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Vocab Builders-Use Context Clues to Define Words, Identify Synonym/Antonym & Part of Speech

This class teaches students to use context clues to define vocab w/in interesting text.We explore each vocab word and identify its antonym/synonym counterpart.Students write a definition in their own words and identify the part of speech.
Teacher Jessi-Master's Degree, Certified D.T.
Average rating:
5.0
Number of reviews:
(79)
Class

What's included

2 live meetings
50 mins in-class hours per week
Homework
*Is there homework? Learner-directed or responsive to current events. In other words, if we do not complete all classroom materials, I inform students that they can (a) complete the material as homework and post it to our class page (b) keep whatever they did complete because we will finish it in the next class, or (c) it's up to them because we will not revisit it in class.

Class Experience

US Grade 4 - 6
*WHAT PROBLEM IS SOLVED? WHAT SKILLS ARE ADDRESSED?
       Problem - Students struggle to use context clues to define vocabulary; thus, decreasing comprehension and critical thinking. Additionally, oftentimes students are unable to use their own words to express their understanding of specific words or groups of words. 
       Solution - Teach students how to use context clues appropriately to define vocabulary. Deep dive into words & familiarize kids with the words synonym/antonym.  Use fill-in-the-blank and write-your-own activities to keep students engaged and focused. 
       Skills - Closely read fiction and non-fiction text, use context clues to define vocab. Become confident with writing definitions, identifying synonyms/antonyms, and parts of speech. Be able to pick the "best word" to use in a variety of sentences. 

*PLEASE PROVIDE A TOPIC SUMMARY OF THE CURRICULUM.
       We read non-fiction and fiction texts such as original and classic short stories, history, science, poetry, and stand-alone sentences.
Week of Aug. 6:Fiction-radiant, alluring, asunder, amicable, iota, oration.
                            Fiction-devious, delectable, confiscated, momentous, sulked, devoured. 
Week of Aug. 13:Non-Fiction-monumental, fierce, dwindling, urged, resistance, brilliant. 
                             Non-Fiction-navigate, entrench, surprise, wreaked, havoc, casualties.
Week of Aug. 20:Fiction-aspirations, traverse, studious, pursue, obtaining, confided.
                              Fiction-imminent, propulsion, transmitted, excavating, endeavors, determination.
Week of Aug. 27:Non-Fiction-endure, impact, proclamation, defeat, resist, symbolize.
                             Non-Fiction-inspire, spirit, remains, delicious, myth, honor.
Week of Sept. 3:Fiction-decide, theme, decorate, invitation, exclaim, detail.
                            Fiction-disappoint, upset, gloomy, think, ornate, definitely.
+At the end of the 14th class, material recycles to the beginning. 


*BRIEFLY DESCRIBE THE CLASS EXPERIENCE.
       Every class has an established framework - students understand why they are in this class. It's clear what they can expect to learn and why those skills are valuable. Within that frame, However, I encourage spontaneous learning and interaction. A fun, relaxed, and predictable classroom environment primes students to learn.  
       I begin class with greetings and student check-ins. Next, I briefly state our areas of focus. I ask that students bring assigned printables and a pencil to class. However, I screen share the text and annotate so that students unable to print the materials are engaged fully. Then we complete a group read in which I verbally scaffold learning and encourage students to ask questions and think critically. After each piece, I use discussion and worksheets to check for comprehension - students need to understand what they read to identify parts of the whole text - i.e. use content to define unknown vocabulary. Finally, we use a graphic organizer to record unknown vocabulary words and corresponding definitions. My goal is to define 6 words per class. However, this number may be adjusted to best meet the needs of my learners.

