Vocabulary+Pictures

  I chose this strategy because my students struggle with vocabulary words and their meaning during reading a text. They also get stuck on a word which slows down their reading and makes them frustrated. I want a strategy that would help them move along with their reading but also give them the opportunity to go back and discuss the words that were difficult. **Courses Implemented: **  This strategy was implemented in a second grade special education math and reading classroom.   The students are able to work at their level and independently mark words that they have difficulty with and none of their peers have to know. It gives the students a visual of what they are having a difficult time with and also allows them to go back and revisit the text. It gives the students a resource throughout the year if they need it. Students draw their own connection to the word so that it makes sense to them.
 * Vocabulary Pictures **
 * Rationale:**
 * Diverse Learners:**

**Procedure: ** **Potential Issues: ** Some students may not be able to recognize that they are struggling on a word and not put a mark on the page. Other students may think that they said the word correctly and that it made sense so teachers will have to monitor the students reading. Students may not use the notebook as a reference or may not be able to relate to the word in any way making it difficult for them to draw a picture about it.
 * <span style="font-family: 'Courier New',Courier,monospace; font-size: 10pt;">I hand my students their vocabulary notebook for the year and explain to them that we will use this notebook during our guided reading time.
 * <span style="font-family: 'Courier New',Courier,monospace; font-size: 10pt;">I explain to them that we will use this notebook when we do not know a word when we are reading a book.
 * <span style="font-family: 'Courier New',Courier,monospace; font-size: 10pt;">I explain that they will write the page number and word that they are having difficulty with.
 * <span style="font-family: 'Courier New',Courier,monospace; font-size: 10pt;">At the end of the text we will go through the difficult words in the text that they wrote down and discuss what those words mean.
 * <span style="font-family: 'Courier New',Courier,monospace; font-size: 10pt;">The students will draw a picture and write the meaning of the word in their notebook.
 * <span style="font-family: 'Courier New',Courier,monospace; font-size: 10pt;">Students use this notebook as a reference throughout the school year for reading and writing.

<span style="font-family: 'Courier New',Courier,monospace; font-size: 10pt;"> Stephens, EC., & Brown, JE. (2005). //A handbook of content literacy strategies: 125 practical reading and writing ideas//. Norwood, MA: Christopher-Gordon Publishers, Inc
 * References:**

Harvey, S, & Goudvis, A (2007). //Strategies that work: Teaching comprehension for understanding and engagement//. Portland, ME: Stenhouse Publishers.

Handbook of content literacy and strategies that work