Both parts of the Word Mapping Strategy - Word Maps / Memory Tables - were presented to a small group of participants. A single session was conducted.Terminology for the strategy was reviewed to ensure participants' familiarity with each term. Cue Cards (#4, 17, 18, 5, 7) provided support throughout the lesson. Both graphic devices were demonstrated / included / completed by participants - Word Map / Memory Table.
Participants commented on the utility of the devices. They relied heavily on the supporting documents included in the guide book (Lists: Prefix / Suffix / Root) while completing each graphic device. The most challenging part of the Word Map was coming up with a prediction, particularly if the word was already known by the adult participants. (This likely would not occur when working with 'real' students.) Words were selected from a google generated word list labeled as "Words Every 10th Grader Should Know." Since all the words were 'studied' / presented out of context, no contextual confirmation of definitions was included. The Memory Tables provided participants with an opportunity for creativity - they seemed to 'enjoy' coming up with their own memory words and pictures. Creating Memory Tables requires that participants / students have a corpus of known words to pull from for #3: Memory Word. This could potentially be challenging for students who lack word knowledge and, based on the #2 Word Part, teachers may need to have a resource bank of words to be able to scaffold the activity.
Participants commented on the utility of the devices. They relied heavily on the supporting documents included in the guide book (Lists: Prefix / Suffix / Root) while completing each graphic device. The most challenging part of the Word Map was coming up with a prediction, particularly if the word was already known by the adult participants. (This likely would not occur when working with 'real' students.) Words were selected from a google generated word list labeled as "Words Every 10th Grader Should Know." Since all the words were 'studied' / presented out of context, no contextual confirmation of definitions was included. The Memory Tables provided participants with an opportunity for creativity - they seemed to 'enjoy' coming up with their own memory words and pictures. Creating Memory Tables requires that participants / students have a corpus of known words to pull from for #3: Memory Word. This could potentially be challenging for students who lack word knowledge and, based on the #2 Word Part, teachers may need to have a resource bank of words to be able to scaffold the activity.