9/14/04

WELCOME TO YOUR NEW SCHOOL YEAR!

As memory serves me, that first week of school can be stressful. How many students will I have? Will I have enough books for everyone? Are there unknown problems with some students? Some of you may also be asking yourselves: How am I supposed to integrate this new Word Web Vocabulary into my already crowded curriculum?

I remember. There's never enough time to get everything done, is there? However, as I state on one of Word Web's online pages, I did not design this program as a separate subject; instead, I want it to be the centerpiece of your language arts curriculum. With a little planning it can be the catalyst that will integrate and reinforce all the elements of your language arts - instead of a separate subject to add to an already filled curriculum.

Here's a jump start to getting you up and running. Find the pre- and posttests (they are one and the same) that should be with your order, or, if not, are online as downloadable PDFs. Have students work these on the first day. Their answers will give you insight into their word knowledge and are for your information only; there's no need to discuss them with the class. Use them later to evaluate your students' progress when they take the test again.

Next, find your teacher's manual. Sit down for five minutes and read the introduction, including the pages that appear in the students' books. These contain a lot of information and insider tips to which I hope you will return again and again. The flow charts will help you see the cadence of the vocabulary lessons.

Now, look at the symbols and their explanations on the inside front cover. These are integral to the program and will keep the interest of your students (and you) at a high level through- out the year. Now, you're ready to turn to the first lesson. You'll notice the students' pages are at a reduced size, while support material for you fills up the rest of the page.

In all lessons, you'll find that I provide the type of guidance that will assure you that you are not going to be burdened by adding Word Web to your curriculum. Of course, you will want to study the web of words - semi-, demi-, hemi- if you're using Volume I, or the Latin prefix "du-" if you're working with Volume II - and their definitions. When your first class arrives, have them repeat the steps you took: reading their introduction and looking at the symbols on the inside front cover. Reassure students that they can easily return to this site when they cannot remember the meaning of a particular element. Allow a full class period on the first day to familiarize students with the program and its features. HOWEVER ...

as I caution you in your manual, before students look at the first web of words, have them close their books and see how many words they can provide that relate to the first root(s). Once they've finished, they may open their books. Go over each of the web words and their definitions with them. Explain the various learning levels and their accompanying symbols. Since I cannot be in the classroom with you, you will have to decide the levels at which your students can best work. If you are teaching elementary grades, start everyone off at the beginner's level. If your students are middle schoolers, they will probably be ready for beginner-intermediate or intermediate levels, and so on. You can attune these later.

If you haven't used Word Web before, expect an adjustment period. Each lesson is intended to last one week. Once you have completed the third lesson, I believe you and your students will feel the rhythm of the lessons and know the level at which each student will work best. At this point, I would expect that you will not need more than fifteen minutes a day to cover all the activities. Remember, the sixth lesson in each chapter is a review, giving everyone a whole week in which to catch up, make corrections on their sentences and to discuss Cool Connections, Think Link answers, practice Bonus Blasts and share Periodical Pearls.

Please contact me (emiller@seepub.com) with questions or comments. I'd love to know how you are making out with Word Web and how your students are doing!

That's my word for this time, Ellie

Visit Word Web Vocabulary at the ASCD Dallas Conference in October. We'll see you at Booth  514!

Word Web Vocabulary recommended on Heidi Hayes-Jacobs' website, moving vocabulary from the edge of language arts to its center