Navigating the Core Curriculum - Toby J. Karten

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the debate, the teacher displays a word wall with an A–Z vocabulary list and asks students to select words and write a paragraph that demonstrates understanding (see figure 2.9). The A–Z listing offers students a way to plan and collect their thoughts. Students can also branch out with words other than nouns and add prefixes and affixes. After completing the list (there does not have to be a word next to every letter), students can use their words to generate a paragraph about the Federalists. The reproducible “A–Z Vocabulary List” (page 37) provides a blank template of a vocabulary list teachers can adapt to any lesson.

       Figure 2.9: Federalist word wall example.

      Grade 10 Vocabulary Lesson on Global Warming

      Sometimes lessons require warm-ups, including this one on global warming. Structural analysis and word identification require specific, discrete steps. Teachers can strengthen vocabulary identification with structural analysis and academically engaging activities. In this lesson on global warming, the teacher includes guided questions, multimedia presentations, and technology tools.

       Identify Knowledge

      Students may have an interest in global warming but be turned off during instruction due to the complexity of the words. In this lesson, the teacher instructs students how to break up the multisyllabic words into their parts with structural analysis, syllabication rules, lessons about consonant blends, and so on. Students complete the tasks and answer guided questions so the teacher can identify student strengths and weaknesses, as shown in figure 2.10.

      The teacher also gives students National Geographic’s (2016) global warming quiz (http://on.natgeo.com/1hfGRSW) to help assess their prior knowledge.

      Teachers can strengthen vocabulary identification with structural analysis and academically engaging activities.

       Intervene

      The teacher offers the following interventions to enliven the vocabulary with visuals, music, and study skill tools. These interventions engage students, pushing them to learn more. Some online and print articles and multimedia presentations the teacher offers include the following.

       Figure 2.10: Global warming words and questions.

      ➢ Students read the online article, “What Is Global Warming?” (National Geographic, n.d.; http://on.natgeo.com/2dxH7CG) to provide additional information with digital formats, with the text-to-speech feature activated. The teacher asks students to highlight key vocabulary using digital tools or prints out the article for students to manually highlight the terms.

      ➢ The teacher shows clips from Al Gore’s (Guggenheim, 2006) video An Inconvenient Truth (www.pbs.org/now/shows/304) while referencing key vocabulary.

       Ensure Internalization

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