.... i use open disscussions in class(if they get it ,they can talk about it)....also use pop quiz's, that i rarely grade, just to see if they "got it"......i use facial expressions and body lang. feedback....as well as pretesting.
I used the 3X3 vocabulary sheet activity to reinforce comprehension of my scaffolding work with the novel Island of the Blue Dolphins. I assigned words to half the blocks and let them choose words they felt would work well in the other half. This is the first time I've used this activity, and I was sold on it. The students enjoyed the activity, and I could do a quick assessment as they worked. I'll use it again.
I have used a variety of comprehension strategies. On an everyday basis, I use an open discussion with other devices like Turning Points, ActivExpressions, and flipcharts. I have used some tactile activities with lab report and of course, the usual quizzes before a larger assessment. Yes, I feel that my students used these devices with success. The only problem that I am seeing is long term memory. Students seem to get it at the time but forget it over a long period of time.
I have used vocabulary mapping in my Language Arts class. It worked very well because it provides a visual breakdown of words, definitions, and reference words. Students are able to make connections to the words they are learning. It is a great graphic organizer.
I have had my students do a "think-pair-share" system where they work a few math problems then get with a partner and compare answers and if they disagree on an answer they are to share their thoughts on who might have the correct answer, look at where the mistake might be, decide whether they both are incorrect in solving the problem. This promotes analyzing of problems which I think is an important skill in mathematics.
I have used the 3X3 vocabulary activity with The Word Within The Word vocabulary assignments, correlating the vocabulary with classroom novels. Students are given a partially-filled grid, and are given the opportunity to choose their own vocabulary for three to four of the boxes. Then, they write a summary, or characterize the protagonist by using words that include their stems.
I use a crossword puzzle to help students with math vocabulary. Students can also use a "think-pair-share" with other students in the classroom. After an alloted time, then they are allowed to work with a partner, share their work, and compare/discuss answers.
A specific comprehension strategy that I have recently used is Front Page News. Students created a Front Page Newspaper page on Edgar Allen Poe's "The Tell-Tale Heart." Students seemed to enjoy this activity and it was very easy to ascertain their level of comprehension and ability to analyze the selection by lookiing at the articles, ads, letters to the editor, and obituaries that students produced.
When we completed our lesson on the Dust Bowl, we demonstrated our understanding through an Acrostic using the words "Dust Bowl". Students elaborated on the event using phrases and sentences to show their comprehension.
My students made an acrostic out of the words Dust Bowl. They had to summarize what they had learned about the Dust Bowl throughout the acrostic. It was a creative way for students to display their comprehension of our study of Human Environmental Interaction. They were also allowed to work with partners.
I like to use the think-pair-share method. It is a good way to let the students teach each other. Sometimes I like to let the students take turns being the teacher during our review of the previous days lesson. If they can teach it, they know it.
I have used open discussion when the classes have come in for a mini lesson. This helps with the review of what happened two weeks ago before we go on to the new material.
I used the CLVG (Collaborative Listening Viewing Guide). My students watched a video and read an article. They were asked to take notes, write ideas, concepts, phrases etc. Next they compared and shared notes with a partner adding details they may have missed. Then I asked them to share in a group of four and record information in sequential order to share in class. This worked really well and helped my students focus on key ideas and order.
We have a class discussion about the previous lesson. I then have the class write a brief summary of the lesson. This works well. It lets me know if they understand what the lesson is trying to tell them.
From: Adam Kennington: I have used what is called the "Last Word" several times. I choose a word or phrase that is related to what we just studied, and it fills in the boxes of an Acrostic. Students have to make sentences with the letter in the boxes. It has worked very well and allowed me to see what they learned to a great extent.
I have used the 3X3 vocabulary in my 8th grade class this year for Chapter 1 terms. It seemed to work well. Students were better able to show the relationships between the words.
When we study a chapter we do the diffentions. As we read the chapter we look at the paintings provided and identify the way the artist used the vocabulary words in the work.
I like to use talking drawings because it allows me to evaluate my students knowledge of a particular topic. In this activity the students create a graphic representation of a topic before the lesson. After a lesson in learning about a topic, students will re-evaluate their prior knowledge by drawing a second example of their topic. They will then summarize what the different drawing say to them about what they learned.
