MID-WORKSHOP TEACHING Prioritize Word Meaning When Collecting Content Words “Readers, show someone in your research group a word that you’ve added to your word collection, and if you haven’t added a definition, do so now, perhaps with a sketch.” Listen and coach as students talk. “As you keep reading and noticing new words, keep in mind that meaning matters. Your goal should not be to just jot down as many words as you can, for the sake of having a lot of words. Instead, make sure you jot down the most important words and that you pause to think about what those words mean. Now back to your research!” SHARE Use Your New Vocabulary to Teach More About Your Topic Lead a symphony share to highlight new vocabulary. Then, channel research groups to talk about plants using the new vocabulary they’ve learned.
“Readers, you’ve learned some fantastic words today. To share those words, let’s share in a symphony. When I point my imaginary baton at you, call out one of the special, new words and its definition.” Holding up your imaginary baton, gesture to half a dozen students. “Right now, will you get together with your research groups? You have five minutes—I’ll set a timer—to have a grand conversation about the big things you’re learning about your topic. “Here’s the challenge, though. After one person in your group says something interesting about the topic, the others in the group need to add onto what that person has said. To do so, use as many of your word collection words as you can, pointing to them as you use them. After a bit, another group member will start a new line of discussion. These phrases can help you get started. Go!” Display the “Use Topic Words as You Talk” chart, and channel students to talk.
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Session 6 • Word Consciousness: Develop a Content Word Collection
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