Content area vocabulary is a key component to children’s success in the subject. Developing content area vocabulary in their students is sometimes a challenge for teachers. There are many strategies to help teachers build and strengthen vocabulary in their classroom. One strategy is a type of graphic organizer called a concept definition map. “The use of graphic organizers to organize information sometimes gets a bad rap. However, using these tools involves much more than just putting information into little boxes” (Concept/Definition Maps to Comprehend Curriculum Content, 2011). A concept definition map is a graphic organizer some teachers use in their classroom to develop vocabulary. A concept definition map is an excellent way to develop vocabulary in content areas, by expanding definitions of concepts into schema that connects to previous information learned.
What is a concept definition map?
The book used in class, 35 Strategies for Developing Content Area Vocabulary, defines a concept definition map as a “graphic organizer that shows the relationship between a concept’s definition and other information about it” (Spencer & Guillaume, 2009, p. 9). An article defined a concept definition map as a “graphic organizer that helps students to enrich their understanding of a word or concept and develop new vocabulary” (Concept Definition Map).
A concept definition map is a type of graphic organizer; more specifically, it is a concept map. As a type of graphic organizer, it visually represents the information students need to learn. Since a concept definition map is specifically a concept map, it visually shows the relationships between concepts and sub-concepts of a main topic or idea. What makes a concept definition map special c...
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Chan, C (2009). Assessment: concept map, Assessment Resources@HKU, University of Hong Kong. Retrieved from: http://ar.cetl.hku.hk/am_cm.htm#4
Concept definition map. International Center for Leadership in Education. PDF file. Retrieved from: http://www.hammond.k12.in.us/icle_reading/5%20CTE%20Reading%20Strategies/4%20CTE%20Reading%20Concept%20Definintion%20Map.pdf
Example of concept definition map. Scholastic RED Teacher Resource. p. 1. Retrieved from: http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/tr_AllConcept.pdf
Spencer, B. H., & Guillaume, A. M. (2009). Concept of definition map. 35 strategies for developing content area vocabulary (p. 9-13). Boston: Allyn & Bacon/Pearson.
Using a concept definition map. Scholastic Red Teacher Resource. PDF file. Retrieved from: http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/concept.pdf
Smith, J. J. (2002). The use of graphic organizers in vocabulary instruction. M.A ResearchProject:KearnUniversity http://www.eric.ed.gov/ERICWebPortal/search/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED463556&ERICExtSearch_SearchType_0=no&accno=ED463556
4). Students will enrich their vocabularies and improve their understanding of these new vocabulary terms in reference to the time period
...(Exhibit C, Figure 3) of Concept Definition (CD), (Vacca, Vacca & Mraz, 2011, p.256). Graphic organizers are effective tool in conjunction with sheltered instructional pedagogy to scaffold ELL students to access grade level content.
In library and information science controlled vocabulary is a carefully selected list of words and phrases, which are used to tag units of information (document or work) so that they may be more easily retrieved by a search.
The map presented is a map of California. The map shows roads, highways, regions of water, islands, street names, and landmarks. The map is from 2016. It was produced by Color-Art. INC. If I were to use this map in class I believe that it would fit into chapter 1 (Basic concepts). In chapter one we talk about GIS( Geographic information system) which is a system that layers sections for a map, in the map shown it must've used a GIS, because they would start out with the land mass, then the next layer would be the highways, then the roads, and finally the street names and landmarks. Chapter one also talks about scale,the scale on the map is one inch=.85 miles. Finally, the chapter talks about projections, the map shows is a Mercator projection.
Lesson plans are very well organized including visuals for the materials being illustrated. Academic vocabulary is addressed in many ways. For example, key concept and vocabulary words will be introduced to the students at start of lesson using building background. Students will be provided a hard copy of anticipation guide and words will be displayed on the Smart Board, too. Students will be provided with
In an effort to create a context for learning, one needs to define the language that will be used to teach a subject. So often in schools, from first grade through graduate studies, when teaching a new subject matter or concepts it is necessary to teach the vocabulary that will accompany that subject. However, we often spend little time making sure that vocabulary is learned and consequently without the prerequisite knowledge of vocabulary of learning the learning of information related to it is difficult. This need for definition of relevant language is seen in multiple sources with textbooks being on of the greatest sources of it. The books highlight, bold, or italicize critical words and provide definitions of the word or within the text or margins. This definition of terms gives the reader the knowledge basis to understand the content of what they are reading. If the books authors did not define these terms, then understanding the information they are trying to convey would be difficult.
