warm up” the students by discussing a topic the words fall under when applicable (for example, if the book is about bats… ask, “What do you know about bats?”) Show the vocabulary words and allow them to share what they know about how the words relate to bats.

    PLAY GAMES

    Get students moving!! Allow students to act out vocabulary words (old and new) by asking them, “What does it look like when you…?” Another fun game resembles the game HedBanz. Write the word on a strip of paper long enough to go around their head, stapled (like a crown) – students should not see the word on their head. Students should ask questions about their word to others to help them guess the word that is on their crown.

    MARZANO’S WORD WORK

    This should be used as a front-loading activity, if you wish to use it. It should NOT replace reading the mentor text and discussing the word in the context of the story, but it is a great way to integrate various learning styles in order to help the words “sink in.”

    I had the privilege of hearing Robert Marzano present on his six step process several years ago, and it was a nice way to change up how I had been teaching vocabulary. My kids showed a lot of growth, especially in content-area words. This process is not something you want to do for EVERY word (as in all six steps every time) – you don’t have the time, and the kids would get bored FAST.

    Read this great article that explains Marzano’s Six Step Process in more detail.

    Here is a short summary of the six steps:

    1. Provide a description, explanation, or example of the new term.
    (Tell a story that integrates the term or show a picture of the term)
    2. Ask students to restate the description, explanation, or example in their own words.
    (Correct misunderstandings)
    3. Ask students to construct a picture, symbol, or graphic representing the word.
    (Draw your own example, too)
     
    Use the following page to create a word journal:
    4. Engage students periodically in activities that help them add to their knowledge of the terms.
    (Identify prefixes, suffixes, synonyms, antonyms, analogies, reminders of confusion)
    5. Ask students to discuss the terms with one another.
    (Compare drawings and descriptions)
    6. Play games periodically that allow them to play with terms.
    (Pictionary, Jeopardy, Charades, Headbands)

     

     

    Interested in an entire year of vocabulary taught through mentor texts? Visit the vocabulary category in my TpT store!

    by Jessica Ivey 
    Vocabulary

    Enrich Students’ Reading, Writing, and Speaking Vocabulary

    April 6, 2018

    Teachers are aware that understanding vocabulary is crucial to reading comprehension, but we want students to do more than just “know it when they read it.” We hope our students can adopt these words into their repertoire and improve their writing and speaking vocabulary as well.

    As I mentioned in this past post filled with research-based information, providing a list of words to look up in the dictionary is NOT sound vocabulary instruction. Multiple exposures to the words in context and their meanings, indirectly as well as intentionally, will help students truly understand how to use the new vocabulary.

    HOW CAN I EXPOSE MY STUDENTS TO NEW VOCABULARY?

    I think one of the most important words to note above when thinking about teaching vocabulary is “multiple.” Hearing the word in a mentor text and then talking about it isn’t enough for students to truly “learn” the word. Students must see, hear, and use the new words in many ways in order to really understand it. I shared some ideas of activities to make vocabulary stick in this past post, but I wanted to talk about a few more!

     

    PERSONAL REFERENCE RESOURCES

    One of the easiest and also most important ways to help students understand vocabulary is to relate those words to synonyms and antonyms that they already know. Students can make their own book of vocabulary words (use a composition notebook or even stapled paper) or a set of word cards, where they list synonyms and antonyms of vocabulary words you are learning in the classroom. This should always be a work in progress so that as they think of other related words (or learn them!), they can add it to their personal resource. This book or set of cards can be referenced when working on writing, like their own personal thesaurus!

     

    FLYSWATTER!

    This is a cheap and easy game to play with your students to review vocabulary (because remember, we want students to use and remember the words, not just talk about them for a week and move on to new words). All you need is a couple of cheap, plastic flyswatters (or you can use these amazing swatters Joanne found at Dollar Tree!) and some board space. Write vocabulary words all over the board. Split the class into two teams. Have one student from each team come up to the board. Begin giving clues to the students about one vocabulary word. When a student thinks they know the vocabulary word you are describing, he or she should “SWAT” the word on the board. (OR you could do this with your interactive word wall!) You could even have the “winner” of each round be the clue-giver!

     

    ASK AND ANSWER

    Don’t forget about those listening and speaking standards! This exercise is a great way to help students learn to listen to each other and practice using vocabulary words. If the vocabulary words are specific to a certain topic, this will work better because the students are not going to “stretch” to try to incorporate the words. Group your students with three or four students in each group (any more and they may not all get a chance to talk). One student begins the discussion by asking a question that incorporates a vocabulary word (and it can’t be, “What does demolish mean?” but rather, “What happens to a building when it is demolished?”) to the next student. That student should answer the question, taking as much time as needed to respond, and then ask the next student a question that incorporates another vocabulary word. The other students should nod or shake their head to indicate if they agree or disagree with the student answering the question. They may only speak out of turn if the student answering chooses to call on someone shaking their head to indicate that they disagree.

