Concept Develpment Model Blog
Example 1:
At the beginning of the reading recovery program, students are assessed on how many words they can read and write. As they go through the program, they add new words learned to their list. This would be a variation, but I can see this model as a benefit for students using this model as follows:
•Student makes a list of known words (each word would be written by the student on a sticky note).
•After several words are learned, student looks at their known words and puts the words into groups
on how they relate to one another. As students learn new words, they would add them in the
appropriate place.
•Student would then add a label for how they would describe their groups of words. (Possible
examples: short vowel sound, long vowel sound, compound words, same vowel team, end in "e")
•As student adds more words to their list, they may regroup them.
•Toward the end of the program, student looks at all their groups and labels and comes up with a
connection statement.
Note: Each step could be done with as much or as little scaffolding as necessary, depending on the student's ability to see patterns or ways to group words.
1.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words.
(Life Science)1.LS.4.1a Compare and contrast the characteristics of living things in different habitats.
At the beginning of the reading recovery program, students are assessed on how many words they can read and write. As they go through the program, they add new words learned to their list. This would be a variation, but I can see this model as a benefit for students using this model as follows:
•Student makes a list of known words (each word would be written by the student on a sticky note).
•After several words are learned, student looks at their known words and puts the words into groups
on how they relate to one another. As students learn new words, they would add them in the
appropriate place.
•Student would then add a label for how they would describe their groups of words. (Possible
examples: short vowel sound, long vowel sound, compound words, same vowel team, end in "e")
•As student adds more words to their list, they may regroup them.
•Toward the end of the program, student looks at all their groups and labels and comes up with a
connection statement.
Note: Each step could be done with as much or as little scaffolding as necessary, depending on the student's ability to see patterns or ways to group words.
1.RF.3 Know and apply grade-level phonics and word analysis skills in decoding words.
1.LS.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing.
Technology: Create a mind map of students known words on https://coggle.it
spelling when writing.
Technology: Create a mind map of students known words on https://coggle.it
Example 2:
This model would work great in second grade to help students notice the animals that live in different types of habitats. Students would work in pairs or small groups.
Listing: First I would ask students to list all the animals they can think of (I would provide sticky notes
for them to record one animal on each sticky note).
Grouping: Next students would compare their animals and put them in categories, based on how the
animals are related to one another.
Labeling: Students would create a label (category) describing the animals in a each group. Students
would be challenged to think of where the animals live while making their labels.
Regrouping: Students would notice and openly discuss the reasons why they put certain animals in the
categories they chose. After doing this, I would have a class discussion about the ways students grouped
the animals and emphasize the actual names of different habitats (desert, forest, ocean, etc.) They would
then be allowed to change the categories and could add even more animals. I would hope there would
be a discussion about some of the animals they aren't sure of so there could be some deeper level
thinking and analytical discussion.
Synthesizing: I would then have students come up with a sentence about each of the categories and
a statement about all of the categories together. The word habitat would be a part of the ending
statement, with teacher guidance.
(Life Science)1.LS.4.1a Compare and contrast the characteristics of living things in different habitats.
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