Vocab Alert! Can help students become aware of important words they will encounter prior to reading.Using Vocab Alert! can help students assess their own knowledge of the words they are about to encounter. If there are many unfamiliar words in the list for Vocab Alert!, there is a good possibility they will not understand the text.Also, teacher can assess how much vocabulary instruction needs to be done before reading the text. Lastly, this strategy helps set a purpose for reading because the readers know which words to be “alert” for knowing those words will help them understand the text as a whole.
Courses in which it could be implemented:
This strategy is a flexible strategy that could be used across the curriculum.It can be used as an initiating or a construction strategy.It can be used for any lesson or activity that requires knowledge of specific vocabulary words to understand the overall meaning of the text.
Diverse learners:
This strategy will particularly help students who frequently skip over unfamiliar words instead of trying to figure out their meanings and relationship to the rest of the text.It will also help visual learners because they have the opportunity to place the vocabulary words on a line based on their understanding of the word.
Procedure:
1. The teacher selects important words in the text, limiting the list to 5-9 words, or less depending on the class and prepares a Vocab Alert! form.
2. The students each receive a form and assess their knowledge of each of the words prior to reading.
3.After students have assess their knowledge of the words, the teacher discusses each word in the context of the topic of the text they will read.
4. As the students read, they stop when they come to a Vocab Alert! word and record information about the word on their form.
5. After reading, the class comes back together to review the words and clarify the definition of the word. Click to see Blacklines
Potential Issues:
Problem:
Solution:
Students are overwhelmed by the number of words
Pick few words and work up to having 5-9 words
Students don’t remember the word after the lesson
·Create a word wall for important terms. ·Have students keep a vocabulary journal ·Hold students accountable for using the words in writing and speech ·Encourage students to use the Vocab Alert! sheet to study from ·Use the Knowledge Rating Scale that has the pre-reading and post-reading section
References Stephens, E. C., & Brown, J. E. (2005). A Handbook of Content Literacy Strategies. Norwood: Christopher-Gordon Publishers.
West Viginia Department of Education. (n.d.). Knowledge Rating Scales. Retrieved April 20, 2009, from Teach 21 Strategy Bank: http://wvde.state.wv.us/strategybank/KnowledgeRatingScale.html
Rationale:
Vocab Alert! Can help students become aware of important words they will encounter prior to reading. Using Vocab Alert! can help students assess their own knowledge of the words they are about to encounter. If there are many unfamiliar words in the list for Vocab Alert!, there is a good possibility they will not understand the text. Also, teacher can assess how much vocabulary instruction needs to be done before reading the text. Lastly, this strategy helps set a purpose for reading because the readers know which words to be “alert” for knowing those words will help them understand the text as a whole.Courses in which it could be implemented:
This strategy is a flexible strategy that could be used across the curriculum. It can be used as an initiating or a construction strategy. It can be used for any lesson or activity that requires knowledge of specific vocabulary words to understand the overall meaning of the text.Diverse learners:
This strategy will particularly help students who frequently skip over unfamiliar words instead of trying to figure out their meanings and relationship to the rest of the text. It will also help visual learners because they have the opportunity to place the vocabulary words on a line based on their understanding of the word.Procedure:
1. The teacher selects important words in the text, limiting the list to 5-9 words, or less depending on the class and prepares a Vocab Alert! form.2. The students each receive a form and assess their knowledge of each of the words prior to reading.
3. After students have assess their knowledge of the words, the teacher discusses each word in the context of the topic of the text they will read.
4. As the students read, they stop when they come to a Vocab Alert! word and record information about the word on their form.
5. After reading, the class comes back together to review the words and clarify the definition of the word.
Click to see Blacklines
Potential Issues:
· Have students keep a vocabulary journal
· Hold students accountable for using the words in writing and speech
· Encourage students to use the Vocab Alert! sheet to study from
· Use the Knowledge Rating Scale that has the pre-reading and post-reading section
References
Stephens, E. C., & Brown, J. E. (2005). A Handbook of Content Literacy Strategies. Norwood: Christopher-Gordon Publishers.
West Viginia Department of Education. (n.d.). Knowledge Rating Scales. Retrieved April 20, 2009, from Teach 21 Strategy Bank: http://wvde.state.wv.us/strategybank/KnowledgeRatingScale.html