    For example, with a group of three students, Student A might start by asking, “What would a rabbit gnaw on?” (vocabulary word: gnaw)

    Student B could answer, “A rabbit would gnaw on carrots and grass. Some rabbits might gnaw on small pieces of wood, too.”

    Student A and C might be nodding their head, but then Student C shakes his head when Student B says rabbits gnaw on wood. Student B calls on Student C to discuss the disagreement. Student C says, “Rabbits don’t gnaw on wood. But beavers do.”

    Student B may then argue (and explain/teach!) that he owns a rabbit and his rabbit gnaws on wood because his teeth would keep growing if he didn’t. He could then ask Student C a question using a vocabulary word, and Student C would answer, then ask Student A a question with a vocabulary word.

    Your students will enjoy being able to have fairly open discussions, and they will get more practice with and exposure to those vocabulary words!

     

    ANALOGIES

    Analogies can be tricky to teach at first, but once students understand the setup and connections, it is really great for higher order thinking skills! Students will learn to apply logical reasoning and think critically in order to finish analogies. And of course, these exercises are going to strengthen their understanding of vocabulary. The most helpful tip when teaching students to solve analogies is to have them create a sentence with one side. This will help them think of how to “fill” the sentence with the other side of the analogy.

    For example:     dreadful : _______ : : frightful : pleasing

    Something that is frightful is scary and not pleasing…

    …so something that is dreadful is terrible and not _________.

    Ask students what word would represent something not dreadful or terrible. They might suggest lovely, happy, or wonderful.

    You can pick up the word cards and this analogies page that go along with the book, My School’s a Zoo!


    You can also get more vocabulary activities just like this for your favorite mentor texts in my TpT store!

     

    PIN FOR LATER:

    by Jessica Ivey 

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    Ideas By Jivey

    2 weeks ago

    Ideas By Jivey
    Right?! Picture books are for every👏🏼one!👏🏼 ... See MoreSee Less

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    Ideas By Jivey

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    Ideas By Jivey
    I shared my TPT story with you back in April... (if you missed it, you can check it out here: ckarchive.com/b/4zuvheh5z24kp)As promised, the next big celebration update has happened!! FIVE brand new units have been added to the Yearlong Mentor Text Curriculum Bundle: Volume 2 for Grades 3-5! www.teacherspayteachers.com/Product/Yearlong-Mentor-Text-Curriculum-Bundle-Volume-2-for-Grades-3-... (This is the large $99 bundle that covers the entire year with mentor sentences, interactive activities, reading and writing, and vocabulary.)If you own the large bundle, whether it's through TPT, my website shop, or through a course purchase, you will get these FIVE NEW UNITS (valued at $18.75) FOR FREE!! Just re-download your purchase!📔School's First Day of School by Adam Rex📘Our Table by Peter H. Reynolds📗The Widow's Broom by Chris Van Allsburg📙Sofia Valdez, Future Prez by Andrea Beaty📕Vulture Verses by Diane LangI am creating these units to strategically align with the large bundles- you'll find the books chosen in volume 2 cover language skills that didn't have lessons previously, and can also be paired nicely with books included in the original bundle. For example, use Vulture Verses with Animals Nobody Loves!Just as a reminder, YES! I plan on doing the same thing for all of the other yearlong volumes, so don't be upset if you own another volume, or another grade! (And remember, Volume 1 already has its bonuses added!!) I am going in order of when I released them, and as you can imagine, it takes some time to create so many brand new units. 😉If you DON'T OWN the Volume 2 Yearlong Bundle and still want these five amazing book units, you can get them now ON SALE for just $3 each for the next 48 hours! www.teacherspayteachers.com/Store/Ideas-By-Jivey/Order:Most-Recent#seller_details_tabsThank you again for all your support and feedback over the last decade! Here's to at least ten more!! ... See MoreSee Less

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    Ideas By Jivey

    3 weeks ago

    Ideas By Jivey
    Every Tuesday in June and July, you'll be able to purchase one of the MANY individual mentor text units that I've created from my website shop!This is a great way to stock up on some new lessons for next school year. 🎉The first $2 Tuesday is TODAY, and is the unit I created for the WONDERFUL mentor text, Trombone Shorty!Don't own the book? Don't worry! It's on Storyline Online! In this pack, you will receive:★a mentor sentence lesson for the book★an interactive notebook activity to review/teach comparatives and superlatives★seven reading ideas suggested with three activities provided: identifying theme, describing illustrations, and analyzing author's language★one writing idea suggested with a writing prompt given★contextual vocabulary activities★ Activities are also provided as links to Google Slides for Digital Learning! ★ www.ideasbyjivey.com/coupon/TROMBONE2/ ... See MoreSee Less

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    Right?!! Don’t take away my #mentortexts! #pictu Right?!! Don’t take away my #mentortexts! #picturebooksaremyjam #picturebooksareforeveryone 

#ideasbyjivey #teachersfollowteachers #teachersofinstagram #teachersofig #teachertribe #iteach345
    Every Tuesday in June and July, you'll be able to Every Tuesday in June and July, you'll be able to purchase one of the MANY individual #mentortext units that I've created from my website shop!

