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In the vocabulary self-collection strategy, students choose the words they want to learn, offer a rationale for their selection, and agree upon words to include in a classroom collection. This strategy helps students to understand the meanings of new words, integrate new words in their conversations and writing, and make personal connections with words while reading.
In the vocabulary self-collection strategy, students choose the words they want to learn, offer a rationale for their selection, and agree upon words to include in a classroom collection. This strategy helps students to understand the meanings of new words, integrate new words in their conversations and writing, and make personal connections with words while reading. In this lesson, an online Shakespeare text is used as an example. The self-collection strategy is versatile and may be applied to any content area reading. This lesson can easily be modified and used with other content area topics as well. Although self-selection of vocabulary enhances students' motivation and achievement in learning new words, overuse of the strategy will diminish active engagement. (author/ncl)
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The vocabulary self-collection strategy could be used in any career-technical classroom whenever new vocabulary is being introduced. This method empowers students by allowing them to identify words for further study.
The vocabulary self-collection strategy could be used in any career-technical classroom whenever new vocabulary is being introduced. This method empowers students by allowing them to identify words for further study. (sec)
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| English Language Arts Standards |
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| Acquisition of Vocabulary Standard |  |
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| Benchmarks (4 - 7) |
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| A. | Use context clues and text structures to determine the meaning of new vocabulary. |
| F. | Use multiple resources to enhance comprehension of vocabulary. |
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| Benchmarks (8 - 10) |
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| A. | Use context clues and text structures to determine the meaning of new vocabulary. |
| F. | Use multiple resources to enhance comprehension of vocabulary. |
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| Grade Level Indicators (Grade 6) |
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| 1. | Define the meaning of unknown words by using context clues and the author's use of definition, restatement and example. |
| 8. | Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars. |
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| Grade Level Indicators (Grade 7) |
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| 1. | Define the meaning of unknown words through context clues and the author's use of comparison, contrast, definition, restatement and example. |
| 8. | Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars. |
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| Grade Level Indicators (Grade 8) |
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| 1. | Define unknown words through context clues and the author's use of comparison, contrast and cause and effect. |
| 7. | Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars. |
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| Grade Level Indicators (Grade 9) |
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| 1. | Define unknown words through context clues and the author's use of comparison, contrast and cause and effect. |
| 6. | Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars. |
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| Grade Level Indicators (Grade 10) |
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| 1. | Define unknown words through context clues and the author's use of comparison, contrast and cause and effect. |
| 6. | Determine the meanings and pronunciations of unknown words by using dictionaries, glossaries, technology and textual features, such as definitional footnotes or sidebars. |
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| Standards for the English Language Arts |
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| Reading strategies, language use, and conventions | |
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| Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics). |
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| Write, speak, and visually represent to create text | |
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| Students apply knowledge of language structure, language conventions (e.g., spelling and punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and non-print texts. |
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| Purposes for using spoken, written, and visual language | |
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| Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities. |
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| RESOURCE TYPE |
| Instructional Resource |
| PRACTICE LEVEL |
| Best Practice |
| STANDARDS ALIGNMENT |
| Grades 6 - 10 |
| CAREER FIELDS |
| General Career Skills |
| TOPICS |
English Language Arts --
Vocabulary |
| FOUND IN |
AdLIT
Standards First |
| KEYWORDS |
word learning;
self-collection strategy;
content area vocabulary |
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Author: Kendra Wagner and Kathleen Benson Quinn
Publisher: IRA/NCTE
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