Time to discuss your thoughts, feelings, ideas, etc. about what you have read. Read the other participant's comments and respond while adding your own ideas. Click on the Comments spot to write!
I found it very interesting that the very thing the author was talking about was how I have been feeling about vocabulary lessons. Pam#1 p.2 1st paragraph " When I began teaching, I 'taught' vocabulary the same way my teachers had taught me; I assigned lists of words; asked students to look the words up in the dictionary and write them down in sentences: and gave weekly tests." " I simply did not know what to do."
This is exactly how I feel. I struggle every year trying to find other alternatives to excite my students about language and vocabulary. I try words relevant to their readings, but I see very little transfer in speaking or writing. Pam#1
p.5 paragraph 2 " Even though the last two decades have offered teachers a great deal of research to support changes in how we teach vocabulary, most of that research has not been translated into models for our classrooms. Most teachers therefore continue their traditional practices."
I am hoping that by reading this book I can find alternatives that I can use in my classroom with my students and see changes in their writing and speaking vocabulary. Pam#1
On p.7 the author gave a list of ten questions to provide her with guidance on vocabulary lessons. Question 9 was the one question that really spoke to me. I teach younger children and I want them to be excited about vocabulary and use it productively. Pam#1
p8&9 The author quotes from Reading in Junior Classes" Teaching words ahead... makes children unwilling to face the hazards of anew book: in short, teaching words ahead produces depedent rather than independent readers."
I found this to be very interesting. Pam#1
P.11 the author begins talking about research to practice. This is what I am looking forward to. I want to be able to provide my students with vocabulary lessons that are meaningful and interesting. I want them to be able to transfer the vocabulary and expand their knowledge. I am looking forward to reading more to see if this can be done
Last year was my first year teaching and I picked up bad habits right from the very beginning when I was student teaching in an elementary classroom. With everything that HAS to be covered, I learned that vocabulary should take about 10 minutes of the day... a hit and miss subject... and then we move on. A few kids got it, the majority did not.
I think it is safe to say that teachers get in a comfort zone of making vocabulary mirror a spelling lesson. From the teachers I have observed, it is very simple: Monday- Introduce the vocab terms and read a short story that includes all the words. For homework the students have to write the words a certain number of times to make sure they get the spelling correct. Tuesday- Practice vocab terms and then for homework use each word in a sentence. Wednesday- Practice vocab words and for homework find each word in a crossword. Thursday or Friday- Vocab test.
I found myself getting in a routine and not really learning the words with the kids, but just going through the motion. I knew exactly what the teacher was going to do based on what day it was and, like the kids, would day dream during that part of the day.
This book has already excited me because I don't want to be the teacher that gives my students the opportunity for 10-15 minutes of day dreaming time during the vocabulary lesson. I really hope "Words, Words, Words" will offer me guidance and give me new ideas that I can incorporate. This will be my first year teaching other subjects instead of just math... and I want to make it fun for the kids and for myself! I think even adults can use a good vocabulary lesson!
I enjoyed the example of a teacher using "vocabulary" words in every day language with the students. I agree 100% and even find myself being guilty of talking down to the grade level of what I am teaching. If we can talk down to students, lets challenge ourselves and the students to talk up to us! We are our students' mentors and they do immitate us. If we begin using "big" words in the classroom, they will do the same. Mindy #1
I thought it was very interesting how the author talks about teaching with context. I ahve been teaching in the lower grades for many years, and one of the key elements in the reading series is context clues. I have found that the same thing that the author talks about in paragragh2 p.18. " When we are planning vocabulary instruction, the context helps us decide whether or not we have to give explicit instruction or mediated instruction. If the context is specific enough for students to recognize, define, or make sense of the word and if there is enough information to allow the students to connect the word to their background knowledge, no additional instruction is necessary." The lessons on using context clues gives very specific directions on how to use context clues with the meanings and definitions very obvious. I have found that I have to demonstrate the word attack skills in the actual story itself. It doesn't seem to carry over into their reading. I really enjoyed the list of the twelve different ways they attacked words. I feel better knowing that other teachers also talk through the process also.