This is a great way to stock up on some new lessons for next school year. 🎉

The first $2 Tuesday is TODAY, and is the unit I created for the WONDERFUL mentor text, Trombone Shorty!

Don't own the book? Don't worry! It's on Storyline Online! 

In this pack, you will receive:

★a mentor sentence lesson for the book

★an interactive notebook activity to review/teach comparatives and superlatives

★seven reading ideas suggested with three activities provided: identifying theme, describing illustrations, and analyzing author's language

★one writing idea suggested with a writing prompt given

★contextual vocabulary activities

★ Activities are also provided as links to Google Slides for Digital Learning! ★ 

Link in profile! https://www.ideasbyjivey.com/coupon/TROMBONE2/ 

#ideasbyjivey #2dollartuesday #mentortext #mentorsentences #iteach345 #iteach3rd #iteach4th #iteach5th #teachersfollowteachers #teachertribe #teacherdeals
    Enough is enough. I’m sick over this. I’m sick Enough is enough. I’m sick over this. I’m sick OF this. I’m tired of children’s and teachers’ lives being lower on the list than the right to bear arms. Sending love to all my Texas teachers and families. Comments are turned off and yes, removed, because this is NOT an argument. Go to someone else’s post to do that. This is the 30th school shooting this year. This doesn’t happen in other countries, yet there is still plenty of evil there. I’m done.
📸: @theteachingtexan
    When I began creating #mentorsentence resources to When I began creating #mentorsentence resources to list in my TpT store over ten years ago, it was because of the huge shift I’d seen in my own students implementing the game-changing routine. I LOVE to hear other teachers have the same results! 🥰 #fabulousfeedback #ideasbyjivey #teachersfollowteachers #teachersofinstagram #teachersofig #teachertribe #iteach345 #mentorsentences
    Can students think critically about grammar!? YES Can students think critically about grammar!?

YES THEY CAN!

I know higher order thinking skills (HOTS) are generally not associated with grammar, but give it a chance… you’re going to see a HUGE shift in writing abilities and language understanding if you do!

Check out the blog post in my profile for a run-down and a free download to help you get started! https://www.ideasbyjivey.com/higher-order-thinking-questions-for-grammar-and-writing/ #ideasbyjivey #grammar #language #mentorsentences #effective #teachersfollowteachers #teachersofinstagram #teachersofig #iteachupperelementary #iteach345
    My club units have been some of my favorite resour My club units have been some of my favorite resources to create because the planning and creation were guided by the teachers using them!

Because of the input from your fellow teacher community, I know these units will be such a benefit to you, too! Every unit in the bundle has: 

📕a week of plans that integrate multiple skills and subjects
📙detailed explicit lessons, including teacher samples
📒a week-at-a-glance plan
📗digitally converted activities in Google Slides and Forms, when applicable
📘mentor sentence lesson
📕reading and writing lessons
📙integration of other subjects (science, social studies, or social/emotional skills)
📒printables for skill practice
📗at least one other text (poem, article, paired passages)* to integrate with your lessons *this will vary each unit depending on skills covered!
📘short assessments

Check out the latest bundle at the link in my profile! https://www.teacherspayteachers.com/Product/MENTOR-TEXT-CLUB-by-Jivey-2ND-EDITION-for-Grades-3-5-7058941 
#ideasbyjivey #mentortext #mentortexts #teachersfollowteachers #mentorsentences #effective #teachersofinstagram #teachersofig
    Did you know I have a total breakdown of how mento Did you know I have a total breakdown of how mentor sentences can look day by day in your classroom?
Head over to my blog! www.ideasbyjivey.com #ideasbyjivey #mentorsentences #teachersfollowteachers #iteach345 #teachersofinstagram #teachersofig
    Elizabeth Started All the Trouble by Doreen Rappap Elizabeth Started All the Trouble by Doreen Rappaport is the perfect #mentortext to incorporate in your studies of women's suffrage. With this unit, you'll be able to work with students on analyzing primary sources (specifically political cartoons, but also some written documents), identifying supporting reasons and details, writing opinion pieces, and using relative pronouns. This unit is the perfect way to integrate social studies with language arts! Grab it from the link in my profile! https://www.teacherspayteachers.com/Product/Elizabeth-Started-All-the-Trouble-Womens-Suffrage-Mentor-Text-Unit-8036259 #ideasbyjivey #teachersfollowteachers #teachersofinstagram #teachersofig #socialstudiesintegration #iteach345 #teacherspayteachers
    This feedback means so much to me because as I’v This feedback means so much to me because as I’ve made my mentor sentence lessons over the last ten years, I’ve put so much thought into the way I craft my units and bundles! Thank you for trusting me! ❤️ #mentorsentences #ideasbyjivey #teachersfollowteachers #teachersofinstagram #teachersofig #iteach345 #iteach3rd #iteach4th #iteach5th #iteachfourth #iteachfifth #iteachthird
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