1. Learning Goals
1.1. Understanding the building blocks of words.
1.1.1. Includes
1.1.1.1. Grammar
1.1.1.2. Vocabulary
1.1.1.3. Pronunciation
1.2. Understanding the relationship between words.
1.2.1. Includes
1.2.1.1. The meaning of words
1.2.1.1.1. Denotation
1.2.1.1.2. Connotation
1.2.1.2. The origin and background of words
1.2.1.2.1. Culturual
1.2.1.2.2. Linguistic
1.2.1.3. The use of words
1.2.1.3.1. When words are used
1.2.1.3.2. Who words are used by
1.3. Building knowledge through self-discovery and driving the learning process.
1.3.1. Includes
1.3.1.1. Making observations and reflecting on them (Observing connections between words)
1.3.1.2. Reflecting on the learning experience
1.3.1.3. Learning how to learn
2. Learning Activities
2.1. History of Language
2.1.1. Word Origins
2.1.1.1. The fluidity of language
2.1.1.1.1. Example: have students look at slang, colloquialisms, words born from an event/moment in history
2.1.1.2. When did a word enter the English language?
2.1.1.2.1. Example: how does an author's use of words stemming mostly from one language origin impact the flow of the text, the sound of the text?
2.1.1.3. How did a word come to be?
2.1.1.3.1. Example: Origin of the word "Quarantine': linking words from current events
2.2. Vocabulary Development
2.2.1. Spelling Bee
2.2.2. Concept Families
2.2.2.1. Teaching Words in Threes
2.2.2.1.1. Moves beyond binary
2.2.3. SAT Practice
2.2.4. Word Mapping
2.2.4.1. Use image search provided by VT to see real-world examples of the word
2.2.5. Vocab Grabber
2.3. Develop Writing Skills
2.3.1. Teaching setting through vocab use
2.3.1.1. Utilize passages from reading texts
2.3.2. Difficult Text Break-Down
2.3.2.1. Identifying challenging words within text
2.3.2.1.1. Looking up the word using VT to see other related words that might be more familiar to the reader so they can develop better understanding of the word
2.4. Language Outside of English Classes
2.4.1. Unlocking key words in Math Problems
2.4.1.1. Example: Discovering what key words indicate certain math functions in a word problem
3. Teacher Roles
3.1. Establishing Essential Questions
3.1.1. For Reading
3.1.1.1. How does specific word choice impact an author's tone and style?
3.1.1.2. How does word choice relate to the intended audience?
3.1.2. For Writing
3.1.2.1. How can finding just the right word add detail to narrative or informational writing?
3.1.2.2. How can using specific vocabulary increase the persuasiveness of an argument?
3.2. Modeling
3.2.1. Practical Use
3.2.1.1. How to navigate the website
3.2.1.2. How to manipulate the tools
3.2.2. Innovative Use
3.2.2.1. How to apply the tool for an assignment
3.2.2.2. How to use in other content areas
3.3. Providing Feedback
3.3.1. With Formal Assessments
3.3.1.1. Pretests/Diagnostics
3.3.1.2. Summatives
3.3.2. With Informal Classroom Use
3.3.2.1. Conferences and Conversations
3.3.2.2. Celebrating New Vocabulary Verbally (i.e. "I like how you used that word") and Physically (Word Wall in Room).
4. Learning Assessments
4.1. Before Acivities
4.1.1. Strategies that Gauge Student Needs
4.1.1.1. Analyze student work
4.1.1.1.1. Pretest
4.1.1.1.2. Bell Ringers
4.1.1.2. Analyze prior knowledge
4.1.1.2.1. Think Pair Share
4.1.1.2.2. KWHL Charts
4.2. During Activities
4.2.1. Strategies that Encourage Self Direction & Collaboration
4.2.1.1. Checklist of Words
4.2.1.2. Student Conferences
4.2.1.2.1. Personal reflection of completion of checklist of words
4.2.1.3. Peer Confernces
4.2.1.3.1. Reflect on group work and/or get suggestions on what works well for others to learn the vocabulary
4.2.2. Strategies for Monitoring Progress
4.2.2.1. Learning Log/Word Log
4.2.2.2. Sticky Notes/typed comments/ video comments to give formative feedback.
4.2.3. Strategies for Checking for Understanding and Encouraging Metacognition
4.2.3.1. Tests/Quizzes
4.2.3.2. Informal Questioning
4.2.3.2.1. Inquiry will help scaffold projects and help students make connections with words
4.3. After Activities
4.3.1. Strategies for Demonstrating Understanding and Skill
4.3.1.1. Products students create demonstrating understanding of words
4.3.1.2. Portfolios
4.3.1.2.1. Create a portfolio of words/usage/images
4.3.1.3. Student-Led Conferences
4.3.1.3.1. Students share words with parents they have learned