Reflection: Complex Tasks Evolution, part 2 - Section 3: Guided Practice


When students are learning new vocabulary, I make sure that they are afforded multiple opportunities to “see the word, say the word, use the word”.  These simple acts are an effective way to help students build academic literacy.

The text associated with this activity allows students to perform these tasks as a way to build their academic literacy.  I start by emphasizing the academic terms by pointing out the word in the text, then pronouncing the word in its syllabic parts.  I then slowly repeat the term a second time and instruct students to repeat the word in its syllables after me. 

Then, I say the term a little faster while clapping my hands to denote the syllables in the term.  I find that this practice helps students recognize the parts of a word, especially when they have an opportunity to hear the word in its multiple syllables.  Otherwise, students may fail to hear the syllables of the term and not be able to correctly pronounce the term.

After pronouncing the new term, I will define the term aloud so that everyone has a chance to hear the word and its definition.  I then use the term in a sentence to reinforce its meaning.

Completion of the analysis questions using the terms allows students to use the new terms in context, which also helps to deepen their understanding of the new terms.

  See the word, Say the word, Use the word
  Complex Tasks: See the word, Say the word, Use the word
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Evolution, part 2

Unit 3: Unit 4-Organisms and Evolution
Lesson 5 of 7

Objective: Students will be able to explain how fossil, biochemical and other evidence support the theory of evolution.

Big Idea: The theory of evolution is supported by real evidence that cannot be discounted.

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