Ohio Resource Center > Record > Choosing, Chatting, and Collecting: Vocabulary Self-Collection Strategy

ORC Resource Number #3804

Choosing, Chatting, and Collecting: Vocabulary Self-Collection Strategy

http://www.readwritethink.org/classroom-resources/lesson-plans/choosing-chatting-collecting-vocabular
y-296.html

PROFESSIONAL COMMENTARY

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)

CAREER APPLICATION

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)

OHIO STANDARDS

English Language Arts Standards

Acquisition of Vocabulary Standard

Benchmarks (4 - 7)

Use context clues and text structures to determine the meaning of new vocabulary.

Use multiple resources to enhance comprehension of vocabulary.

Benchmarks (8 - 10)

Use context clues and text structures to determine the meaning of new vocabulary.

Use multiple resources to enhance comprehension of vocabulary.

Grade Level Indicators (Grade 6)

Define the meaning of unknown words by using context clues and the author's use of definition, restatement and example.

Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars.

Grade Level Indicators (Grade 7)

Define the meaning of unknown words through context clues and the author's use of comparison, contrast, definition, restatement and example.

Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars.

Grade Level Indicators (Grade 8)

Define unknown words through context clues and the author's use of comparison, contrast and cause and effect.

Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars.

Grade Level Indicators (Grade 9)

Define unknown words through context clues and the author's use of comparison, contrast and cause and effect.

Determine the meanings and pronunciations of unknown words by using dictionaries, thesauruses, glossaries, technology and textual features, such as definitional footnotes or sidebars.

Grade Level Indicators (Grade 10)

Define unknown words through context clues and the author's use of comparison, contrast and cause and effect.

Determine the meanings and pronunciations of unknown words by using dictionaries, glossaries, technology and textual features, such as definitional footnotes or sidebars.

NATIONAL STANDARDS

Standards for the English Language Arts

Reading strategies, language use, and conventions

Write, speak, and visually represent to create text

Purposes for using spoken, written, and visual language

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

Publisher: IRA/NCTE

Author: Kendra Wagner and Kathleen Benson Quinn

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