Instructional Openings

Vocabulary Prediction Chart

In my class, we go over one word a day from the unit we’re learning. The first step is to ask the class how many have heard of the word before. After I tally the number, those students predict its meaning (without giving any contexts). I ask them to justify why they make that prediction (e..g, where have they heard that word before? What clues are they drawing their information from?). After they share their predictions, I then share with them the signal or physical movement attached to word. It then becomes the signal word of the day.

Strategy Resources (3)
Graphic Organizer
 
 
Students use this cognitive content dictionary (CCD) graphic organizer to keep in their content folders and refer to them throughout the unit.
Strategy Explanation
 
 
The cognitive content dictionary (CCD) is a great way to engage students in learning vocabulary, as it allows them to predict its meaning, write its actual meaning, and then create a sketch attached to that word. This document outlines how to implement this vocabulary teaching strategy in your classroom, as well as providing some real examples of CCD charts.
Graphic Organizer
 
 
Students use this cognitive content dictionary (CCD) graphic organizer to keep in their content folders and refer to them throughout the unit.
Strategy Explanation
 
 
The cognitive content dictionary (CCD) is a great way to engage students in learning vocabulary, as it allows them to predict its meaning, write its actual meaning, and then create a sketch attached to that word. This document outlines how to implement this vocabulary teaching strategy in your classroom, as well as providing some real examples of CCD charts.
Mark Montero
Aspire Titan Academy
Los Angeles, CA


 

About this strategy

Prep Time:
Moderate
Subject:
English / Language Arts
Grade:
Third grade
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We began to pilot blended learning three years ago starting with K-2. So our 3rd grade students have had three years of blended learning and we have a solidified understanding of what works. At Aspire Titan Academy, we use a rotational model in both math and ELA, which provides students 90 to 120 minutes of individual computer time daily. In both math and ELA, students are divided into two group, each spending half their time in teacher-led instruction and the remainder of working on the computers. While they’re on the computers, students use either DreamBox Learning (math), i-Ready or myON (reading), or an enrichment program, such as a typing software program.

Number of Students: 26 students

Number of Adults: one teacher; various other adults support during specific times (e.g., Blended Learning Coordinator, Special Education Teachers, etc.)

Length of Class Period/Learning Time: 120 minutes (Reading and Writing Block)

Digital Content/Ed Tech Tools Used on a Regular Basis: MyOn; i-Ready

Hardware Used on a Regular Basis: Lenovo ThinkPads (1:2 ratio); SMARTboard; Document Camera; iPad (for teacher)

Key Features: station rotation; student agency

 
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