In my classes we use open discussion quite often as well as think-pair-share. However, when using the open discussion method,not all students are willing to share their knowledge with the entire class. For this type of student the think-pair-share method is preferred and one in which the student feels more comfortable.
I have use the CLVG and the Give One- Get One. I like both strategies. The students are familiar with the strategies and can execute them without a lot of time spend on explaining the format. Also, they both rewuire a certain amount of accountability which is good.
In ELA, we use various vocabulary strategies to help students better comprehend what they read and hear. I have created Jeopardy games using the vocabulary words they are learning in Wordly Wise. It seems to work well because they are actually learning while they are having fun. For math comprehension, flash cards work well helping them learn various rules and formulas.
I have used the 3 x 3 Vocabulary for words from the novel we were reading. I had to help students with the basic idea behind the 3 x 3 vocabulary, but when I used it as a review it seemed to work well.
I used the Trading Card activity while we studied certain ancient civilizations. Students seemed to enjoy getting to create a visual of their informaiton and then sharing with their classmates. Students' were able to create their own visual representation of the information, which allowed for a greater connection to the content.
We use talk drawings in my classroom many times a week. Since many of my students are have writing disabilities this gives them a chance to show me what they know about a topic before reading and then what they learned. My students are very visual and hands on learners and this strategy works best for them. Mandy
The comprehension strategy that I used in the health classroom was open discussion. It allows the students to express what they feel and how they think. This also lets me know what they have learned and what I need to go back over.
I used a graphing vocabulary crossword puzzle as a preview and review assessment. The majority of the students knew the words without needing to consult another source for the information.
I have used vocabulary mapping as a tool. We use it with notation as wellas dynamics and tempo. I think the students respond well because it is used thriughout the school in each grade level.
.... i use open disscussions in class(if they get it ,they can talk about it)....also use pop quiz's, that i rarely grade, just to see if they "got it"......i use facial expressions and body lang. feedback....as well as pretesting.
ReplyDeleteI used the 3X3 vocabulary sheet activity to reinforce comprehension of my scaffolding work with the novel Island of the Blue Dolphins. I assigned words to half the blocks and let them choose words they felt would work well in the other half. This is the first time I've used this activity, and I was sold on it. The students enjoyed the activity, and I could do a quick assessment as they worked. I'll use it again.
ReplyDeleteI have used a variety of comprehension strategies. On an everyday basis, I use an open discussion with other devices like Turning Points, ActivExpressions, and flipcharts. I have used some tactile activities with lab report and of course, the usual quizzes before a larger assessment. Yes, I feel that my students used these devices with success. The only problem that I am seeing is long term memory. Students seem to get it at the time but forget it over a long period of time.
ReplyDeleteI have used vocabulary mapping in my Language Arts class. It worked very well because it provides a visual breakdown of words, definitions, and reference words. Students are able to make connections to the words they are learning. It is a great graphic organizer.
ReplyDeleteI have had my students do a "think-pair-share" system where they work a few math problems then get with a partner and compare answers and if they disagree on an answer they are to share their thoughts on who might have the correct answer, look at where the mistake might be, decide whether they both are incorrect in solving the problem. This promotes analyzing of problems which I think is an important skill in mathematics.
ReplyDeleteI have used the 3X3 vocabulary activity with The Word Within The Word vocabulary assignments, correlating the vocabulary with classroom novels. Students are given a partially-filled grid, and are given the opportunity to choose their own vocabulary for three to four of the boxes. Then, they write a summary, or characterize the protagonist by using words that include their stems.
ReplyDeleteI use a crossword puzzle to help students with math vocabulary. Students can also use a "think-pair-share" with other students in the classroom. After an alloted time, then they are allowed to work with a partner, share their work, and compare/discuss answers.
ReplyDeleteA specific comprehension strategy that I have recently used is Front Page News. Students created a Front Page Newspaper page on Edgar Allen Poe's "The Tell-Tale Heart." Students seemed to enjoy this activity and it was very easy to ascertain their level of comprehension and ability to analyze the selection by lookiing at the articles, ads, letters to the editor, and obituaries that students produced.
ReplyDeleteWhen we completed our lesson on the Dust Bowl, we demonstrated our understanding through an Acrostic using the words "Dust Bowl". Students elaborated on the event using phrases and sentences to show their comprehension.
ReplyDeleteMy students made an acrostic out of the words Dust Bowl. They had to summarize what they had learned about the Dust Bowl throughout the acrostic. It was a creative way for students to display their comprehension of our study of Human Environmental Interaction. They were also allowed to work with partners.
