Cognitive Content Dictionary (C.C.D.)


Type of Strategy:

Focus and Motivation, Academic Vocabulary, Word Study/Analysis

Purpose:

Introduces and develops academic vocabulary.

Activates use of prior knowledge to predict meanings.

Procedure:

  1. Use the attached template to create the chart on poster paper. As student responses are recorded, use the same color of marker across the chart. Each vocabulary word will have a different color. (See photo)
  2. Write the vocabulary word on the C.C.D. chart. Tell the students you are going to do a quick survey. Ask the students "How many of you have heard this word before?" Put an "H" below the word on the chart and write the number next to it. Ask the students "How many of you have never heard this word before?" Put a "NH" below the "H" and write the number next to it.
  3. Teams put their heads together to predict a definition for the word.
  4. Each team offers a definition to be added to the chart. Teacher asks what clue they used for their prediction. If a team has the same prediction as another team, put a star next to the original prediction. If a team does not have a prediction, move to the next team, but return for accountability.
  5. After all predictions have been taken, model a gesture and class response that will be done each time the vocabulary word is said. This word is used as a Signal Word throughout the day facilitating transition or to focus/refocus students.
  6. Have the students practice saying the word and modeling the gesture and response.
  7. Using other strategies (Ex: Pictorial, Graphic Organizer, etc.) teach the meaning of the vocabulary word in that day's lesson.
  8. At the start of class the following day, have students put their heads together to come up with a final meaning of the vocabulary word from the previous day.
  9. Listen to what each team has to offer.
  10. As a class, collaboratively develop and record a class final meaning and add a sketch for brain imprint.
  11. Ask teams to put their heads together to come up with a sentence using the word or a variation of the word. When teams verbally share out their sentence, place a check mark in the last column under "Oral Sentence".
  12. Write the new vocabulary word for the day on the C.C.D. chart and continue with the process.

Notes:
If the teacher determines that the students have not internalized the final meaning for the vocabulary word, continue to use the word again the second day to reinforce the meaning.
Word choice for CCD charts is very important. Focus on the most essential terms that are found across the curriculum. (Ex: classification, heroine, etc.)

Source:
Robert Marzano
Isabel Beck
Journal of Adolescence and Adult Literacy
Project GLAD, Marcia Brechtel

Video:


Comments

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Model/groups/ellstrategiesforscience/wiki/82515/Project_GLAD_Model.htmlChristina Orsi17 updatesProject G.L.A.D. Model [GLAD logo.jpg] Project G.L.A.D. is a model for professional development that focuses on Guided Language Acquisition Design. There are...Falsecorsi2011-11-08T23:00:46+00:00hot/groups/ellstrategiesforscience/search/index.rss?sort=modifiedDate&kind=all&sortDirection=reverse&excludePages=wiki/welcomelist/groups/ellstrategiesforscience/search/?sort=modifiedDate&kind=all&sortDirection=reverse&excludePages=wiki/welcomeRecent ChangesRecentChangesListUpdates?sort=modifiedDate&kind=all&sortDirection=reverse&excludePages=wiki/welcome0/groups/ellstrategiesforscience/sidebar/RecentChangesListmodifiedDateallRecent ChangesRecentChangesListUpdateswiki/welcomeNo recent changes.reverse5search