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Teaching Vocabulary in a Social Studies Classroom: The Word Posters and Concept Definition Map Techniques

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Matthew Sczweck

on 6 December 2012

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Transcript of Teaching Vocabulary in a Social Studies Classroom: The Word Posters and Concept Definition Map Techniques

Matthew Sczweck and Marko Vujicic
Dr. Watson
GRLA 529-61
October 4, 2012 Learning Assignment #2:
Using Word Posters and Concept Definition Maps to Teach Vocabulary Summary of Lesson Word Posters Description: Concept Definition Maps For Concept Definition Maps: Scientific Research in Support of Word Posters and Concept Definition Maps -11th-12th Grade AP Government Course -Introductory Lesson on Types of Government 1. Democracy 4. Autocracy 2. Monarcy 3. Oligarcy 5. Theocracy 6. Anarchy For Word Posters:
Word Posters "encourage language- and word-rich environments and promote both incidental and intentional word learning and, importantly,motivate students to develop new word knowledge on their own."
Blachowicz, C., et al (2006) Vocabulary: Questions from the classroom. Reading Research Quarterly, 41 (4) 524-539 “We found that the children who had been led to develop the concept of definition were much more likely to interpret correctly the meaning of a word in partial contexts. The children also wrote more elaborate definitions for familiar words presented without context clues. Finally when asked ‘What do you do to figure out the meaning of a new word?’ they had a greater awareness of a strategy for determining word meanings. They indicated they would ask themselves questions and think about what they already knew. In contrast, the students without this instruction tended to answer ‘I would look it up’" (Schwartz and Raphael, 1985). Schwartz, R. M., & Raphael, T. E. (1985). Concept of definition: A key to improving students' vocabulary. The Reading Teacher, 39(2), 198-205. Retrieved from http://edc448uri.wikispaces.com/file/view/Schwartz & Raphael 1985.pdf -Starts with a topic word -Then ask students questions that branch off the topic word: -What was/is it? -What was/is it like? Characteristics? -What were/are some examples? -Offers Visual and Auditory Stimulus Summary
11th Grade: IB history of Europe: Chapter 2: Imperial Russia: introduction
Ideas discussed: Different types of government/political systems/societal arrangements (autocracy, theocracy, anarchy).
The Purpose behind it: Deepen students knowledge about different political arrangements within societies as well as provide a richer understanding of the etymology of words used
The reason word posters are great for this activity is because Word Posters involve students in activities to create draw and talk with their peers
Support facets of learning by including the words definition, context, and a student-composed sentence
While the students engage in these activities they deepen and apply their knowledge of content vocabulary terms and sharpen their independent word learning skills -Make students learn information about a word, and how to organize such info
-Display different types of info about a word, and how to distinguish it from other words Purpose Procedures -Choose a manageable list of words
-Prepare maps, with one word for each map
-Use a transparency, or duplicate map for student use. Later, allow them to do a map themselves Principles
All four pf the Principles can be incorporated into Word Posters - in this one two are prevalent
Principle 1: Reading environment rich in oral and written language:
The class focuses not only on the reading from the textbook but also incorporates readings outside of it to demonstrate different uses of the vocabulary words, often from more challenging texts, in itself an important source of vocabulary knowledge. Also discussion is encouraged regarding definition and uses of the word, the so called content-driven discourse
Principle 3: many exposures to the word: necessary tool in learning the word and its meaning. Ex: In this exercise we offer different uses of the word "anarchy" in order to better understand its meaning (from the word "anarchist" used in the lecture, to the word "anarchy" as used in International Relations theories)
- This exercise concentrates on the Phases 2 (Building Word Knowledge) and 3 (Applying word Knowledge)
It fits into the second phase due to the fact that it helps students learn meaning of vocabulary terms and it helps understand teh appropriate context of the word use. The discussion of the poster helps students connect new concepts to knwons concepts, discuss misunderstandings, and develop meanings
It fits with the third phase because through the exercise students get mutliple exposures to teh word and see different applications of the terms (through discussion, reading and writing) Phases and Principles Activity: Identify meaning behind words used in AP/IB History of Europe class dealing with types of government/political systems. (Chapter 2; Imperial Russia)
Purpose: deepen students knowledge about different political arrangements within societies as well as provide a richer understanding of the etymology of words used.
Start with a Word Bank:
Outline what the poster needs to include
Word (written in large letters)
context of the word
image (drawing or picture from the collection provided) to support the meaning of the word
a sentence (either original or a quote) using the word
Provide students with a list of requirements
Textbook as a content source, dictionary
provide poster materials (pictures of world leaders/historical figures)
Use a Word Box: give students an empty shoe box, blank around the edges, provide blank paper, glue, and different physical objects related to the word(s) that students can fill the box with
Tech Connect
In the exercise done with the class we used power point posters that students created and emailed using their Chrome books - material included: website (http://www.etymonline.com), a bank of images from a downloaded folder, class textbooks for quotes, class notes)
Plagiarism; google searches for power points; provide tips for power point usage Outline Outline of Lesson Preparing to Learn Words Principles and Phases of Vocab Development Modifications -Ask different questions i.e. Famous Persons involved
-Synonyms and Antonyms
-Reverse the process for assessment and evaluation purposes Troubleshooting -Use words students know first before moving onto unfamiliar words
-Use only a few words
-Works best with nouns Tech Connect -PowerPoint, Prezi, Smart Board etc. Next Steps -Serves as a solid foundation for other vocab exercises like Word Posters, Poetry, and Readers Theater
-Also, I-Search a Word and Student-Made Books Building Word Knowledge Phases: Principles: Principle 2: Different Words require different instruction
-Contextual Approach and Concept Development Principle 3: Provide many exposures to words and opportunities to use them -Multiple exposures to words in their proper context, -Orally, visually, written presentations of words -Test for prior knowledge, and use that to cultivate comprehension of a new word
-Correct misconceptions -Allow students opportunities to expand on their prior knowledge and build new understandings
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