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Fold Draw Learn
“Drawing can improve complex reasoning, writing, and reading readiness, partly because the critical and creative faculties required to generate and appreciate art transfer cognitively to future learning experiences, and partly because the arts make learning fun: A student personally invested in his or her work will be far more likely to stick with it” (Edutopia). This strategy activates context clues and prior knowledge by allowing students to connect their drawings to concepts being learned to further develop vocabulary.
Materials: video segment, paper, writing utensils
- Prior to the activity, watch the video segment and select ?ve to ten vocabulary words.
- Write the individual words on strips of paper.
- Show the vocabulary words to the students and explain that they will learn what these words mean in context at some point in the video segment.
- Play the video segment.
- Following the video segment, assign one of the vocabulary words to each student.
- Distribute sheets of 8.5” x 11” copy paper.
- Have students fold down one inch from the top of the paper and write their assigned word.
- Students then pass their paper to a classmate who will look at the word, then fold down the paper and draw a picture of what that word represents.
- Students then pass their paper to another classmate who looks at the image,
folds the paper again, and writes which word they believe the image represents.
- Allow students to repeat this process two or three times.
- In small groups, have students unfold the papers and determine whether the vocabulary word remained accurate, identify patterns in the drawings and, if the
term changed, discuss what in the image may have caused the misunderstanding.
This strategy allows students to develop the ability to use context clues both by paying careful attention to a video segment and by interpreting a drawing made by another student. Using context clues is a valuable skill that helps students determine or clarify the meaning of unknown and multiple-meaning words and phrases, analyze meaningful word parts, and consult general and specialized reference materials, as appropriate.
- Use an app such as Google Draw, instead of using pencil and paper, and have students create images or insert clip art then scroll down to create new images.
- Use the initial anchor chart as a starting point and continuously add to it throughout the year.
- Allow each student to draw a different vocabulary word or content term and have them trade and work independently.