One item I developed for collecting words was a simple bookmark. I call it a Language Log. As students read, they can write words they don't know on their bookmark, along with a page number. At the time they stop to write, they are to look at the context of the word and sound it out to try an develop a working understanding of the word in use. If their understanding of the word doesn't impede their comprehension, they put a + next to the word on their bookmark. If they are still confused, they mark it with a -, then use a reference (person or dictionary/thesaurus) to catch the meaning.
During word study time, they take their + words and review and their - words and study. Assessment, which I know is your original question, can come in many forms and is usually determined by the teachers I work with. I like the idea of having students teach their words (or a portion of them) to other students. Using the words in thoughtful questions is great, too. Then the students who "taught" the words can evaluate the quizzes, which will help strengthen their understanding of the words. Sarah Mohrhauser Literacy Coach/NJHS Advisor Cottage Grove Junior High 9775 Indian Blvd Cottage Grove, MN 55016 651.768.6850 "Through literacy you can begin to see the universe." Grace Slick -----Original Message----- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of Bill IVEY Sent: Monday, January 21, 2008 11:32 AM To: A list for improving literacy with focus on middle grades. Subject: Re: [LIT] methods of assessing vocabulary "A list for improving literacy with focus on middle grades." <[email protected]> on Monday, January 21, 2008 at 12:26 PM -0500 wrote: >Bill I wonder if we could adapt Atwell's personal spelling words >technique for vocabulary. I needed to revisit this for my students as >well and wonder if we can brainstorm this. For Atwell, Kids generate >a list from their writing in which they have misspelled a word. She >suggests five words per week that they focus on learning. For vocab >our students could cross content areas and bring in the vocab they >need from math, science, SS and ELA! There is a buddy system >assessment piece in which students give and correct each others words >moving them to a list that shows they have demonstrated how to spell ( >in our case they show the understand the word meanings) This may prove >to be the tricky part. I have a context organizer created by Randi >Allen that I adapted for taking words from a text and learning what it >means. I'll email you a copy if you like. But with Atwell every few >weeks she has the kids revisit the "learned list" and they may have to >move a word back for re-learning... Hi! One thing I love about this is revisiting words as it would seem to help them make the learning more permanent. I also like the idea about bringing in content from other courses - for us, it would have to be different words than were on a list assigned by that class, but it should still work out. I'd love to see your graphic organizer, and brainstorm some more about these techniques and how they might apply to vocabulary. We got heavily involved with the ending to Romeo and Juliet today (quote from a student: "Well, THAT was depressing!"), and never did get to talk vocabulary in class. Perhaps tomorrow! Take care, Bill Ivey Stoneleigh-Burnham School _______________________________________________ The Literacy Workshop ListServ http://www.literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org. Search the LIT archives at http://snipurl.com/LITArchive _______________________________________________ The Literacy Workshop ListServ http://www.literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/lit_literacyworkshop.org. Search the LIT archives at http://snipurl.com/LITArchive
