Vocabulary Word Maps

Ms. Leom started teaching us one strategy for developing our vocabulary. She uses a vocabulary word map. Like most of our learning, she didn't just hand us the paper, and say, "do this". She walked us through the steps and did one with us.

First, she showed us how to determine what words we will look up. She doesn't choose the words, WE choose the words WE need to learn!

Next, she showed us how to use our dictionary app. She mirrored her dictionary app from her iPad onto the big board and took us step-by-step.

When it came time to talk about synonyms, she pulled a game out of her pocket! She had an app, called "Heads Up". You hold the phone on your forehead. All the students give (yell) hints and mime, and she tries to guess the animals based on the hints. Synonyms are like this game, because you need different words that mean the same thing, but can't be word parts. After she was horribly bad at the game (she guessed every other animal but elk), and she promised we could play another time, because two minutes wasn't nearly long enough, we got back to the learning.

If you can't see, anyone and everyone is invited to come sit or work closer. "What do you need to be successful?" Let's do that!

Just another responsible learner doing what it takes!

 Ms. Leom walked us through each section. We did it together. Please forgive her illustration of the largest rodent of Uruguay. In "real life", she would need to actually look it up and give it a better attempt. Also, notice she misspelled Uruguay ... that can happen, and learners should always double check their spelling.

When we finished, the class was invited to turn over their Vocabulary word map. They could choose from a Week 2 spelling word or a word from their Uruguay text to map out. Students worked, and Ms. Leom walked around the room, helping students jump the hurdles that happen when you are learning something new.