Knowledge+Rating+Scale

//The knowledge rating scale is used to pre-assess a student’s personal knowledge on vocabulary that will be implemented throughout a unit of study. At the beginning of your lesson or unit, give students this knowledge rating scale. Have students copy down words from overhead projector, PowerPoint, or a word wall that you have been using in class. Students will then have the practice of writing and spelling each word to really help engrain the words into the students. Have students go through the list of words ranking their knowledge of the word on a scale of “I know it very well”, “I’ve heard it, or seen it”, and “I have no clue”. If the student knows the definition tell them to divide their “definition” box in half and write their own definition in the top box. You can then take a poll and find out which words the students have a grasp on and which ones are completely foreign to them. This will allow for more direct instruction and help plan units more effectively by addressing the most needed areas. As you progress through your lesson, have students fill in the vocabulary words when you come across the definition. If it matches their previous definition, they must still write a book definition. After the whole chart has been filled in, have students find the words while reading through the text.// § **Language Arts:** This strategy should be the easiest to implement into the content of language arts. If you are starting a novel study, have specific words set out for the first five chapters that students may struggle with or may inhibit meaning. Repeat this process for each section of reading. This will help students keep up with the vocabulary as well as help them read for deeper meaning. § **Social Studies:** Implementation of this strategy will flow extremely easily into a social studies classroom. Many students are unfamiliar with terms and names associated with social studies. Viewing the words in many different forms such as text and video will facilitate learning. § **Mathematics:** Mathematics is a trickier fit. Introduce key concepts together for a unit and require students to use these words in explanations, like mathematical proofs. Require that students label the parts of the equation, proof, or process described by the vocabulary words. This will help reinforce how to use the words in context and how they are interrelated. § **Science:** Much like social studies, words are difficult to understand because of unfamiliarity and also complexity. Use this at the beginning, middle, and end of every lesson. Allow students to fill out entire chart at beginning either as homework or as class work. o **Research and references that supports the “effective instruction” label for this strategy** The knowledge rating scale is a strategy that has been implemented in the content areas because of the importance of literacy in the content areas. Linda Clinard set out to answer questions she had as a student teacher pertaining to why in middle school and high school level courses, teachers in content areas were still having to teach reading skills. The answer, she came to find, was that literacy in content areas provided a higher understanding of the curriculum. Keri Kemble, reported that by using the knowledge rating scale as a strategy in her English III class, her students finished the introductory chapter “with an understanding of the vocabulary words and intrigued to begin the essay (Clinard, 2000, p.8).” o **Learning styles, modalities,, or abilities addressed**
 * **Name of Strategy:** // Knowledge Rating Scale //
 * How to- give specific steps for strategy implementation:**
 * **When to-implement in content area (provide specific justification)**
 * **Benefits**
 * Allows students to assess their own knowledge of the content.
 * Allows teacher to pre-assess students’ knowledge of the content
 * **Drawbacks**
 * Some students will not correct their incorrect answers.
 * Students will fail to attempt to answer any questions.
 * Addresses mainly linguistic learners, appealing to their love of words.
 * Some tactile learners will enjoy searching through the required texts to find the context and meaning of the words. It’s almost like a scavenger hunt!
 * Logical/Mathematical students may also enjoy this activity by allowing students to use their prior knowledge of prefixes and suffixes to determine the meaning of word.
 * **Ways to assess the teaching/learning connection**
 * Ask students to complete a short vocabulary quiz. Students should get a sampling of words, not every word they are given in the vocabulary. Asks students to give a definition of the word and draw an illustration of how they remember what the word means or what the word reminds them of.
 * **Classroom management considerations**
 * This is an individual activity. Students should complete the initial phase by themselves and then search for answers by using both their peers and references.
 * Students will be tempted to collaborate on answers. Most implementations should be done individually.
 * Students will be tempted to collaborate on answers. Most implementations should be done individually.



Clinard, Ph.D., L. M. (2000). LITERACY STRATEGIES IMPROVE CONTENT AREA LEARNING. //Claremont Reading Conference Yearbook //,//November //, 1-16.