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  • Ideas by Jivey

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

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    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 
    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

    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 

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    Ideas By Jivey

    1 day ago

    Ideas By Jivey
    😍 The latest seasonal club unit for upper grades is completed, and you'll definitely want to grab it before next week! Groundhog Weather School by Joan Holub is an informative mentor text about groundhogs, Groundhog Day, and weather, but it's presented in an entertaining way that will keep your students laughing while they learn. 😂✅ With this unit I created, you'll receive a week of explicit lesson plans to go along with the book. 🤓 You'll get everything you need to teach about organized notetaking, tier 3 vocabulary, word parts, and types of sentences, plus you'll be able integrate it all with science: weather, seasons, and groundhogs! Grab it at this link: www.teacherspayteachers.com/Product/Groundhog-Weather-School-Mentor-Text-Unit-Grades-3-5-Groundho... ... See MoreSee Less

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    Ideas By Jivey

    4 days ago

    Ideas By Jivey
    ❄️ There are so many fantastic books to use in January with a snowy winter theme. 📖 If you work with early emergent readers, this mentor sentence mini-unit is perfect for you! There are lessons for five snowy winter-themed books to help students grasp language through a balanced literacy approach. Check it out here: www.teacherspayteachers.com/Product/Mentor-Sentences-Mini-Unit-Snowy-Winter-Books-for-Early-Emerg... ... See MoreSee Less

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    Ideas By Jivey

    5 days ago

    Ideas By Jivey
    Can students REALLY think critically about... GRAMMAR?! You bet they can! Come see how in this post! ... See MoreSee Less

    Higher Order Thinking Questions for Grammar and Writing

    www.ideasbyjivey.com

    Jivey shares ideas and lessons to make literacy accessible for all.
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    😍 The latest seasonal club unit for #uppergrade 😍 The latest seasonal club unit for #uppergrades is completed, and you'll definitely want to grab it before next week! 

Groundhog Weather School by Joan Holub is an informative #mentortext about groundhogs, Groundhog Day, and weather, but it's presented in an entertaining way that will keep your students laughing while they learn. 😂

✅ With this unit I created, you'll receive a week of explicit lesson plans to go along with the book. 

🤓 You'll get everything you need to teach about organized notetaking, tier 3 vocabulary, word parts, and types of sentences, plus you'll be able integrate it all with science: weather, seasons, and groundhogs! 

Grab it at the link in my profile: https://www.teacherspayteachers.com/Product/Groundhog-Weather-School-Mentor-Text-Unit-Grades-3-5-Groundhog-Day-Seasons-9006611 #ideasbyjivey #mentorsentence #teacherspayteachers #teachersfollowteachers #groundhogdayintheclassroom #upperelementary #iteach345
    ❄️ There are so many fantastic #picturebooks t ❄️ There are so many fantastic #picturebooks to use in January with a snowy winter theme. 

📖 If you work with early emergent readers, this #mentorsentences mini-unit is perfect for you! 

There are lessons for five snowy winter-themed books to help students grasp language through a balanced literacy approach. 

Check it out at the link in my profile! #ideasbyjivey #iteachk #mentortexts #teacherspayteachers #teachersfollowteachers https://www.teacherspayteachers.com/Product/Mentor-Sentences-Mini-Unit-Snowy-Winter-Books-for-Early-Emergent-Readers-2293853
    Can students actually think critically about... GR Can students actually think critically about... GRAMMAR?!? 🤔

You bet they can! 🥳

Check out how at the link in my profile! https://www.ideasbyjivey.com/higher-order-thinking-questions-for-grammar-and-writing/ 

#ideasbyjivey #mentorsentences #mentorsentence #iteachtoo #teachersfollowteachers #teachgrammar #iteach2nd #iteach3rd #iteach4th #iteach5th
    😍 A NEW FAVORITE! 🩰 Have you gotten your ha 😍 A NEW FAVORITE!

🩰 Have you gotten your hands on The Snow Dancer by Addie Boswell? What a BEAUTIFUL #picturebook, not only in the illustrations but also the words!

📘 This #mentortext is chock full of figurative language- don't miss grabbing this unit if you teach grades 3-5! 

