Session+4

**4.1 21st Century Vocabulary Terms**

 * **Term** || **My Understanding** || **Revised Definition (after completing //__Session 4.3__//)** || **Revised Definition (after completing //__Session 4.6__//)** ||
 * Widget || //n.// A special effect or tool that is embedded in a webpage || A specialized device or application embedded in a webpage || A tool which allows web applications (videos, documents, etc.) to be embedded in a personal webpage ||
 * Embed || //v.// To integrate into a webpage || To insert into a webpage || //See previous definition// ||
 * Embed code || //n.// The code required to integrate an effect or tool into a webpage || A code used to insert a document or application into another, such as a webpage (not on Vocabulary.com) || A code used to insert a document or application into another, such as a webpage (often denoted by "embed" or "share") ||
 * Link || //n.// Text that connects to a different webpage or part of a webpage || An instruction that connects one part of a program or webpage to another || //See previous definition// ||
 * URL || //n.// Unique address for a webpage || The address of a webpage on the world wide web || The address of a webpage on the world wide web (Uniform Resource Locator) ||
 * Upload || //v.// To transfer a file from a local source to a network || To transfer a file or program from an individual source to a network || //See previous definition// ||
 * Download || //v.// To transfer a file from a network to a local source || To transfer a file or program from a network to an individual source || //See previous definition// ||
 * Search engine || //n.// A program that sorts webpages, files, programs, etc. for their relevance to entered keywords, phrases, questions, etc. || A program that retrieves files or data from a database or network (often the internet) || A program that retrieves files or data from a database or network (e.g., Google) ||
 * Web 2.0 || //n.// The second version of a network (not exactly sure about this one...) || The second generation of internet technology that allows for more dynamic communication and collaboration on the world wide web (not on Vocabulary.com) || A technological tool thatallows for dynamic communication and collaboration on the world wide web (e.g., wikispaces, Twitter, blogs, etc.) ||

**4.2 Using Vocabulary.com**
Why might students and teachers find Vocabulary.com more useful than using a dictionary or glossary? Vocabulary.com may be more useful to students and teachers than a typical dictionary or glossary because it contains much more information. In addition to providing a traditional definition, it also describes the term in narrative form, describes its history, relates it other terms, and conveys its usage in graphical form and by giving examples.

What type of student might benefit from the use Vocabulary.com? I think that teachers and advanced students would benefit greatly from the wealth of information that vocabulary.com provides. It provides much broader background information to assist students in building context and background knowledge. However, for English language learners or students with reading comprehension difficulties, it seems that vocabulary.com may provide too much information. Using Vocabulary.com requires a certain level of English fluency that these learners may not have. More simplistic definitions may be necessary for these learners.



Session 4.4 Using WordSift
Two Vocabulary Web 2.0 tools from [|eVoc Strategies]: [|TrackStar] [|Science News for Kids]

**WordSift Screenshot:**

How is WordSift an effective pre-reading strategy? WordSift is similar to Wordle in that it provides a visual representation of the main idea of an article by drawing attention to the most commonly used words. In addition, WordSift allows readers to select any word and displays Google images of the word, a visual thesaurus representation of the word, as well as examples of how the word is used in the article. Thus, students are not only able to use WordSift as a pre-reading strategy for determining the main idea of the article, but they are also able to gain an understanding of unknown words prior to reading.

How would WordSift help students who struggle reading? WordSift would be helpful to struggling readers because it visually represents the main idea as well as providing visual representations of unknown words. In an academic world that is very text-based, WordSift provides alternate methods for students to gather information from text. Students can gain understanding of a text while doing very little actual reading.

4.5 Using E-Vocabulary Strategies
Do you think the tools that you selected would be effective in your class? The first tool I chose, TrackStar, would be effective as a medium for a resource list for a class project or for a webquest-like lesson. Teachers are able to compile a set of webpages and, depending on the purpose of the task, allow students to explore on their own or guide students through them step-by-step. I think students would benefit from both uses. Students often have trouble finding reliable resources on their own, and this would be a way to scaffold the research process for students. I did notice that the news section of the site had not been updated in quite some time (since 2005), and that many of the links on the pre-made tracks were broken. My only hesitation in using this tool in my course is that it may be out of date.

The second strategy I chose, Science News for Kids, is not really a tool, but a resource. Science News for Kids is simply a site with recent science articles, but the language is easy to read and "power words" with definitions are included at the bottom of each article. This is a great resource for teachers who want to provide students with exciting, current science, but have students with reading difficulty. I think that this site would be especially effective for English language learners to research science news.

How would you use these tools in your class? I would use TrackStar to compile resource lists for students when assigning them research projects or extension assignments. I would never want to limit students to using only a set list of resources, but this would at least give students a jumping off point to begin their research. It would also help ensure that students start their data collection process with reliable sources. For example, for the element research project I typically use, I could compile a group of periodic table sites where students could learn about their assigned element.

I have always intended to incorporate more regular current science news into my courses, but have never done so on a consistent basis. Next year, I would like students to complete a quarterly current science research project, where students find an article of their choice and relate it back to a topic that students have learned that quarter. Science News for Kids could be one of many suggested science news resources for students. It would be a particularly good site for students with reading comprehension problems and English language learners, since the language used is very simple and a glossary of important terms is included at the end of each article.