ctn jeopardy!. first round vocabulary 100 the analysis and structure of words that can be broken...
TRANSCRIPT
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CTN Jeopardy!
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First Round
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Vocabulary
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100
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The analysis and structure of words that can be broken down into chunks for meaning
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200
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prefix, suffix, root words
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300
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You can use word walls, posters, pictures, magazines, and labels
on items to promote this
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400
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This vocabulary strategy helps students infer word meanings from context
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500
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Vocabulary term, visual representation, definition and non-example
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Pre-Reading
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100
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Identifying text structures, making
predictions, brainstorming,
interpretation of text graphics
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200
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Students do this in order to make connections to text, self, and
world
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300
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This expository text structure tells how to do something or presents
a series of events in order
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400
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Its purpose is to inform, explain, or persuade
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500
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Involves direct instruction of the strategy, modeling, guided practice, and
supported and independent application
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During and Post-Reading
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100
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A note-taking strategy that helps students organize information in an orderly fashion
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200
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Preview, Click and Clunk, Get the Gist, and Wrap-up
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300
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Think about your teaching, choose issue, plan inquiry, do, revise
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400
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In this during reading strategy, students actively take notes by using symbols
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500
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Note-taking, Journal Writing, Quick Writes, Learning logs, and Exit slips
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Assessment and
Modification
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100
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A synopsis of a child’s affect, interests, learning styles and interactions in a
learning environment
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200
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Campbell Interest and Skill Survey
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300
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This form of assessment occurs ongoing throughout a unit or lesson
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400
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Pre, during and post assessment of students’ uses of strategies needs
to focus on this
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500
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Offered within boundaries, imply responsibility and a time period, and
a student commitment
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Second Round
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Acronyms
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200
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LINK
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400
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QAR
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600
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PLAN
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800
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SCUBA
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1000
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THIEVES
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Graphic Organizers
and Strategies
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200
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Allows students to organize historical content by pulling out facts, problems, solutions, changes, and what happened
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400
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In this graphic organizer, students extend their vocabulary knowledge
through the use of analogies
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600
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This pre-reading strategy encourages students to imagine themselves
within the context of a photograph, and to personalize their perceptions
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800
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Gathering evidence, asking questions, recalling facts, inferring, drawing
conclusions, and skimming
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1000
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This is a “front-loading technique” that guides students through the chapter by highlighting
important features of the text
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Big Ideas
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200
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To do this, as we read, we are interactive, strategic and adaptable.
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400
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Features in this kind of text that we teach students to use include: headings, captions, illustrations, diagrams and features, charts,
graphs and tables, bolded and italicized text, and the glossary .
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600
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Something these students do: they sometimes acquire the meanings of words less quickly, might interpret
meanings literally and miss the nuances, might lack an understanding
of how words make meaning together, and might have challenges
remembering words.
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800
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To do this, we consider students’ traits, including: culture and language backgrounds and
experiences, the big ideas in the content, and how students can be
most successful.
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1000
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This is a project you can design and carry out by systematically gathering information to
learn more about the effects of your teaching on students and their learning.