Strategy #4
Student VOC Strategy Level of Expertise 2
What is the instructional strategy?
This strategy is a way for students to “analyze word meanings from context” (Billmeyer & Barton, 1998, p. 87). This strategy provides a way for students to determine a word’s meaning in context and to then make a “sensory connection” with the word and its meaning (Billmeyer & Barton, 1998, p. 87). Students first make a prediction about the word’s meaning, then work to find the actual definition of the word, and finally complete a drawing, acting, or writing activity to make a personalized connection with this word. Student VOC Strategy allows students to make connections based on their individual learning styles and helps to more fully engage students in learning the vocabulary.
Why does this strategy work?
Student VOC Strategy works because, not only does it help students to determine a word’s meaning based on its context, but it also prompts students to make “sensory connections” to the word through drawing, acting, or writing (Billmeyer & Barton, 1998, p. 87). This feature engages students in learning the word’s definition and allows them to gear their thinking toward their own individual learning styles. In addition, by examining the context of the word, determining its complete and accurate definition, and making sensory connections to it, students can better retain the meaning of the word. All of the skills that are included in the Student VOC Strategy contribute to students’ having a richer and more authentic connection to the concepts being studied. This increases the likelihood that the student will remember the definitions of these words. This strategy works with my specific students, as they can each choose how they want to connect the word or remember its meaning according to their particular learning styles. Also, the activity is scaffolded so that my students are not simply looking up a word’s definition, writing it down, and then moving on. This strategy forces my students to have a better interaction with each vocabulary word that they encounter in the assigned passage.
How does it work?
1) I will assign students a passage to read from The Writer’s Craft (pp. 142-151) (Blau, Elbow, Killgallon, & Caplan, 1998).
2) I will share the key vocabulary words from this passage with students. This vocabulary is: argument, point of view, social action, connotations, debate, freewrite, brainstorm, and controversial.
3) Students will then identify unfamiliar terms on the list and learn the meanings of these terms by using the VOC strategy:
· Students will write down the sentence in which the word is located.
· Students will write down a prediction about the word’s meaning.
· Students will consult with an “expert” (either a peer, the teacher, or another reputable source) for the actual definition of the word.
· Students will use the word in a sentence of their own.
· Students will then choose one of the following ways to help remember the word’s meaning: draw a picture of what the word makes him or her think of, act out a performance of what the word means to him or her, or connect the word with something similar that he or she has heard (either a story, a news report, or a song) through writing.
Sources Referenced: Billmeyer & Barton, 1998; Blau, Elbow, Killgallon, & Caplan, 1998
What it looks like:
Name__________________________________
Directions: Answer the following questions for EACH vocabulary word that is unfamiliar to you as you read p. 142-151 in The Writer’s Craft textbook.
Vocabulary Word: argument
1) Write the sentence in which this word appears in the text:
"Examine a controversial issue that interests, concerns, or angers you and write an argument that presents both sides of the issue." p. 142
2) Predict what this word means:
3) Consult an “expert” for the actual definition (i.e. a friend, your teacher, a text resource). Expert:
www.dictionary.com
Expert’s Definition:
"an address or composition intended to convince or persuade; persuasive discourse"
"an address or composition intended to convince or persuade; persuasive discourse"
4) Use this word in a sentence of your own:
I wrote an argument to justify why I believe we should not have homework in my math class.
I wrote an argument to justify why I believe we should not have homework in my math class.
5) Complete one of the activities mentioned below to help you remember the word’s meaning:
· Draw a picture of what the word means to you
· Perform a miming action that the word reminds you of
· Write down a connection between the word and something that you’ve seen or heard (i.e. a story, a news report, or a song).
6) Explain why you chose this activity to represent what the word means to you:
