Vocabulary Collectors: Day 2 - Moving beyond definitions

Last week, as we continued through our practice round of vocabulary collecting, I moved beyond definitions and brief products to synthesis. And boy, did my kids groan. In my world, groaning equals "I ROCK!"

Each class group was working together to decide which class and which term they wanted to use (and this backfired on them in the end). We went through the vocabulary collection process in I do/We do/You do fashion. They insisted they had the hang of it after three words. 

That's when I slammed them with this: Ok, if you have it, show it. I want you to write a five sentence story using the three words your class came up with. 

They were not happy with me, but they did it, and they did it well. Not every paragraph made the most sense, but is was a bit difficult to make some of the words work together. 

The samples below are from different classes, so you will see different words used. 

This week, the kids are on their own. I am keeping my fingers crossed. 

Vocabulary Collectors: Explicit Teaching - Day 1

Due to a Monday holiday, a day-long meeting Tuesday, and my son getting in an accident with a hit-and-run driver Tuesday afternoon (he's fine), today was my first day back at school since Friday. And it was my day to introduce our new vocabulary collection routine. In years past, I probably would have handed the assignment out, gone over the examples, and left them to it. Now, I am much better at explicit teaching, and I think I did a pretty good job today.

I went through the presentation slowly - too slowly for some classes. I wanted the kids to have an opportunity to take notes and ask questions over my product requirements. Some kids wrote everything; others wrote nothing. We are going to finish our practice round tomorrow, so I will be curious to see what information the non-notetakers need again. 

Initially, the kids seemed to be turned off by the idea of coming up with their own words. My perception is that they lacked confidence in their own learning. To combat this, I picked a random subject and asked what they were learning about this week. The kids surprised themselves with the number of vocabulary words they were able to come up with - global warming, conduction, nullification, presidency, dividend, probability, factoring. The words spilled forth. They even realized that they were using the word conflict in both history and English. 

Once we chose a word, we went through the entire process step-by-step. We tried to determine parts of speech and meaning based on word parts before resorting to the dictionary.We worked to put definitions into student friendly terms. I had students pulling out spirals from other classes and helping provide information. Then I had them each choose their own product to create (most chose the symbolic representation, but I had some pretty great rhyming poetry for dividend). 

After completing the products, we did a gallery walk (some of them knew what that was without my even using the term), looking for what worked and what did not. This also gave my strugglers and opportunity to see what their classmates were creating to help give them ideas. There was a great deal of conversation about the words and the products without much direction from me.

The best word of the day was unorthodox. The history sub, a former student of mine, used the word in class this morning (he said it could not have happened because he does not know big words). I had allowed my students to use their phones to help get ideas to draw. 

One of my lower students brought her phone with this picture:

My response: Um...uh...see, what had happened was... 

I am a liberal living in conservative Texas and working in a conservative school district. Mine is an all-loving and accepting classroom. But, I did not know how to address this one. I handed it off to my co-teacher. With a bit of prompting, the student actually figured it out on her own. 

Today I saw cross-curricular connections, and more importantly, actual learning. I cannot wait to see what tomorrow brings. 

Sixteen Word Poetry - Examples

Sixteen word poetry did not quite go as planned, but it still worked. I planned on two days for this lesson so that we would have time to work with on the Chromebooks and create a class presentation. On Thursday, there was district testing in every classroom in my hallway from mine down, so my students had to be absolutely silent, and I could not teach out loud. Friday, my first class couldn't handle the presentation, and they ended up deleting, rearranging, and redesigning their classmates slides. So, pen and paper it was for the rest of the day. 

Here are some of my favorites (so far):

Not too shabby for a shortened class on Valentine's Day. 

Vocabulary Collectors

Once again, Corbett Harrison has inspired me. This time, he suckered me in with his Vocabulary Collectors ideas and examples. 

I have modified this for the needs of my students. My school is working hard on promoting academic vocabulary, so I have designed my lesson to include words from the four core classes. I have also focused on products that should be review activities for my students. 

In my presentation, I have used a variation of our last vocabulary routine word, regress. I also created an example of each of the products that I will post on our student webpage for their access. I am looking forward to having their work to use as examples in the future. 

Testing season is creeping up. I am hoping that this activity might help them digest some needed vocabulary over the next couple of months. I will need to display these, and I am going to try out some activities (TBD from my recent word wall training) using the words that are posted. 

Here ya go:

• Presentation
• Student handout

Sixteen-Word Poetry

This week, my students have district curriculum testing: reading on Tuesday and math on Wednesday. Each test mimics a real state test to help the kids prepare for the real deal in a few weeks. That means five hours per day, sitting in one classroom, rear ends in pain. 

Having finished a lesson on Monday and knowing that we have a shortened schedule on Friday, I was in need of something manageable and engaging for Thursday and Friday - especially since Friday is Valentine's Day. Corbett Harrison was kind enough to respond to my Edmodo post, suggesting sixteen-word poetry, using "The Red Wheelbarrow" as a mentor text. [If you are not familiar with Mr. Harrison, he is affiliated with Writing Fix, one of my favorite web sites.]

Link

Following his model, I have created a presentation to guide my students through a sixteen-word poem assignment, following the format of "The Red Wheelbarrow." I am going to have my kids write about something they feel passion toward - pizza, Jordans, summer vacation. I wrote about reading, of course. 

Since we are 1:1 with technology, I am going to have my students create this assignment as a Google presentation, adding a graphic element. I am creating a master presentation for each period, and each student will be assigned a slide number on which to create his/her poem. This way, I will have five class presentations. 

Student samples to come.