Vocabulary Workshop Level C Unit 2 Choosing The Right Word

[Violet Mcdow]

Effectiveimplementation and achievement of your instructional goals for this program require planning. There are a variety of considerations regarding purpose, time, resources, and instructional models before implementing VWIE in your classroom.

The answers to these questions will guide your planning and help you customize vocabulary instruction in your classroom to maximize student outcomes. Whether you are a one-to-one school, only have access to a computer connected to a projection device, or can only access a computer lab every once in a while, you can implement VWIE in your classroom.

VWIE offers tremendous flexibility in the use of the program resources. There are two primary implementation models: teacher-guided instruction and independent learning. The implementation model you select will inform how you assign and how students use these resources.

For both implementation models, the best practice is to begin the unit with teacher-led instruction using the Unit Passage and Definitions as resources. Using the Unit Passage, introduce the new vocabulary and teach students how to effectively look for clues (if available) for the new vocabulary introduced in the text. For example, students should look for the following clues to word meaning: definition, restatement, example, comparison or contrast, description, and synonym or antonym.

You may wish to assign all Student Practice for a unit at one time for independent learning implementation. However, if students complete Student Practice in class or as a mix of student class/small group work and homework, you may prefer to assign a single activity at a time.

* At the elementary level, Word Study is included within Student Practice. Through Word Study, students learn strategies for increasing their vocabulary and using context to ascertain the meanings of unknown words. At the secondary level, Word Study is included in Unit Review. As a result, Word Study exercises may vary.

Additional Practice is used in a variety of ways. If the program includes a focus on ACT or SAT preparation, teachers will assign the Additional Practice exercises appropriate for those standardized assessments.

Vocabulary in Context is assignable additional practice and may be used if time or instructional focus permits. The remaining additional practice does not generate a grade and is designed to be accessible for students to use at their own discretion. You may recommend that students who need additional support take advantage of the Practice Quiz and Practice Worksheet to improve their vocabulary acquisition.

Additional resources, such as Flash Cards and iWords, are provided as Study Aids for students. You may want to encourage students to take advantage of these components to improve their vocabulary acquisition.

It is important to provide students with opportunities for ongoing review of new words to store the meanings of these words in their long-term memory and can use them to comprehend the text they are reading and studying.

The academic program at the Junior School encompasses a world of knowledge in various subjects, including language arts, math, social studies, Spanish, science and music. Through engaging coursework and activities, and with the help of caring teachers, the program instills in children a love of learning.

The goal of the art department is to help students develop skills and discipline in the arts. We provide exhibit and display opportunities for the appreciation of the visual arts and encourage students to seek new areas of investigation with a variety of mediums. We strive to promote an appreciation for self-expression and an understanding of the arts and the art-making process as an integral part of the human experience.

Art in PK is a joyful exploration of media and a consolidated expression of learning in many areas. Children have daily access to art materials. Additionally, students have an art workshop period and an art lesson with the art teacher each week. We offer rich experiences in drawing, painting, printing, sculpting, ceramics and textiles.

Young students are introduced to a variety of materials and media to explore during their early years in the art studio, where they build their vocabulary and skills regarding the arts. Students are also introduced to famous artists and the importance and influence of their work. The course enables young children to develop their self-expression, confidence and appreciation of the visual arts.

Students explore the elements of art including form, line, shape, color, texture, space and value. They develop and understand the principles of emphasis, balance, variety, movement, proportion and unity. A wide variety of techniques are explored: drawing, painting, printmaking, ceramics, multimedia and sculpture. Students become familiar with different artists and different cultural artistic traditions, while cross-curricular lessons bring together science, Spanish, social studies and language arts. Students display their work in the school, and their art is used at school assemblies.

Balanced Literacy is a comprehensive program of language arts acquisition. It contains all of the components necessary for students to master written and oral communication. Areas of focus include communication, grammar, handwriting, spelling, writing and reading. Purposeful, frequent assessments ensure teachers are constantly aware of students' individual needs and progress.

Balanced Literacy begins with creating a genuine appreciation for good literature. It includes teaching phonics, grammar skills, reading and comprehension strategies, and writing forms and skills. Direct and indirect reading instruction, shared reading and independent reading experiences are provided. As students progress through the grades, literal comprehension skills are solidified, and the focus expands to making inferences, drawing conclusions, analyzing, evaluating and summarizing. Students read literature from many cultures and gain insight into their own experiences as well as the lives of others.

The literacy goals in PK focus on fostering the love of language and the development of excellent communication skills. Books are an integral part of the classroom. Each day, teachers read aloud from a wide variety of quality literature relating to curricular topics. Children are given frequent opportunities for writing and drawing as expressions of concepts or experiences. Proper pencil grip, hand strengthening and handwriting at a very basic level are also emphasized.

The language arts program in kindergarten strives to meet individual needs through whole group, small group and individual instruction. We use the Heggerty program and the Fundations Phonics program, which emphasizes phonemic awareness, phonics, high-frequency words, fluency, handwriting and spelling. Through a Writing Workshop approach, children learn the basics of the writing process. Students are introduced to a variety of genres to enhance the writing experience. They use both pictures and words to express their thoughts and ideas in written form. Throughout the year, they work on building their stamina, volume and independence when writing. Students also edit, revise, publish and celebrate their writing with their peers.

The Workshop model follows a predictable pattern, which includes a well-focused and condensed mini-lesson, a larger span of time devoted to independent writing and reading, conferencing with the teacher, and students gathering to share. In Writing Workshop, students generate ideas and determine topics that interest them for personal narrative, informational, and fairy tale pieces. Along the way, they receive guidance from the teacher, work through the process with one another, and proudly share their published work.

Words Their Way teaches students to study word patterns through weekly word sorts. Students learn to compare and contrast word features in each category, which helps to increase both spelling and vocabulary.

In Writing Workshop, students participate in teacher led mini-lessons focusing on specific writing strategies followed by student independent writing and partner/group sharing. Writers think about, draft, revise, edit, publish and celebrate their writing. Students also study mentor texts for examples of great writing. Writing units taught during the year include personal narrative stories, personal persuasive essays, realistic fiction stories and informational writing. Writing Workshop is a continuation of the writing program taught at all grade levels. Grammar, spelling, writing mechanics and vocabulary are included daily.

Reading and Writing Workshops are the backbone of the fifth grade language arts curriculum, where students are explicitly taught strategies and skills for proficient reading and writing. Reading and Writing Workshops are structured in similar, predictable ways. After daily, teacher-led, mini-lessons that focus on one or more specific reading and writing skills or strategies, students independently read and write. In reading, students read a variety of genres including: realistic fiction, historical fiction, fantasy, mystery, informational, biography and poetry. During Reading Workshop, they work on skills like visualization, prediction and inference with fictional texts, and they learn how to determine importance, interpret and synthesize expository texts. In Writing Workshop, the students focus first on narrative writing, before moving on to information writing, argument writing and literary essays. Students spend their writing classes generating topics, drafting, revising, editing, publishing and celebrating their work. Grammar, spelling and vocabulary lessons are at times introduced explicitly but more often, embedded into workshop sessions.

The library is the heart of the Junior School, where a love of learning is promoted and reinforced through regularly scheduled library classes and special literary events. It is also a hub of learning as children develop the skills necessary to identify, locate, evaluate and use information. The library provides opportunities for individual pursuit of knowledge and literature, as well as time for learning and literary partnerships and collaborative work.

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