Vocabulary Prediction Chart: CCD_Instructions.docx

 
 
 
CCD_Instructions.docx
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.
  • CCD_Instructions.docx
  • CCD_Instructions.docx
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.
 
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
Similar Strategies
Collaborative Student Groups
Peer Support on Computers

In my class, students are allowed to offer peer support on the computers. My students identify what is a problem or a need they have and it is my job to identify who might be their support. This has helped my students offer guidance and help in a structured way. Peer support on the computers has helped with increasing academic discourse and social interactions as well as give a structured place for students to provide assistance to each other. Cooperative learning and reciprocal teaching are benefits to this strategy as well.

 
Individual Instruction
Writer's Workshop Conference

One of the most powerful benefits of my school's blended learning model is the amount of time it creates for me to work individually with my students on their literacy development. One strategy I use often is a Writer's Workshop Conference, which consists of my having a targeted conversation with each student during which I am able to give feedback about his or her writing. I work hard at the beginning of the year to establish a classroom culture in which all students, regardless of the activity they are involved with at any given moment, understand how important it is that I be able to provide focused, uninterrupted support to each of them. This makes it possible for me to focus on one student's writing for three to five minutes every day while other students are working individually or in small groups. 

 
Instructional Openings
Collaborative Pre-Reading

My students generate questions before their computer-based blended learning sessions in order to guide their reading of a text through the virtual library, MyOn. They will use these class-generated questions as a reading strategy ("asking questions") in order to increase their comprehension and will give more explicit purpose to their reading. This simple strategy has helped my students be more focused and successful when they're reading independently on My On.

 
 
Something went wrong. See details for more info
Nothing to upload
details
close