P.24-25 I was confused about the semantic/syntactic and typographic clues. I wasn't really sure of this was incorporated into lessons.Can anyone explain this to me or find it as confusing as I did?
p.31 Paragraph 2 I can't wait to read the strategies in this ook. I hope that I will be able to use them in my classroom and make vocabulary more exciting and carry over to students reading and Writing.
bPam- I think the author is referring to semantic/syntactic and typographic clues as alternative or "helpful" ways students can find meanings to words on their own. P.24-25 They find words that may mean the same thing or words that might be related or give them hints to find the actual meaning of a harder word... I know this probably doesn't help at all but that is the ONLY thing I can think of. I will ask one of my friends who teaches middle school language arts and see if she can help us understand a little better!
In Chapter three, I really like the alternatives to, look it up in the dictionary! All kids, for the most part, are raised knowing they have to look it up if they don't know the meaning. I am even guilty saying that to my own students.
On page 34, three reasons it DOESN"T work is listed. The three reasons are: 1. The definition can be inaccurate for geographic location in which you live. Ex: Mess 2. The definition may not be understandable if applied literally. Ex: Floozy 3. The definition does not contain enough information to allow someone to use the word correctly. Ex: Platinate: Territory of a palatine Marginalia: notes in a margine Remissible: Capable of being remitted
If any of those words were in a reading or a book a student was reading and I told him or her she needed to look it up in the dictionary, the student would still not have a clear understanding of what the word meant.
When I was in high school, we had vocabulary books that we had to look words up in a dictionary and write the definition. I, along with my friends, would ALWAYS write the shortest definition. A majority of the time, I had NO idea what that definition meant. But my teacher didn't say to find a definition that meant sense. Her instruciton was to look it up in the dictionary and write a definition.
I realize now that by telling students to "look it up in the dicitionary" I am only hurting their vocabulary... it's not necessarily teaching them to be more independent learners.
Instead, on page 36 two activities are included that may help students gain knowledge about words. The two activities are "list-group-label" and "wordstorming."
These are two activities I will try when I introduce new words or if my 5th grade students struggle with the meaning of words this year.
I really like the ideas that the author gave for alternatives to looking it up in the dictionary. I agree with Mindy that the list- group- label and windstorming activities are very useful. I have already used the list part of the activity, but I intend to add the group and label part. I can see that by doing this I can expose the the children to the vocabulary even more. I especially liked the Concept Attainment activity on p.43. I am not sure how my third graders would do on this as it is. I think that if I use this we will need to do this as a whole group and eventually move to small groups. As I was reading about the Concept Ladder I saw many ways to use this in my science and social studies lessons.This is an activity that I can see myself using many times. p.48 Predict-o-Gram I use someting like this in class for fiction stories. I have the students place the words in a four square box. Each box has a different heading for setting, characters, plot, and conclusion. The students then put the words in the box they predict the words will be in. I will be using many of these alternatives in my class and I have already started thinking about how I am going to use each one.
I really like the ideas that the author gave for alternatives to looking it up in the dictionary. I agree with Mindy that the list- group- label and windstorming activities are very useful. I have already used the list part of the activity, but I intend to add the group and label part. I can see that by doing this I can expose the the children to the vocabulary even more. I especially liked the Concept Attainment activity on p.43. I am not sure how my third graders would do on this as it is. I think that if I use this we will need to do this as a whole group and eventually move to small groups. As I was reading about the Concept Ladder I saw many ways to use this in my science and social studies lessons.This is an activity that I can see myself using many times. p.48 Predict-o-Gram I use someting like this in class for fiction stories. I have the students place the words in a four square box. Each box has a different heading for setting, characters, plot, and conclusion. The students then put the words in the box they predict the words will be in. I will be using many of these alternatives in my class and I have already started thinking about how I am going to use each one.
Pam and Mindy, You both are being very reflective and astute in your comments. If you are coming on the 19th, I will have some handouts going more into detail about the semantic and typographic context clues. Have you ever used CLOZE practice? I also am excited that you are each making plans on using some strategies for next year. Keep brainstorming on how you will implement them...think of materials, steps, etc. to make sure you can try it. Many teachers try new things but if it doesn't go so well the first try, they may give up. I wonder how many times we'd be willing to tweak or redo it before saying "yes, I'll keep it." ???
I try to have my students read to themselves at least once a day. I try to read aloud to them at least once a day. Our school has the Accelerated Reader program, and this has helped the students in choosing their own books to read. I try to read books from the program to spark their interest in a book,read books by an author of the month, or read books on science and social studies topics. I also try to set an example for the students by allowing them to see me reading throughout the day and by having magazines and books on my desk.
