The 'Words of the Week' are bi-weekly exercises are designed to increase vocabulary across all subject areas, improve grammar, enhance writing, boost critical thinking skills and prepare students for Common Core, FCAT, EOC and SAT/ACT/PERT Testing.
Week one strategies are introduced through the Reading and English Language Arts Department Monday - Friday. Students will be given 15 vocabulary words via Literacy Coach WORDS OF THE WEEK (WOW) to be discussed and reviewed by All Reading and English teachers. The teachers will review the words, the definition(s), antonym, synonym, and parts of speech and may choose to create note cards for each word.
Week two strategies are infused throughout the other departments namely: Social Studies, Science, CTACE, Unified Arts, World Languages, Reading and ELA.
WORDS IN CONTEXT (Mon. – Wed): Students will complete Words in Context divided between 3 departments, each responsible for 5 words. The departments are as follows: Social Studies, Science and CTACE.
To complete the answer for Words in Context questions, first read the entire sentence, and then focus on the word closest to the blank and determine the correct answer’s of speech. Identifying the answer’s part of speech will allow you to narrow the word list down to a few possible answers. For example:
· If a noun precede the blank, then the answer is likely to be a verb.
· If an adjective preceded the blank space, then the answer is most likely a noun.
· Articles such as a, an, and the can also precede nouns, but you must look at what follows the blank to determine what type of word the answer will be.
SENTENCE COMPLETION (Mon. – Wed): Students will work on SENTENCE COMPLETION exercises via Unified Arts Department.
The main thing about sentence completion is that the answer must show you understand the meaning of the word. Look for clues in the sentence to help determine the meaning.
PREFIXES/SUFFIXES/ROOT WORDS (Mon. – Wed): Students will work on Prefixes/Suffixes/Root Words exercises via World Language Department. (See explanation and sample below).
To identify an answer, first consider the definition of the given word and how it relates to the topic of the sentence provided. Then, look over the prefixes and suffixes to select the one that creates the proper part of speech and usage for the context of the answer.
CRITICAL READING (Thursday and Friday): – Students will complete a short Critical Reading (3 – 5 paragraphs in length) followed by 5 questions via English and Reading Departments. Reading and English Teachers on Friday will then review the Critical Thinking text, model critical thinking and literacy strategies, scaffold for background knowledge, and review student answers.
Reading questions generally fall into three categories (Narrative and/or narrative information text):
(1) Identifying the main idea or the author’s purpose. Generally, the question will ask. “What is this selection about?
In some passages, the author’s purpose will be easy to identify because it is clearly stated within the first few lines of the text. However, other passages might not be so easily analyzed because it may include: complex sentences, inverted sentences (subject at the end of the sentence) or elliptical sentences (words missing). The reader must read one sentence at a time (read like a detective) and re-phrase or paraphrase (in own words) to gather the gist.
(2) Identifying the stated or implied meaning. What is the author stating or suggesting?
The literal meaning of a text does not always correspond with the intended meaning. To understand a passage, fully, readers must determine which meaning, if more than one, is the intended meaning of the passage.
(3) Identifying the tone or mood of the selection. What feeling does the text evoke?
To answer these types of questions, readers must look closely at words and their connotations (their “hidden” meaning; their indirect implication).
BRINGING IT HOME (Friday):
Students are encouraged to utilize the sample note card format to record their learning. Utilizing these flash cards will be helpful in their preparation for the SAT and ACT.