Vocabulary lesson plans – research based and relevant to the Common Core standards – The actual sets are here Vocabulary Sets.
Welcome to my latest project for sharing differentiated instruction. These multi-media vocabulary lesson plans are free for you to use. The reference for these sets is Wordstrips 180 Vocabulary Words, by June Barzowsky-Smith. The lesson plan sets focus on definitions, context, connections, and analogies. They are appropriate for grades 7-12
The same words in the same order are available on Quizlet, -Type ‘tutorclass’ into the search to Add Class, then scroll down for Vocabulary 1 and Vocabulary 2 or, just click on these links. Be sure to “Add Class” to keep it handy.
Quizlet is a free online study tool/app that is popular with my students. They download the flashcards onto their own devices.
Maya Eagleton uses hypermedia to report on hypermedia in the electronic journal of the International Reading Association Reading Online. Eagleton gathered a semester’s worth of data and artifacts on a small group of 12 and 13-year-olds, while they launched a webzine hypermedia project—a magazine on the Internet for teenagers.
Never mind that this was back in 2002, hypermedia is the language of current students. In her online report, Eagleton provides the reader with the ability to hear the students speak for themselves through audio hyperlinks.
The features of communication that make it possible for an online reader to click on a button and hear voices, or watch a video, view photos and documents, or listen to music, make her case that hypermedia “with its flexible use of text, image, audio, video animation, and virtual reality, represents a unique new form of human discourse.”
Eagleton investigated the process of using hypermedia in literacy instruction by following seven volunteer students for one semester. The group met every other day to plan and write the webzine.
The author, a research scientist with CAST, recorded details of her time with the students and their classroom teacher.Her collection of data is categorized into the specialized sets of communication skills that the students gained through learning hypermedia. But ideally, you will want to click on the ‘sound’ button and hear the students tell it for themselves.
Eagleton’s aim “is to promote a deeper understanding of hypermedia literacy by investigating some of its genres, sign systems, and cueing systems. Increased knowledge of this new, complex literacy will help educators plan curriculum and evaluate student progress.” She quotes others who say that hypermedia belongs on history’s timeline with Cuneiform and the Gutenberg press. It is equally amazing. The 12 and 13-year-olds who took part in the study would surely agree.
The studens’ voices reveal that they enjoyed the project. They started from the beginning, knowing nothing about hypermedia, to a completed webzine. The students reveal the multifaceted nature of the media through their conversations.
Of particular interest is their discovery of the multiple levels of meaning in the electronic text and symbols, which, incidentally, would be missing in a text-only assignment. For example, they had decided to add a link about personal themes. When they could not find a suitable clipart, one of them drew a key, “like the key to your heart,” he said. And they added a swimmy, sky-blue background.
Eagleton’s point, that hypermedia involves a unique set of literacy skills, and “is not simply a lesser cousin of printed text . . .” is well taken. The key is the ‘multi’ in multimedia. According to Rose and Meyer (2002), recognition processes in the brain are distributed to different parts. For example, sounds are recognized in one location and pictures in another.
The opportunity for synapse firing is multiplied when a sound bite is linked to a video or a photograph. Multiple layers of meaning are beneficial to active learners, for example, a clip of his I Have a Dream linked to Dr. Martin Luther King’s photograph makes a powerful connection, therefore increasing the connections for learning. Hypermedia takes advantage of the top-down thinking styles and the kinesthetic needs of the students.
Using Webspiration, the students can collaboratively map the concepts from a section of the history unit. The teacher can provide scaffolding in the form of a folder with audio, video and web files that they can use. Eventually they will learn to find their own files. The finished concept map can be printed for a study guide, but is best viewed on the computer where the links can be followed. All students in the class can access the internet and use the finished product, a truly universal learning tool.
Teachers can use the site as a center assignment; tell the student to go to ikeepbookmarks, open a certain folder, and complete the activity, quiz, reading, or whatever on a chosen site. This works especially well with Quia because it has the tracker, which lets you know if the student did the work and the results. Since ikeepbookmarks is web based, the assignment can be homework as well. Other ways to verify the work are to have the student print a page or email a completed page to you.
I use Portaportal. To see my links, type dgkerwood in the Guest Access box. ikeepbookmarks has two features that make it better – an easier “public access” choice and instant book marking while browsing.
When students ask if they can play games on the computer, I say, “Sure, you can choose one on Portaportal.” They often head for the Science folder and choose Virtual Knee Surgery.
Many teachers have experienced the frustration of assigning a topic for a research project, then giving students a block of time in the computer lab, only to discover at the end of the class period that the students spent most of their time looking at sites that were off topic, or otherwise useless. Chances are that if a teacher sent her students off on an internet search with so little guidance, she uses the same methods, and wastes her own time in similar fashion. It is likely that this teacher and her students began with a basic Google search, which is much like tossing a worm into the ocean to catch a fish.
The tech savvy teacher knows that the best educational websites have already been collected by others and are organized by topic, grade level, or content standards, and take the time-wasting guesswork out of this fishing expedition.
It is likely too, that in this class there were a few students who were able to sort through the endless hit or miss websites to come up with the valuable resources that they needed. In the planning stages of this research assignment, the teacher needs to use differentiated instruction strategies. For example, on his Educational Web Resource pages, John Kuglin has linked to ikeepbookmarks.
With this bookmarking tool, the teacher can select several on-target sites in advance and put them in a folder. The student who is working on the fist levels of Blooms levels of cognitive understanding can remain focused on finding the facts that they need and are able to comprehend. The students who are working at the upper levels can begin with this folder and then seek out additional sites to analyze and synthesize the information that they discover. This group of students would investigate Bernie Dodge’s “Four Nets for Better Web Searching.”
Tomlinson advises that the differentiated classroom promote on-task behavior (37). With the best of intentions, the teacher can assign the research topic of alternative fuels. She thinks this is specific and will serve to focus her students on bio-fuels, wind power and such. But within seconds, someone will find race car fuel, then Dale Earnhardt’s home page, then call out to his friends, and they all run to see the crash photos, and then more time is wasted getting everyone back on task. This lost time has a negative impact on learning.
In a better scenario, the teacher directs her students to one of the many links that she discovered on Kathy Schrock’s Guide for Educators. The environmental science page lists specific topics in science that link to further sites—all on topic. For optimal gains in learning, the teacher has separated the sites she plans to use according to the choices that the students have made and their level of understanding. Each student or student group would find their target sites in a folder, bookmarked especially to suit their needs. She can tell her students the same thing that I tell mine, “I only get you for 180 days; we don’t have time to go fishing on the internet.”