Using a Generative Vocabulary Matrix in the Learning Workshop

Autor/in	Larson, Sue C.
Titel	Using a Generative Vocabulary Matrix in the Learning Workshop
Quelle	In: Reading Teacher, 68 (2014) 2, S.113-125 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0034-0561
DOI	10.1002/trtr.1281
Schlagwörter	Learner Engagement; Vocabulary Development; Learning Experience; Reading Materials; Matrices; Concept Formation; Scaffolding (Teaching Technique); Knowledge Level; Teacher Collaboration; Student Motivation; Learning Activities; Discussion (Teaching Technique); Workshops + Suchen Sie Ihr Suchwort? Wortschatzarbeit; Lernerfahrung; Matrizenrechnung; Concept learning; Begriffsbildung; Wissensbasis; Lehrerkooperation; Schulische Motivation; Lernaktivität; Lernwerkstatt; Schulung
Abstract	As teachers organize classroom schedules to meet curricular demands and time constraints, they strive to seek ways to motivate and sustain student engagement in quality vocabulary instruction, enjoyable learning experiences, and interesting informational books. This article addresses these concerns and describes a vocabulary acquisition strategy called the Generative Vocabulary Matrix (GVM). The GVM is an interactive concept organizer that scaffolds student engagement in meaning-making discourse to develop background knowledge. Teacher teams applied research on motivation and literacy to design a disciplinary science unit using a GVM as a tool for supporting conceptual understanding within a Learning Workshop context. Because learning activities resembled the language and practices that experts actually use in their field, including drawing from a richly structured schema, the GVM supports a disciplinary literacy approach for young learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10