The strategy that I created was called “Vocabulary Boards”. I created this strategy for my fifth grade science class. I used this strategy after teaching a lesson on the parts of a plant cell and their functions. I opened the lesson with a review of the animal cell from the previous week and I started to introduce the students to the new vocabulary found in the chapter. After introducing the vocabulary and reading the chapter the students were able to work with their elbow partner to research a plant cell part and it’s function. The students were able to use their research skills to find out the function of the cell part. After each group was finished researching we discussed the different cell parts. I gave the students the vocabulary board
conceptualization of the term/concept, and it also helps to show that the concept is indeed
A concept represents a symbol or a building block of a bigger spectrum; it is the basis of what the researcher wants to pursue (Foley & Davis, 2017). Additionally, concept analysis can be understood as a driving force to improve quality in practice. It further identifies unique characteristics of each concept and provides researchers with a precise operational definition of that concept. Furthermore, concept analysis can refine ambiguous concepts
When the teacher was giving instruction to the students she would point to one of the charts to help students understand and practices their vocabulary. The teacher was able to accommodate students by drawing pictures and modeling students when she was explain. For example one of the words on the vocabulary chart was (pilgrims) the teacher defined the word first with a picture to help students understand and activate their knowledge. Then she would write the definition and would use echo reading to help students develop
There is a way for visual thinkers to understand information better by making mind maps. Mind maps show the ideas, concepts and relationships between things (such as objects, actions or people/animals). These ideas and concepts are connected by lines and together they form a clear summary, but also diagramming and outlining
Students need to understand the essence of what is being said to them or presented to them during instructional periods. For students to understand what is being said to them, teachers should use graphic organizers to help students understand what is being taught to them. Teachers can also present applicable background information and content about what they are teaching. Teachers can also present information that brings the ELLs’ cultures and experiences into the curriculum and vocabulary;...
A map can be defined as a clear representation of any physical space or a place in existence. “The area depicted on maps can range from the entire world to just a neighborhood, and most maps are depicted on a flat two-dimensional plane. The purpose of a map is to describe spatial relationships of specific features that the cartographer or mapmaker chooses to represent.” (James Ford Bell Library) In using this analogy, the title, I believe, is referring to the models and representations in various areas of knowledge and not a cartographical map per se. Simplicity is the state of being simple and uncomplicated. It is widely held that the most effective knowledge is the simplest and the most straightforward, both to explain and to use, although this is not always the case. According to Ramm,simplicity embraces exactly the right details, the right difficulties, the right complexity, but because everything is tied together in the right way, you are left with a sense of clarity, and a sense that everything belongs exactly where it is. Simplicity is achieved when everything means something. (Ramm) Here it is seen that in the acquisition of knowledge, simpliticy is a good thing, ergo if a map is simplified, it must be good and useful.
Instead, EL students benefit in learning new content knowledge when an instructor methodically produces a lesson with a systematic I do you do approach; while purposely adding visuals whenever possible. Modeling content knowledge can be accomplished when the instructor writes the objective or provides an outline of what the lesson entails in student friendly vocabulary for each lesson where students can visually see. Next, the instructor should discuss what the end goal of the lesson is through hand gestures and changing the speed and tone of the voice to elaborate key concepts. Additionally, teachers should provide visual vocabulary whenever possible. Playing videos, word walls, or showing pictures of key vocabulary in a lesson will help students who struggle with differences in language grasp what is being asked of them more clearly. Lastly, instructor should show examples of projects and essays for reference. This will allow EL students to visualize the end product; allowing them to organize their ideas and