The one goal I have this year is to put my word wall into better use. Every August, I start with a word wall divided by vocabulary from different subject areas. Somewhere along the way I am unable to find or make time for the activities with the word wall. Then all I have is a wall with unused words. I like the activities that the author gave for the word wall. I am also looking for any other ideas to use with it. I am going to make time for these activities.
I have already checked out a few of the books that the author mentioned on reading in Chapter 4. I have already considered sharing some with my students.
As far as using the activities from Chapter 3, I don't see a problem. I am always looking for ideas to introduce vocabulary. I intend to do quite a few teacher directed activities before The students work on their own. I also think the variety of activities will allow me to choose better for the students.
Pam and Mindy--- You may enjoy reading a blog set up for 6 Trait Writing that has one entry devoted to Vocabulary Lists and Word Choice dated June 8---take a look http://6-traits.blogspot.com/
Don't forget to mark your calendars for October 30th. Our group sharing of strategies will be from 3:30-5ish.
CHECK this blog again for anyone's final comments on August 10th to fulfill your posts for the CPDU requirement. Someone may have another thought or question you could respond to here.
A new book at the ROE library details Vocab. lists and great Activities/Games....by educ. research guru Marzano.... Building Academic Vocabulary Check this link for vocabulary use by grade level and content need... http://www.warrenschools.com/WordList_Final%2062806%20628.pdf
13 comments:
I found it very interesting that the very thing the author was talking about was how I have been feeling about vocabulary lessons.
Pam#1
p.2 1st paragraph " When I began teaching, I 'taught' vocabulary the same way my teachers had taught me; I assigned lists of words; asked students to look the words up in the dictionary and write them down in sentences: and gave weekly tests." " I simply did not know what to do."
This is exactly how I feel. I struggle every year trying to find other alternatives to excite my students about language and vocabulary. I try words relevant to their readings, but I see very little transfer in speaking or writing.
Pam#1
p.5 paragraph 2
" Even though the last two decades have offered teachers a great deal of research to support changes in how we teach vocabulary, most of that research has not been translated into models for our classrooms. Most teachers therefore continue their traditional practices."
I am hoping that by reading this book I can find alternatives that I can use in my classroom with my students and see changes in their writing and speaking vocabulary.
Pam#1
On p.7 the author gave a list of ten questions to provide her with guidance on vocabulary lessons. Question 9 was the one question that really spoke to me. I teach younger children and I want them to be excited about vocabulary and use it productively.
Pam#1
p8&9 The author quotes from Reading in Junior Classes" Teaching words ahead... makes children unwilling to face the hazards of anew book: in short, teaching words ahead produces depedent rather than independent readers."
I found this to be very interesting.
Pam#1
P.11
the author begins talking about research to practice. This is what I am looking forward to. I want to be able to provide my students with vocabulary lessons that are meaningful and interesting. I want them to be able to transfer the vocabulary and expand their knowledge.
I am looking forward to reading more to see if this can be done
Pam#1
I have to agree with Pam.
Last year was my first year teaching and I picked up bad habits right from the very beginning when I was student teaching in an elementary classroom. With everything that HAS to be covered, I learned that vocabulary should take about 10 minutes of the day... a hit and miss subject... and then we move on. A few kids got it, the majority did not.
I think it is safe to say that teachers get in a comfort zone of making vocabulary mirror a spelling lesson. From the teachers I have observed, it is very simple:
Monday- Introduce the vocab terms and read a short story that includes all the words. For homework the students have to write the words a certain number of times to make sure they get the spelling correct.
Tuesday- Practice vocab terms and then for homework use each word in a sentence.
Wednesday- Practice vocab words and for homework find each word in a crossword.
Thursday or Friday- Vocab test.
I found myself getting in a routine and not really learning the words with the kids, but just going through the motion. I knew exactly what the teacher was going to do based on what day it was and, like the kids, would day dream during that part of the day.
This book has already excited me because I don't want to be the teacher that gives my students the opportunity for 10-15 minutes of day dreaming time during the vocabulary lesson. I really hope "Words, Words, Words" will offer me guidance and give me new ideas that I can incorporate. This will be my first year teaching other subjects instead of just math... and I want to make it fun for the kids and for myself! I think even adults can use a good vocabulary lesson!
