Vocabulary+I

=**Topic or Focus:**= Understanding vocabulary in context -- appropriate use of grade-level content vocabulary

Subject:
Vocabulary

Level:
Elementary through High School ==Key Standard(s): (from the Common Core State Standards, English Language Arts)==
 * CCR 5. Demonstrate understanding of word relationships and nuances in word meanings.

Text/Resources to be Used (Optional):
N/A

//Rationale://
//Most vocabulary instruction focuses on learning the meaning of lists of words, in isolation, and rarely leads to sustained use of the words. Often, this type of instruction leads to student misconceptions of the use of the word. Younger students who have a hard time going beyond the literal interpretation of a text don't understand that the real meaning of a text is "between" the words: it is the relationship between words in a text that gives the text meaning.//

//Directions://
//Divide the class into groups of 3-4 students, each. Select approximately 7 words from an upcoming unit, chapter or topic (no fewer than 4, and no more than 10). Write the words on the board, and have one student in each group write each word on a separate sticky note. Direct students to arrange the vocabulary words in any arrangement that makes sense to them. Don't give too many hints or guide them at all. Here are the steps the groups will use to work with their words (they follow the acronym VOCAB).// //Before groups share, ask them to tape their sticky notes in place, draw lines between words, and label the relationships between the words. They should then write their names on their chart, and post it somewhere in the room. Choose one student per group to explain the group's thinking.//
 * //Pre-assessment://**
 * //**Step 1:** V = Verify terms. Allow students to ask each other, and you, the meaning of any unknown words before they begin.//
 * //**Step 2:** O = Observe relationships. You should hear the students talking about how the words are connected as they work.//
 * //**Step 3:** C = Create a graphic organizer. Students begin moving the words around to create a graphic representation of the relationships between the vocabulary words. I would provide a large piece of chart paper for the students to place their words on.//
 * //**Step 4:** A = Ask one another questions. There should be dialog and inquiry as the students work.//
 * //**Step 5:** B = Be ready to explain your graphic organizer. When they finish, they should review their work well enough so that any member of the group can share their thinking.//

//After completing the unit of instruction, create a blank worksheet with the vocabulary words as a word bank at the top. Direct students to individually create a graphic representation of the relationship between the words in their word bank, drawing the organizer on their paper. They should make sure to follow the VOCAB strategy://
 * //Post-assessment://**


 * V = You should have them **verify terms** by __recalling their meaning__, as this is a post-assessment
 * O = As they **observe relationships**, they should __draw lines between the words__ and __label the lines__ to show how words are related
 * C = Some students may need to **create a graphic organizer** by cutting out the words and __physically arranging them__ on the page.
 * A = Students can **ask questions** in the form of reflecting on their work -- you could provide some __reflective questions__ to help
 * B = Students this time will **be ready to explain** their answers in a __written summary of their learning__ for the unit, using the organizer they just created.

//[Editor's Note: This assessment is based on the VOCAB Strategy from the University of Kansas' KU Center for Research on Learning]//

//Scoring://
//Rather than a numerical scoring, I would make a list of the big ideas from the unit, and check off all that were represented in the student's graphic organizer and/or summary. I might score the summary part using whatever scoring rubric students were currently using for summarizing.//

//Analysis://
//This assessment helps you determine which big ideas students have mastered, which still need more teaching, and what misconceptions students still have about the topic. It will also identify key vocabulary words that are still problematic for all or some of the students.//

//Contributor://
//Kim M. Bennett, Consultant, Northside Consulting, Hartford, CT//