Updated: Feb.

21, 2015

Kristina Peachey, 0635585

Form 6.3: Course Outline with Assessment Ideas and Activities

Course Title:

Vocabulary Matters

Module 1- Getting started

Objective

Assessment Ideas

1- Recognize your
current beliefs about
vocabulary learning

SurveyMonkey (credit/no
credit)

Absorb
2- Read results of
SurveyMonkey

Do
1- Take a survey on
beliefs about
vocabulary learning

Discussion post (rubric)

2- Evaluate your
current vocabulary
system (recording &
reviewing)

Form 1.1 (rubric)

3- Demonstrate
familiarity with the
online course
environment

Online quiz (unlimited;

credit/no credit)

Journal blog post (rubric)

Discussion post (rubric)

Connect
3- Discussion Post:

Connect/Extend/Challenge
(thinking routine) to reflect on
the vocabulary learning survey
questions and results

1- Read what it means

to know a word /
language chunk

2- Complete the
Form 1.1 (an
analysis comparing
what the criteria
from the reading
and what the current
vocab system is
doing)

3- Learning Journal Blog post:

1- Read course
introduction and watch
video

2- Take an online
quiz

3- Discussion Post:

Form adapted from Smith, R. M. Conquering the Content. San Francisco: Jossey-Bass, 2008.

What are you satisfied with

about your current vocabulary
learning system? In what
ways can you can you
improve?

Personal goals for the course

and any questions so far

Updated: Feb. 21, 2015

Kristina Peachey, 0635585

Module 2- Going back to go forward

Objective

Assessment Ideas

1- Develop a personal
online review
vocabulary set

Vocabulary review set

(rubric)

Absorb
1- Video introduction
to Quizlet

Journal blog post (rubric)

2- Devise a realistic
daily vocabulary
learning plan

Form 2.1 (rubric)

Discussion post (rubric)
Peer feedback (rubric)

3- Assess the
accuracy of new
language used in
example sentences

Example sentences
(rubric)
Peer feedback (rubric)

1.1- Watch video about

SMART planning
1.2- Review sample
vocabulary learning
plans
1.1- Reread example
sentences recorded in
previous term
1.2- Search online for
more example
sentences to study as
necessary

Do

Connect

2.1- Select
vocabulary from
previous term to
create a vocabulary
review set in Quizlet

3- Learning Journal Blog Post:

What did you find exciting /
frustrating about creating the
vocab set? How did you solve any
problems you encountered?

2.2- Use vocabulary

review set for
practice exercises &
games

OPTIONAL: Posting questions

about using Quizlet

2.1- Create a daily

vocabulary learning
plan (Form 2.1)

3- Discussion Post:
Share vocabulary learning plan
(Form 2.1) and rationale for it &
give peer feedback to at least
two peers

2.2- Begin applying

vocabulary learning
plan
2.1- Create own
example sentences
and post in Google
docs
2.2- Self assess
sentences according
to checklist

Form adapted from Smith, R. M. Conquering the Content. San Francisco: Jossey-Bass, 2008.

3- Assess example sentences

created by peers in Google docs

Updated: Feb. 21, 2015

Kristina Peachey, 0635585

Module 3- Academic Word List (AWL)

Objective

Assessment Ideas

1- Assess how much

academic vocabulary
from the AWL you
know and use

Journal blog post (rubric)

Absorb
1.1- Watch introduction
1 and introduction 2 to
the AWL
1.2- Read about How to
use the AWL

Do
2.1- Measure the
size of your
academic language
for Sublist 1 here.
2.2- Use the AWL
analyzer to see
vocabulary size in at
least one essay from
last term

Connect
3- Learning Journal Blog post:
Compare the different methods of
testing vocabulary- gap-fill,
definitions and use of new
language. What differences did
you notice?
OR
What did you learn from using
the AWL analyzer? How useful is
it?
AND
How did these tools compare to
your own assessment of the size
of your academic language?

2- Develop a AWL
online review
vocabulary set

Vocabulary review set

(rubric)

2- Look at other AWL

sets in Quizlet including
ones from classmates

1.1- Select new

academic language
to create a AWL
vocabulary set in
Quizlet
1.2- Use academic
vocabulary set for
practice & games

Form adapted from Smith, R. M. Conquering the Content. San Francisco: Jossey-Bass, 2008.

