Picture Word Induction/Vocabulary Acquisition Blog
Picture Word Induction.
Example 1
The Picture Word Induction Model would be a great model for teaching about plant parts and what plants need to grow.
Second grade core science standard used: Life Sciences: Standard 4 Ob. 2 Communicate and justify how the physical characteristics of living things help them meet their basic needs.
The picture above shows all the parts of a plant clearly. During the "shake out" Phase 1, students would share what they notice about the picture and either the student or the teacher would write word labels. These words could be nouns, verbs, adjectives, synonyms, plant parts, etc. This could be an ongoing process for several days where the student and teacher add words to the picture.
Phase 2: There would be many different ways to categorize the list of words. In addition to categorizing by word meaning, other features could be noticed as well (word patterns, connections to other words, etc.) I would use sticky notes with the words on them so they could easily be moved around. This could be done whole class, in groups, or with partners.
The remaining phases could easily be incorporated with a writing activity where the students would fulfill the standard, discussing what plants need in order to survive and compare it to what people or other living things need to survive.
Technology:
Bean Time-Lapse
https://www.youtube.com/watch?v=w77zPAtVTuI
Plant Parts (intro to many other vocabulary words)
https://www.youtube.com/watch?v=ql6OL7_qFgU
Vocabulary Acquisition
Example 2:
I have used Marzano's six steps to teaching vocabulary words for several years. I have noticed significant retention of words and their meanings using his steps, particularly with ELL students. I would love to try incorporating some of the steps in this model to go along with the instruction I already use.
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
To fulfill the standard above, the word community would be the target word. In the second grade "Wonders" program, there is an excellent story called City Communities. In order for students to understand this text, they must first know what the word, community, means.
I would use Steps One, Two, and Three of this model, allowing students to try spelling the word on their own, and talking about and collaborating their knowledge about the meaning of the word. I also like the step that gives them an opportunity to make connections to other known words.
Step 4, Read and Study, would involve going through the story in "Wonders." It has several chapters that discuss what students might see in a city. It also brings up other academic language through the chapters. It shows who lives in a city community, the workers, activities, and places to visit. Additionally, it shows students how they can give back to the community.
Step 5, Evaluate and Post-test, could be students coming up with a plan on how to give back to the community they live in. It could be a project, volunteering, doing a service for someone, or a field trip where students see first hand how someone gave back to the community. It would be interesting to see what ideas would be generated and then actually doing a project together as a class. This would be a great learning experience because students would be invested in the plan and get first hand experience serving the community.
Technology:
Video recording of the project done by students--what they did, how they felt, and what they want to do next.
Communities: rural, suburban, urban
https://www.youtube.com/watch?v=jcEY8l8Ix2E
Example 1
The Picture Word Induction Model would be a great model for teaching about plant parts and what plants need to grow.
Second grade core science standard used: Life Sciences: Standard 4 Ob. 2 Communicate and justify how the physical characteristics of living things help them meet their basic needs.
Phase 2: There would be many different ways to categorize the list of words. In addition to categorizing by word meaning, other features could be noticed as well (word patterns, connections to other words, etc.) I would use sticky notes with the words on them so they could easily be moved around. This could be done whole class, in groups, or with partners.
The remaining phases could easily be incorporated with a writing activity where the students would fulfill the standard, discussing what plants need in order to survive and compare it to what people or other living things need to survive.
Technology:
Bean Time-Lapse
https://www.youtube.com/watch?v=w77zPAtVTuI
Plant Parts (intro to many other vocabulary words)
https://www.youtube.com/watch?v=ql6OL7_qFgU
Vocabulary Acquisition
Example 2:
I have used Marzano's six steps to teaching vocabulary words for several years. I have noticed significant retention of words and their meanings using his steps, particularly with ELL students. I would love to try incorporating some of the steps in this model to go along with the instruction I already use.
RI.2.4 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
To fulfill the standard above, the word community would be the target word. In the second grade "Wonders" program, there is an excellent story called City Communities. In order for students to understand this text, they must first know what the word, community, means.
I would use Steps One, Two, and Three of this model, allowing students to try spelling the word on their own, and talking about and collaborating their knowledge about the meaning of the word. I also like the step that gives them an opportunity to make connections to other known words.
Step 4, Read and Study, would involve going through the story in "Wonders." It has several chapters that discuss what students might see in a city. It also brings up other academic language through the chapters. It shows who lives in a city community, the workers, activities, and places to visit. Additionally, it shows students how they can give back to the community.
Step 5, Evaluate and Post-test, could be students coming up with a plan on how to give back to the community they live in. It could be a project, volunteering, doing a service for someone, or a field trip where students see first hand how someone gave back to the community. It would be interesting to see what ideas would be generated and then actually doing a project together as a class. This would be a great learning experience because students would be invested in the plan and get first hand experience serving the community.
Technology:
Video recording of the project done by students--what they did, how they felt, and what they want to do next.
Communities: rural, suburban, urban
https://www.youtube.com/watch?v=jcEY8l8Ix2E
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