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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.
What will you do to make sure that students are actively involved in meaningful activity with the vocabulary?
What will you do to help students have the 8-10 meaningful interactions that they need to “acquire” a new term?
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?