ReplyDeleteA modified version of vocabulary mapping is used to explain the rhythm pyramid. Ie: whole notes to half note to quarter note and on down.
ReplyDeleteI like to use the think-pair-share method. It is a good way to let the students teach each other. Sometimes I like to let the students take turns being the teacher during our review of the previous days lesson. If they can teach it, they know it.
ReplyDeleteI have used open discussion when the classes have come in for a mini lesson. This helps with the review of what happened two weeks ago before we go on to the new material.
ReplyDeleteI used the CLVG (Collaborative Listening Viewing Guide). My students watched a video and read an article. They were asked to take notes, write ideas, concepts, phrases etc. Next they compared and shared notes with a partner adding details they may have missed. Then I asked them to share in a group of four and record information in sequential order to share in class. This worked really well and helped my students focus on key ideas and order.
ReplyDeleteWe have a class discussion about the previous lesson. I then have kids write a brief summary of the previous lesson.
ReplyDeleteWe have a class discussion about the previous lesson. I then have the class write a brief summary of the lesson. This works well. It lets me know if they understand what the lesson is trying to tell them.
ReplyDeleteFrom: Adam Kennington:
ReplyDeleteI have used what is called the "Last Word" several times. I choose a word or phrase that is related to what we just studied, and it fills in the boxes of an Acrostic. Students have to make sentences with the letter in the boxes. It has worked very well and allowed me to see what they learned to a great extent.
I have used the 3X3 vocabulary in my 8th grade class this year for Chapter 1 terms. It seemed to work well. Students were better able to show the relationships between the words.
ReplyDeleteWhen we study a chapter we do the diffentions. As we read the chapter we look at the paintings provided and identify the way the artist used the vocabulary words in the work.
ReplyDeleteI have used the 3 x 3 Vocabulary. It allows me to see if the students have an understanding of the vocabulary terms.
ReplyDeleteI like to use talking drawings because it allows me to evaluate my students knowledge of a particular topic. In this activity the students create a graphic representation of a topic before the lesson. After a lesson in learning about a topic, students will re-evaluate their prior knowledge by drawing a second example of their topic. They will then summarize what the different drawing say to them about what they learned.
ReplyDeleteIn my classes we use open discussion quite often as well as think-pair-share. However, when using the open discussion method,not all students are willing to share their knowledge with the entire class. For this type of student the think-pair-share method is preferred and one in which the student feels more comfortable.
ReplyDeleteI have use the CLVG and the Give One- Get One. I like both strategies. The students are familiar with the strategies and can execute them without a lot of time spend on explaining the format. Also, they both rewuire a certain amount of accountability which is good.
ReplyDeleteIn ELA, we use various vocabulary strategies to help students better comprehend what they read and hear. I have created Jeopardy games using the vocabulary words they are learning in Wordly Wise. It seems to work well because they are actually learning while they are having fun. For math comprehension, flash cards work well helping them learn various rules and formulas.
ReplyDeleteI have used the 3 x 3 Vocabulary for words from the novel we were reading. I had to help students with the basic idea behind the 3 x 3 vocabulary, but when I used it as a review it seemed to work well.
ReplyDeleteI used the Trading Card activity while we studied certain ancient civilizations. Students seemed to enjoy getting to create a visual of their informaiton and then sharing with their classmates. Students' were able to create their own visual representation of the information, which allowed for a greater connection to the content.
ReplyDeleteAmber Treadway
We use talk drawings in my classroom many times a week. Since many of my students are have writing disabilities this gives them a chance to show me what they know about a topic before reading and then what they learned. My students are very visual and hands on learners and this strategy works best for them. Mandy
ReplyDeleteI used vocabulary mapping. The students seemed to use this with ease.
ReplyDeleteThe comprehension strategy that I used in the health classroom was open discussion. It allows the students to express what they feel and how they think. This also lets me know what they have learned and what I need to go back over.
ReplyDeleteI used a graphing vocabulary crossword puzzle as a preview and review assessment. The majority of the students knew the words without needing to consult another source for the information.
ReplyDeleteSuzanne Goble
I have used vocabulary mapping as a tool. We use it with notation as wellas dynamics and tempo. I think the students respond well because it is used thriughout the school in each grade level.
ReplyDelete