OPTIONAL: Discussion Post:

Questions or difficulties using
Quizlet

Updated: Feb. 21, 2015

3- Apply academic
words into new
contexts

Gap-fill paragraphs
(rubric)

Kristina Peachey, 0635585

1.1- (Optional) Read
example paragraphs
with academic
language highlighted to
study more how to use
the new language.

2- Create a gap-fill
paragraph using
some of your new
academic language
(use gap-fill maker)
and share in Google
Drive

3- Complete gap-fill paragraphs

created by your classmates

1- Update the daily

vocabulary plan to
include AWL
activities

2- Learning Journal Blog post:

1.2- (Optional) Watch

short video about gapfill maker.
4- Revise your daily
vocabulary learning
plan

Journal Blog post (rubric)

Form adapted from Smith, R. M. Conquering the Content. San Francisco: Jossey-Bass, 2008.

Reflect on how well your daily

vocabulary learning plan is
working, obstacles youve faced
and how youve overcome them,
changes you want to make, etc.

Updated: Feb. 21, 2015

Kristina Peachey, 0635585

Module 4- Word Formation

Objective

Assessment
Ideas

1- Identify
common prefixes,
and suffixes

Online quiz of
prefixes and
suffixes
(unlimited;
credit/no credit)
Discussion post
(rubric)

Absorb
1.1- Watch: Why learn
about prefixes & suffixes?

Do

Connect

2.1- Do online activities

practice to identify prefixes &
suffixes

3- Discussion Post:
Sharing examples of how
used prefixes and suffixes
knowledge to guess the
meaning of an unknown
word

1.2- Read: Building

Vocabulary Through Prefixes,
Roots & Suffixes
1.3- Read: List of prefixes

2.2- Take online quiz

and suffixes with the most

common ones marked
1.4- (Optional)
Prefix and Suffix Rap Video

2- Develop a
prefixes and
suffixes online
review vocabulary
set

Vocabulary review
set (rubric)

3- Utilize prefixes
and suffixes to
create an online
activity

Online quiz
created for a
classmate (rubric)

2- (Optional) Look at other

prefixes & suffixes folders on
Quizlet

1.1- Select prefixes &

suffixes to add to a prefixes
& suffixes set in Quizlet

3- OPTIONAL: Posting
questions or difficulties
using Quizlet

1.2- Use the prefixes and

suffixes set for practice &
games
1- Create an online quiz for
classmates

3- Take online quizzes

that classmates produced

Form adapted from Smith, R. M. Conquering the Content. San Francisco: Jossey-Bass, 2008.

Updated: Feb. 21, 2015

4- Revise your
daily vocabulary
learning plan

Kristina Peachey, 0635585

Blog post (rubric)

1- Update the daily

vocabulary plan to include
prefixes and suffixes
activities

2. Learning Journal Blog

post: Reflect on how well
your daily vocabulary
learning plan is working,
obstacles youve faced and
how youve overcome
them, changes you want
to make, etc.

Module 5- Whats next?

Objective

Assessment Ideas

1- Develop an
online vocabulary
set in an area of
your choice (e.g.
General Service
List, idioms, field
of study)

Vocabulary review
set (rubric)

2- Design a (face
to face)
vocabulary
learning activity

Form 5.1 (rubric)

3- Develop a
vocabulary
learning plan to
be used in the
next term.

Discussion post
(rubric)

Blog post (rubric)

Absorb

Do

Connect

1- Read information of
possible areas to extend
vocabulary (e.g General
Service list, idioms)

2.1- Select new vocabulary to

add to a vocabulary set in
Quizlet

3- Learning Journal Blog

post - What you are doing
and why

1- Watch previous students

vocabulary learning activity

2- Create a vocabulary
learning activity teaching plan
following Form 5.1

1- Read sample vocabulary

plans from previous students

2- Create a vocabulary study

plan for the next term

Peer feedback
(rubric)

2.2- Use the new vocabulary

(your choice) set for practice
& games

Peer feedback
(rubric)

Form adapted from Smith, R. M. Conquering the Content. San Francisco: Jossey-Bass, 2008.

3- Share the vocabulary

learning activity teaching
plan Form 5.1 with two
classmates for peer
feedback
3- Discussion Post:
Share your learning plan
and give peer feedback to
at least two classmates