Choose a graphic organizer or concept mapping activity from Adolescent Literacy. This activity should also be student directed. That is, learners should be developing maps, not just filling in pre-drawn organizers. Think of this activity as a way for lear

The primary theme of the paper is Choose a graphic organizer or concept mapping activity from Adolescent Literacy. This activity should also be student directed. That is, learners should be developing maps, not just filling in pre-drawn organizers. Think of this activity as a way for lear in which you are required to emphasize its aspects in detail. The cost of the paper starts from $79 and it has been purchased and rated 4.9 points on the scale of 5 points by the students. To gain deeper insights into the paper and achieve fresh information, kindly contact our support.

Concept/Vocabulary Development

Context:

Common Core Standards and text exemplars emphasize the acquisition and use of increasingly difficult vocabulary as a central means to developing deep understandings of complex concepts. Our readings tell us that there is a close association between vocabulary acquisition, readings scores, and academic achievement. And adolescents will encounter almost 90,000 new “words” (in our context, “vocabulary” includes both single words and also phrases—those terms that identify important concepts, information, and factual knowledge [even the names of people, places events] in our academic or professional fields).

So, how do we support learners in acquiring and using this conceptual vocabulary? In this assignment, we focus on student-directed activities in which they acquire and use vocabulary that they choose.

Directions

For each of the three activities below, write out the directions as you will give them to students when you first introduce these activities. You want to make the directions engaging, clear, straightforward, and focused. The directions must also anticipate likely difficulties that students might run into, so that they can use these as a reference guide as they get into the activity.

Part One—Teacher-Directed Vocabulary/concept Instruction

Choose: 5 “Headwords” from our “Academic Vocabulary List” (in the Assignment Folder) that are

technical terms. That is, they represent concepts specific to your field.
important to your unit.
unfamiliar to your students, or likely to be.

Part Two—Student-Directed Vocabulary/concept Acquisition

Choose an appropriate vocabulary activity from those discussed in Adolescent Literacy or one in our BB readings. By “appropriate” I mean that students should be able to choose words to learn independently, in which they have some choice over content and direction. Choose one that you think would work well in your content area for the students in our case-study class.

Part Three—Concept Development and Organization

Choose a graphic organizer or concept mapping activity from Adolescent Literacy. This activity should also be student directed. That is, learners should be developing maps, not just filling in pre-drawn organizers. Think of this activity as a way for learners to begin organizing the concepts that they have acquired—connecting them to each other and identifying ways that they relate to each other.

Reflection

Write out how you will integrate these activities into the class’s work. Consider the following elements:

Engagement

What will you do to make sure that students are actively involved in meaningful activity with the vocabulary?

Repetition

What will you do to help students have the 8-10 meaningful interactions that they need to “acquire” a new term?

Assessment

How will students engage in meaningful self-assessment to identify progress & direction?

How will you assess students’ progress and suggest direction?

How will this activity “count” towards the students’ quarterly grade in a way that does not undermine its student-directed emphasis?

Choose a graphic organizer or concept mapping acti