My sweet padlet by Chris Necka

Describe activities for building word relationships.

cjnecka — 2024-02-07 03:18:38 UTC

-Word Collections can be used during tutoring sessions in order to develop a vocabulary surrounding certain subjects. This can be a running list where students find words that pertain to specific topics.

-Concept Sorts will develop word relationships by demanding students categorize different words based on similar concepts. This will demand students think about word meaning and connections.

-Semantic Maps are a visual way, using mapping strategies, to draw connections between different words.

Describe activities for helping students understand nuances of meaning.

cjnecka — 2024-02-07 03:29:52 UTC

-Word Wizard can be applied to any content area. Students are introduced to five new words each week. When they encounter the words, they receive a student-friendly definition for the word and review them throughout the week.

-Determining Meaning is a strategy that depends on exposure. Just because a student knows what a word means does not know they actually know it. Determining meaning relies on exposure compounded upon understanding of meaning.

-The "Four Square" approach really demands that student know a word inside and out. They will be given a box with four corners. One corner contains the word, the next a definition, next a synonym, finally an antonym.

Describe activities for helping students use context to build word meaning.

cjnecka — 2024-02-07 03:37:35 UTC

Tutors should preview a text and be aware of words that may need extra instruction. These can be words we predict the student will struggle with, designated vocab words, or words the student has show difficulty with. When we approach these words, we should stop the students reading and prompt them with questions that will help them build understanding based on the word and surrounding words. The text, "The Complete Guide to Tutoring Struggling Students," by Peter J. Fisher, Ann Bates, and Debra J. Gurvitz, provides an example of PREHISTORIC on page 105. The example prompts students to think about what we see IN the word, historic, and what we see AROUND the word, thousands of years ago. These will help the student make their own meaning of a new or confusing word.

Describe activities for promoting word consciousness.

cjnecka — 2024-02-07 03:41:27 UTC

Games are an ideal way to develop word consciousness. Word consciousness focuses on word meaning, histories, relationships, word parts and ways they're used. Games that manipulate the word and its usage are great ways to develop and expand metacognition without creating stress or anxiety.

Describe or model what Three Important Words would look like in the tutoring setting.

cjnecka — 2024-02-07 04:01:48 UTC

The text should be broken down into smaller, more manageable pieces.
In each section, the students select three words that seem to be main ideas of the section.
Now that the section is narrowed down to three main words, they need to select the MOST important word.
Students log all of the important words of each paragraph in a graphic organizer.
Using the graphic organizer, the students write a summary paragraph about the text based on the important words they selected.

Describe or model one strategy of your choice from Goal 11 (Serravallo text).

cjnecka — 2024-02-07 04:04:48 UTC

Strategy 11.5 "Multiple Meaning Words," is a strategy that helps students make sense of words. Some words may have multiple meanings, and if this is the case, they may need to pause and reread the word, paying close attention to the context it is used in.

Prompts include "How is the word being used?"

"What's another meaning that may make sense here?"

"What is a meaning you know for this word?"

Among others.

Describe or model how cognate instruction might be used during practicum.

cjnecka — 2024-02-07 04:10:31 UTC

Many students today are learning various different languages, whether it be taking a foreign language class, or the influx of English Language Learners we are seeing in recent years. Having background knowledge of different languages, students can think of common words they may know in another language. Using the cognates, they are able to recognize meaning in a different language then build on this cognate and context to understand a word.