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LC Module: WordTech Connections

“The importance of direct vocabulary instruction cannot be overstated. Vocabulary provides essential background knowledge and is linked to academic achievement.” (Marzano, 2014)
“Research conducted in the past ten years reveals that vocabulary knowledge is the single most important factor contributing to reading comprehension.” (Laflamme, 1997 as stated perfectlearning.com, n.d.)
“Challenging and strategic games provide a forum for initiative and leadership, reasoning, and problem-solving and is a great way to memorize information. They make learners focus and concentrate, which are essential ingredients in developing creative thought.” (US Dept. of Human Services, 2013)

30 MIN

GC128 – WordTech – Word Search Mystery Relay Game

GC128-S6 – Word Search Mystery Relay Game – As directed, before beginning the reading assignment, Relay Teams will be established.  Alexa or Instructor will guide a team to conduct a “Word Preview” by searching the text or reviewing a ready-made list of terms and definitions.  These terms will be used as the basis for creating a Word Search puzzle, using a Word Search Grid.  Relay teams will be directed to replicate their Word Search document onto a large poster.  Cover with clear laminate paper for multiple use, if available.  Another poster board should be used as a cover sheet, before the game begins.  Next, each team will create a Term Table by laying out the definition cards in rows on a flat surface that accompanies their poster. Last, teams will challenge each other in completing each other’s Word Search poster and locating the accompanying table card definition, in an established time period.  All game prep instructions, rules and resources are available in the Word Search Mystery tool.

10 MIN

GC127 – WordTech – Word Search Mystery Exchange Game

GC127-S4 – Word Search Mystery Exchange Game – As directed, before beginning the reading assignment, Alexa or Instructor will guide students, individually, with a partner, in a small group and/or class, to conduct a “Word Preview” by searching the text or reviewing a ready-made list of terms and definitions. These terms will be used as the basis for individually creating a Word Search Puzzle, using a Word Search Grid.  Students will exchange their puzzle creation with an opposing partner or team.  A timekeeping device will be used to determine who solves the puzzle the fastest.  A Player List is created by listing the name and finish time per participant, in preparation for the upcoming Definitions Tournament. In a Definitions Tournament, the players will draw a term and provide a definition to prevent elimination, in hopes of being the last person standing.  (Upon completion, if more than one player remains in good standing, after all terms have been played, the Player’s List will be referenced. The list will determine the champion by providing who previously solved their puzzle the fastest.)

30 MIN

GC126 – WordTech – Crossword Exchange Game

GC126-S5 – WordTech – Crossword Exchange Game – As directed, before beginning the reading assignment, Alexa or Instructor will guide students, individually, with a partner, in a small group and/or class, to conduct a “Word Preview” by searching the text or reviewing a ready-made list of terms and definitions.  These  terms and definitions will be used as the basis for creating a Crossword Puzzle, using the Crossword Puzzle Grid provided. Students will exchange their puzzle creation with an opposing partner or small group.  A timekeeping device may be used to determine which individual/team can solve their puzzle the fastest.

30 MIN

GC125 – WordTech – Toss the Word Game Day

GC125-S4 – WordTech Toss the Word – After a four-step preparation process, and sharing of rules, Alexa or Instructor will guide students in preparing for the Toss the Word Game by dividing into teams, and selecting a Game Prep Facilitator, per team.  Each team will receive a portion of the terms, to create three small playing term cards, and a 11” by 17” term sign,  for each term received..  Then, Alexa and Instructor will have each team member draw their team roles – Score Keeper, Game Monitor, Time Keeper, Team Member or Substitute.  Next, each team member will draw their Team Task Card, which will indicate their task during play (Clue Giver or Clue Receiver). and their turn.  Last, Alexa or Instructor will provide the first-round set-up process and rules of the game.

30 MIN

GC124 – WordTech – Matching Game

GC124-S3 – Matching Game – In a simple three-step process, before reading, Alexa or Instructor will guide students in the process of setting up and playing the Matching Game.  First, students will secure a list of terms and definitions. Then, proceed to write each term on a 2 by 4 inch card, with the definition on a separate card.  Next, each team will shuffle their cards and lay them on a flat surface, in two or more rows. The rules of the game will be provided, and the game will ensue.  When a match is completed, player will restate the definition, in his or her own words, remove the matching cards from play, and receive one point.  The player or team with the most matches is the winner of the game.

20 MIN

GC123 – WordTech – Speed Pic Charades

GC123-S4 – WordTech Speed Pic Charades – In playing Speed Pic Charades, as directed for study purposes, Alexa or Instructor may have students first create their own set of Tech Term Flash Cards, by writing each new term and definition on the front of a 3 by 5-inch index card.  Then, students will draw a simple picture of the term on the back of the card, using stick people for their pics.  Next, Class Tournament Teams will be created.  For the Class Tournament, each individual term will be put on square, and placed in a container.  A flip chart, scoresheet and timekeeping device will be secured.  Alexa or Instructor will provide the rules of the game.

20 MIN

GC122 – WordTech – Word Discovery Tool

GC122-S3 – WordTech Discovery – Word Discovery involves some word manipulation by associating with prior knowledge as a last step to create a strong, long-lasting connection.  In a simple process, before reading, Alexa or Instructor will guide students, individually, with a partner, in a small group and/or class, to conduct a “Word Preview” by reviewing all the new vocabulary words.  After discovering the book’s definition, for the last step, students will complete a sentence sharing a reminder or memory that personally aligns with each definition. (Infusing summarization can increase student achievement by 33% – Marzano, Pickering and Pollack). (Option – Reading Journal Entry)

20 MIN

GC121 – WordTech – Visionary Tool

GC121-S4 – WordTech Visionary – In a four-step process, Alexa or Instructor will guide students, individually, with a partner, in a small group and/or class, to conduct a ”Word Preview” by scanning the reading material and writing down each new term on a separate index card (or left column of notebook paper, folded vertically).  Next, students will be directed to write a common definition of the term.  Then, write the definition again, in the context of the lesson, and identify something similar or familiar to the term.  Last, students will be directed to create a Vocabulary Visionary File by drawing a picture of the definition on the backside of each card (or right column of their paper). (Infusing Graphic Organizers and Pictures– 27% increase in student achievement – Marzano, Pickering and Pollack). (Option – Reading Journal Entry)

10 MIN

GC120 – WordTech – Reword Tool

GC120-S3 – WordTech Reword – In a simple process, before reading, Alexa or Instructor will guide students, individually, with a partner, in a small group and/or class, to conduct a “Word Preview” by reviewing all the new vocabulary words.  After discovering the book’s definition of the new vocabulary words, student will review and summarize in their own words, noting the context of how it is being used within the reading lesson. (Infusing summarization can increase student achievement by 33% – Marzano, Pickering and Pollack). (Option – Reading Journal Entry)

Achievement Points - The gears located on each module provide some research specifics why the strategy used in each module raises student achievement. You can click on the gear to read and click on the gear again to eliminate the research box retrieved. For more citation reference information, please refer to the Learning Connect Research Resource Guide in the left hand column of this website.