Checking In: What do students know about the reading strategy?
When introducing or reviewing any strategy, it is a good practice to check-in with the students. We want to assess how much they know about the strategy so that we can build on what they know. Here are some ways to assess students' prior knowledge of "Word Talk."Teachers could...
- ask students how they learn new words.
- have students brainstorm the resources they can use to define words. Some resources might include translating, asking the teacher, asking another student, and/or using on-line tools such as dictionaries, translation tools, or images.
- ask students if they are familiar with context clues and if they know how to use them.
Assessing the Skill
When assessing students' knowledge of “Word Talk” teachers could...
- monitor students’ discussions; listen for words that are being translated, defined, or contextualized.
- sit in a group and listen to how students are talking about words.
- ask, "What resources are they using to support their learning?"
- ask students to talk about words in front of the class; specifically, have them clarify word meanings.
Assessing Content Knowledge
If we are going to invest time teaching vocabulary strategies, we should have some idea of how the strategies are improving students' comprehension of vocabulary. When assessing students' knowledge of the content, teachers could...
- develop a short series of multiple choice questions that assess students' knowledge of the content-area vocabulary. The questions should focus on how the words are used in context.
- ask students to explain vocabulary in their own words or create visual representations of the vocabulary words.
- engage students in structured discussions such as a “Socratic Seminar,” assessing students' knowledge through verbal performance.
- ask students to create short skits illustrating their understanding of the vocabulary words.
- create short writing assignments for students to demonstrate how they can use the words in the correct context.
Setting Up the Learning EnvironmentWhen planning for “Word Talk,” teachers need to create a “print rich” environment with word walls that have key vocabulary, words that are translated, and sentence starters. Teachers use the print rich environment to facilitate students’ academic talk.
Pacing and Supporting the Lesson
During “Word Talk,” teachers should practice a predictable routine for introducing new words: including pronunciation, explanation, context, examples, and support. As the teacher puts the words in context (by offering explanations, examples, and anecdotes), students take notes using a graphic organizer or a prepared note-taking template. Students will develop better understanding of the new vocabulary words if teachers...
- require all students to pronounce the words.
- ask students to take notes paying careful attention to how to use the words in context.
- provide students with collocations (words that are appropriate to use with the vocabulary word) and explanations of the parts of speech, so students understand how to put words together correctly.
- make students see the connection between learning the words and using the words in speaking and in writing.
After the lesson, students need to continue to practice using the vocabulary words. This can be accomplished by...
- reading a text with the words used in the same context presented by the teacher.
- students participating in structured discussions focused on topics that would require the use of the new words.
- students playing word games such as: Taboo, Password, and Word Pass.
- allowing students to work together to write paragraphs or short skits illustrating the new words.
- asking students to use their notes or graphic organizers to discuss their understanding of the new words.
Learning the Skill
Although this strategy can be used for any words, it is more effective if the teacher focuses on the key terms being presented in the lesson or text.Teachers should assist students as they pronounce words. As the teacher puts the words in context (by offering explanations, examples, and anecdotes), students take notes using a graphic organizer or a prepared note-taking template. Here are a few ways to help introduce the "Word Talk" strategy.
- Explain that the students will be expected to discuss vocabulary words.
- Explain that definitions of words differ depending on how they are used in context.
- Inform the students of the “Word Talk” process and how they will be expected to do different activities before (when learning the words), during (when using the words), and after (when reinforcing new words).
- Use the "Strategy Slides" below to show students the different "Word Talk" sentence starters.
- Ask students to speak for short periods of time. Gradually increase the time on task as students demonstrate proficiency.
- When students are discussing words in small groups, use a timer to hold students accountable for their time on task.
- Coach students along the way, giving them feedback and suggestions.
- Explain that they must never be shy or quiet about words that they do not know. It is expected that they will talk about the unfamiliar words.
Developing the Skill
When deepening students’ understanding of the skill, consider the following approaches.
- Create a predictable routine for introducing new words, so students will focus on the new words and not the new procedure.
- Maintain a safe environment, so students will not feel intimidated to talk about or ask questions about words.
- Present different prompts and scenarios that require students to talk about the new words.
- Continue to use the strategy slides below to show students the different "Word Talk" sentence starters.
- Provide multiple opportunities for students to engage in speaking, reading, and writing tasks that require the same key vocabulary words.
- Provide multiple opportunities for students to practice locating context clues and explain how those context clues help them to understand the word’s meaning.
- Ask students to create and participate in word games like Taboo, Password, and Word Pass.
Mastering the Skill
Mastery of any skill takes time, a lot of practice, and a solid understanding of the strategy. Consider applying some of the following approaches when developing students' mastery of "Word Talk."
- Assess students knowledge of the predictable routine for introducing new words.
- Ask students to take on the role of the teacher if they know the word well enough to teach it.
- When students become comfortable discussing new words, the teacher should continue to challenge students by moving beyond comprehension of words to higher levels of thinking.
- Check to see if students have memorized the different "Word Talk" sentence starters provided on the strategy slides below.
Strategy Slides
