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Gabby Palmer EDOK- Vocabulary Dr. Cozens 28 February 2014 Reference Blachowicz, C. L. Z. & Obrochota, C. (2005).

Vocabulary visits: Virtual field trips for content vocabulary development, The Reading Teacher, 59(3), 262-268. Main Idea A high poverty school developed virtual vocabulary field trips as a way to reap the benefits of content knowledge, vocab and context that field trips provide. They are based around read-a-louds and guided reading. Supporting Details Field trips provide motivation, context, and intrigue the mind of students making them an effective and engaging learning environment. Trips are typically content focused and provide context for vocabulary learning. Trips are usually lead/facilitated by an adult allowing for explanation and guidance. Trips are usually social and followed by supportive or reflective type activities. Virtual trips are based around a read-a-loud which introduces students to new vocab that may be above their independent reading level as well as providing the scaffolding of the teacher and fellow students as well as modeled reading strategies. Several parts:

o Jumpstart/First Write: Activating Knowledge activity- a small prompt or activity o Group Talk: first impression of the Visit chart- teacher places sticky notes with words or small comments provided by students about the chart o Reading and Thumbs Up: read first book in the unit and then revisit the chart with new words and knowledge, repeat after each of the other 4 books Books are added to bookshelf and students asked to read one a week as well as do a writing response to the books o Follow Up: students add words and regroup words occasionally. These words are also then used in literacy station activities o Final Write: Students write all of the words they can that are related to the visit and also do a writing project to show learning Reflection I had heard of webquests before but hadnt heard of virtual vocabulary field trips. The process would take planning but seems like it would be very effective and fun. It would be really easy to incorporate into a thematic unit and use it as part of the reading integration. I would probably use this in my classroom but I would not bill it as a field trip. It cannot beat the real-world experience that true filed trips bring. Then again, most elementary students today dont have a ton of experience with field trips so it might not be a big deal but I would have been severely disappointed had our teacher said we were doing a field trip and then followed this process.