Building Block Cards
Building Block Cards
Levels PK-12 Content - Any
This activity (adapted from Zwiers, 2008) reinforced the concept that different kinds of words are needed to "build" academic understanding. Students use domain specific "brick" vocabulary cards and tier 2 "mortar" words to kinesthetically build understanding. (Seidlitz, 7 Steps, p.138)
READ
READ
Dutro and Moran (2003) highlighted the idea that there are two types of academic language from each lesson:
1. the key terms or "big idea" vocabulary (content specific words knows as tier 3)
2. the academic words that surround the key terms (non content specific, known as tier 2).
Content words are often in bold and are addressed by the teacher. Non-content words, however, are more general yet still critical to make meaning. They include transition words like because, in order to, based on... These word are often abstract, so the best way to learn them is to use them to connect concepts.
PLAN
PLAN
Materials:
sentence strips for mortar words
5 index cards for brick words
Directions:
List up to 5 key vocabulary words (content specific "brick" words).
Students, in pairs or groups, record each term on a index card with a marker, adding a picture if needed.
Student organize the brick cards in a way that makes sense to them.
Student then discuss what words or phrases could be used to link the words (you may offer a word bank for these "mortar" words.
Student write the chosen words and phrases on sentence strips as "mortar" and cement the brick cards together into a written/gli
EXAMPLE
EXAMPLE
WATCH
WATCH
In which phases of the instructional model might this strategy be used?
In which phases of the instructional model might this strategy be used?
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