Cognitive Content Dictionary (CCD)

Post date: Oct 04, 2017 9:30:28 PM

My name is Joelle Nelson and I am the building leader for GLAD strategies. I am available to help you modify your lessons and assessments. GLAD strategies are not only for ELL students but also for all your students. I find that I have more fun teaching when I use GLAD strategies and students love it; GLAD has transformed the way I teach.

If you want more information or you want help implementing GLAD into your classroom, please email me:

nelsonj@isssaquah.wednet.edu

Here is more information on the GLAD strategy I presented at the staff meeting today in case you are interested.

Cognitive Content Dictionary -or- Picture Dictionary

Why do it?

• Metacognition (prediction of word meaning – students must tell which clues their team used for making the prediction)

• Discovery of misconceptions (through the predictions)

• Builds high-level vocabulary

• Aids in comprehension

• Teaches parts of words/origins

• Picture dictionary generally for younger students

• Oral practice – repetition, repetition, repetition!

How?

1. Teacher selects word from unit vocabulary. (This word becomes the signal word for the day)

2. Students predict the meaning of the selected word in groups (10/2). They must explain the basis of their prediction. (“What clues did your team use?”)

3. Teacher uses synonym and a gesture (TPR) to create signal word. Use signal word for transitions during the day.

4. Next day…reveal definition and do word study.

5. Draw a sketch that represents the word and have ELL students translate the word into their native language.

6. In groups, students use the word in an oral sentence.

7. Make sure each new word, prediction, meaning and oral sentence is color-coded.

Differentiation

• Create sentence stems to support group discussion.

  • I predict that __________ means ___________.

• Use picture file cards to add to sketch on the second day.

Variations

Stumper Words

• Use at least one week into unit, after students have been exposed to many new words from input strategies.

• Teams scour the room looking for a word they think nobody knows.

• Write all words on Cognitive Content Dictionary word column. If someone in the class can define the word, it is not a stumper.

• If nobody can define the word…that team earns 5-10 team points.

Student Selected CCD Word

• Done after class has explored stumper words. Students select from that list of words.

• Class votes on the word they want for the day.

• Follow process for Cognitive Content Dictionary.

Credit: Martha Rapp Rudell/Brenda Shearer