*WHAT WORDS DESCRIBE YOUR TEACHING METHODOLOGY AND STUDENTS' LEARNING METHODOLOGY? 
group learning & discussion, differentiated instruction, scaffolded lecture-based instruction, individual learning 

*WHAT WORDS ENCAPSULATE YOUR TEACHING STYLE?
intuitive, balanced, creative, systematic, practical, inclusive, warm, humorous,  purpose-driven, self-assured, well-spoken, flexible, eager, optimistic, relaxed, engaging, genuine
 
*IN WHAT WAYS DO STUDENTS' INTERACT WITH THE TEACHER AND THEIR PEERS?
       This class is interactive, but I do not demand participation from students who are less comfortable speaking aloud. Student volunteers take turns reading aloud the text and defining vocabulary independently or with teacher assistance. I use screen-sharing and scaffolded lectures to encourage discussion and group problem-solving. We complete the graphic organizer (i.e. words and definitions) as a class.

*WHAT DO YOU EXPECT FROM STUDENTS?
       I expect students to respect themselves, their classmates, and the teacher by following classroom rules and staying on task. I expect students to participate and engage to their own best ability. 
       Learning is an imperfect process - working hard and having a sense of humor are essential. I do not expect cookie-cutter perfection from students. I do want their best effort.

*FINAL THOUGHTS.
       I aim to teach a "just-right" class (not too busy and not too relaxed - not stagnant and not unpredictable) in which students feel comfortable asking questions, engaging in discussion, and, most importantly, enjoying the feeling of pride that accompanies learning a new skill. Overall, I create a fun environment of hard work and productivity. 
       I carefully and purposely choose texts and printables and promote quality of learning and instruction above all else. In other words, worksheets are important support materials that I use with purpose; thus, not every printable will be fully completed all of the time. Please note that the learning goals remain consistent throughout the entire session, but the text materials and teaching methods may be adjusted slightly in order to best meet the needs of each student/group section. 
       lt is my policy to wait in an empty - late arrival, absence -  classroom for 5 minutes before leaving. Classes do continue with the minimum of one student enrolled:-) 

Thank you for including me in your student's learning journey! 
Teacher Jessi, B.A., M.S., D.T., Certified Evaluator

Other Details

Supply List
-class printables (listed on class page)
-pencil
-ONE of the following: crayons, colored pencils, highlighters, or markers
External Resources
Learners will not need to use any apps or websites beyond the standard Outschool tools.
Sources
I ask for students to print the worksheets and bring them to class (along with a pencil and highlighters). You can find the necessary worksheets and other printables on the class page.
5.0
79reviews
Profile
Teacher expertise and credentials
**AS OF MAY 1, 2024 I AM TAKING A TEACHING SABBATICAL FOR BOTH GROUP CLASSES AND 1:1**
I am passionate about teaching children to make meaning out of the text by exercising their comprehension and analytical abilities, developing language skills, improving memory, and expanding their understanding of the world when they comprehend the written word. When I get to be a part of the process of children coming to understand the text and its meaning, I feel fulfilled as an educator and know that these are valuable life skills.
     I have spent the past 13 years studying executive functioning and organizational abilities in young children, middle schoolers, and high schoolers for professional and for personal reasons. I have been fortunate enough to attend several professional conferences focusing on the connections between neurodevelopment and paying attention, organizing, planning, prioritizing, task initiation, understanding different points of view, regulating emotions, and self-monitoring (keeping track of what you are doing). My knowledge deepened when, in 2020,  I began working as a study skills and executive functioning tutor. 
      My Bachelor of Arts in English Literature and Master of Science in Child Development allow me to design developmentally appropriate lessons optimized for student success. Twenty-four years of combined experience teaching in public school, tutoring, and being a licensed Pediatric Developmental Therapist has given me tools to educate ages 3 through 18. Additionally, working as an online ESL teacher has equipped me with the skills and knowledge necessary to engage students in a virtual classroom, use digital material and master a variety of live online applications. 
       When not teaching, I'm busy being a mom to my three children. During my free time you'll find me engrossed in one of my favorite hobbies: foster animal care, loom knitting, tap dancing, or planting in my garden. You will always see me with a book:-)

Reviews

Live Group Class
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$18

weekly ($9 per class)
2x per week
25 min

Completed by 22 learners
Live video meetings
Ages: 9-12
1-10 learners per class

This class is no longer offered
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