Vocabulary+Self+Awareness+Chart

=Strategy Name: Vocabulary Self Awareness = = =

Strategy Description:
 Vocabulary self awareness is a pre-reading strategy that moves over into a during reading strategy as the student dives into a text. The chart creates an awareness in each student as to how familiar he/she is with vocabulary that will be encountered in the text. Then as the text as read, the student can revisit the vocabulary chart and revise entries based on a growing understanding of the vocabulary.

Course:

 * Applied Communications--a 9 week course to support reading and writing
 * 5 classes of 28-30 students
 * 7/8 grade
 * Classes include regular education students, special education students with IEP goals in reading and writing, instructional learning disabled students, gifted, and English Language Learners. 
 * Any content area class as it addresses vobulary critical to comprehension.

Rationale:

 * Vocabulary can be crucial to comprehension.
 * The chart allows for modification and adaptation (for high and low learners).
 * The chart creates an awareness which helps my middle school students become independent.
 * Students will work with the vocabulary as they read, not just before or after reading.

<span style="font-family: 'Comic Sans MS', cursive;"><span style="font-family: 'Comic Sans MS', cursive;">Diverse Learners:
<span style="font-family: 'Comic Sans MS', cursive;">This strategy really does not address a huge variety of learners. It is primarily visual as the student records the vocabulary information on a chart. Because of this, the strategy will require some adaptations--see **potential issues** below.

<span style="font-family: 'Comic Sans MS', cursive;">Procedure:

 * 1) <span style="font-family: 'Comic Sans MS', cursive;">Teacher identifies target vocabulary for the lesson.
 * 2) <span style="font-family: 'Comic Sans MS', cursive;">Students put the vocabulary words into the chart and they rate how well they understand the word.
 * 3) <span style="font-family: 'Comic Sans MS', cursive;">If the student is very comfortable with the word, it gets a plus. If the student is unsure, it gets a check. If the word is new to the student, it gets a minus.
 * 4) <span style="font-family: 'Comic Sans MS', cursive;">While reading the assigned text (together or alone), the chart gets updated with new/changing information.

<span style="font-family: 'Comic Sans MS', cursive;">Potential Issues:

 * <span style="font-family: 'Comic Sans MS', cursive;">Vocabulary lists may need to be modified for special education students.
 * <span style="font-family: 'Comic Sans MS', cursive;">Find a way to tie this into word wall or use the vocabulary in an end of the unit project.

<span style="font-family: 'Comic Sans MS', cursive;">References/Materials:

 * <span style="font-family: 'Comic Sans MS', cursive;">**Strategy from:** Fisher, D., Brozo, W.G., Frey, N., & Ivey, G. (2007). //50 content area strategies for adolescent literacy//. Upper Saddle River, NJ: Pearson.




 * In binder:**
 * 1) <span style="font-family: 'Comic Sans MS', cursive; background-color: #ffff00;">Vocabulary awareness chart ||