You will have everything you need to use with the book including explicit lesson plans and teacher samples (it's ready to teach- no prep work!) to teach about figurative language like similes, onomatopoeia, personification, and hyperbole, as well as vivid verbs, visualization, and writing small moment stories. 

Check it out at the link in my profile! #ideasbyjivey #mentortextsforwriting #teacherspayteachers #iteach345 #iteach3rd #iteach4th #iteach5th #mentortextmonday

https://www.teacherspayteachers.com/Product/The-Snow-Dancer-Mentor-Text-Unit-for-Grades-3-5-8787748
    I didn’t always use mentor sentences in my class I didn’t always use mentor sentences in my classroom... but once I started, there was no going back.

They are a total gamechanger! Come see why at the link in my profile: https://www.ideasbyjivey.com/taking-it-back-to-archives-mentor/

#ideasbyjivey #mentorsentences #iteach345 #teachersfollowteachers
    🐘 Strictly No Elephants by Lisa Mantchev is a p 🐘 Strictly No Elephants by Lisa Mantchev is a picture book about inclusion and true friendship. It's the perfect #picturebook to use in the primary grades!

I created a weeklong unit for this wonderful #mentortext to help you incorporate social/emotional learning to develop relationship skills all while identifying character challenges, writing explanatory text, analyzing a poem that pairs with the book, relating to literature, and understanding contractions.

😍 You'll get explicit lesson plans AND teacher samples- you'll have everything you need to teach all of ELA for a week!

Check it out at the link in my profile. #ideasbyjivey #teacherspayteachers #iteach12 #iteach1st #iteach2nd #mentortexts 

https://www.teacherspayteachers.com/Product/Strictly-No-Elephants-Mentor-Text-Unit-for-Grades-1-2-8501981
    🍯 Did you know January 18 is Winnie The Pooh Da 🍯 Did you know January 18 is Winnie The Pooh Day? It's AA Milne's birthday! 

Grab this weeklong unit for grades 3-5 to use with the #picturebook, Finding Winnie by Lindsay Mattick: the true story of how the beloved bear became famous! 🐻

✏️ With the unit I created, you'll really dive into helping students read like writers and write like readers by discovering the purpose for dialogue. You'll get a week of explicit lesson plans that teach the purpose of dialogue, types of nonfiction, forming fact-based opinions, and quotation mark usage using the book, Finding Winnie.

Get the weeklong unit at the link in my profile. #ideasbyjivey #mentortextmonday #mentorsentences #iteach345 #iteachwriting #iteach3rd #iteach4th #iteach5th #teacherspayteachers #winniethepoohday #mentortexts

https://www.teacherspayteachers.com/Product/Finding-Winnie-Mentor-Text-Unit-for-Grades-3-5-7576748
    🍯 Did you know January 18 is Winnie The Pooh Da 🍯 Did you know January 18 is Winnie The Pooh Day? It’s AA Milne’s birthday! 

Grab this weeklong unit for grades 3-5 to use with the #picturebook, Finding Winnie by Lindsay Mattick: the true story of how the beloved bear became famous! 🐻

Link in profile, or DM me! https://www.ideasbyjivey.com/product/finding-winnie-mentor-text-unit-for-grades-3-5/ #ideasbyjivey #teachersfollowteachers #teachersofinstagram #teachersofig
    🎊 Chinese New Year falls on January 22 this yea 🎊 Chinese New Year falls on January 22 this year! Do you have a #mentortext ready for it? 

🧧 Ruby's Wish is a wonderful #picturebook to share for the celebration! It's a story based on the author's ambitious grandmother who desired an education more than anything else. 

You can grab the weeklong unit to review/teach proper nouns, contextual vocabulary, citing evidence to support answers, character traits, and comparing to another mentor text, plus a themed writing prompt.

Get it at the link in my profile. #ideasbyjivey #mentorsentence #iteach345 #mentortexts #iteach3rd #iteach4th #iteach5th #lunarnewyearintheclassroom #chinesenewyearintheclassroom 

https://www.teacherspayteachers.com/Product/Rubys-Wish-Mentor-Text-Digital-Print-Unit-8110655
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