I enjoyed the example of a teacher using "vocabulary" words in every day language with the students. I agree 100% and even find myself being guilty of talking down to the grade level of what I am teaching. If we can talk down to students, lets challenge ourselves and the students to talk up to us! We are our students' mentors and they do immitate us. If we begin using "big" words in the classroom, they will do the same.
Mindy #1
I thought it was very interesting how the author talks about teaching with context. I ahve been teaching in the lower grades for many years, and one of the key elements in the reading series is context clues. I have found that the same thing that the author talks about in paragragh2 p.18. " When we are planning vocabulary instruction, the context helps us decide whether or not we have to give explicit instruction or mediated instruction. If the context is specific enough for students to recognize, define, or make sense of the word and if there is enough information to allow the students to connect the word to their background knowledge, no additional instruction is necessary."
The lessons on using context clues gives very specific directions on how to use context clues with the meanings and definitions very obvious. I have found that I have to demonstrate the word attack skills in the actual story itself. It doesn't seem to carry over into their reading. I really enjoyed the list of the twelve different ways they attacked words. I feel better knowing that other teachers also talk through the process also.
P.24-25
I was confused about the semantic/syntactic and typographic clues. I wasn't really sure of this was incorporated into lessons.Can anyone explain this to me or find it as confusing as I did?
p.31 Paragraph 2
I can't wait to read the strategies in this ook. I hope that I will be able to use them in my classroom and make vocabulary more exciting and carry over to students reading and Writing.
Pam#2
bPam- I think the author is referring to semantic/syntactic and typographic clues as alternative or "helpful" ways students can find meanings to words on their own.
P.24-25
They find words that may mean the same thing or words that might be related or give them hints to find the actual meaning of a harder word...
I know this probably doesn't help at all but that is the ONLY thing I can think of. I will ask one of my friends who teaches middle school language arts and see if she can help us understand a little better!
Mindy #2
In Chapter three, I really like the alternatives to, look it up in the dictionary! All kids, for the most part, are raised knowing they have to look it up if they don't know the meaning. I am even guilty saying that to my own students.
On page 34, three reasons it DOESN"T work is listed. The three reasons are:
1. The definition can be inaccurate for geographic location in which you live.
Ex: Mess
2. The definition may not be understandable if applied literally.
Ex: Floozy
3. The definition does not contain enough information to allow someone to use the word correctly.
Ex: Platinate: Territory of a palatine
Marginalia: notes in a margine
Remissible: Capable of being remitted
If any of those words were in a reading or a book a student was reading and I told him or her she needed to look it up in the dictionary, the student would still not have a clear understanding of what the word meant.
When I was in high school, we had vocabulary books that we had to look words up in a dictionary and write the definition. I, along with my friends, would ALWAYS write the shortest definition. A majority of the time, I had NO idea what that definition meant. But my teacher didn't say to find a definition that meant sense. Her instruciton was to look it up in the dictionary and write a definition.
I realize now that by telling students to "look it up in the dicitionary" I am only hurting their vocabulary... it's not necessarily teaching them to be more independent learners.
Instead, on page 36 two activities are included that may help students gain knowledge about words. The two activities are "list-group-label" and "wordstorming."
These are two activities I will try when I introduce new words or if my 5th grade students struggle with the meaning of words this year.
Chapter3
I really like the ideas that the author gave for alternatives to looking it up in the dictionary. I agree with Mindy that the list- group- label and windstorming activities are very useful. I have already used the list part of the activity, but I intend to add the group and label part. I can see that by doing this I can expose the the children to the vocabulary even more.
I especially liked the Concept Attainment activity on p.43. I am not sure how my third graders would do on this as it is. I think that if I use this we will need to do this as a whole group and eventually move to small groups.
As I was reading about the Concept Ladder I saw many ways to use this in my science and social studies lessons.This is an activity that I can see myself using many times.
p.48 Predict-o-Gram
I use someting like this in class for fiction stories. I have the students place the words in a four square box. Each box has a different heading for setting, characters, plot, and conclusion. The students then put the words in the box they predict the words will be in.
I will be using many of these alternatives in my class and I have already started thinking about how I am going to use each one.
Pam#3
Chapter3
I really like the ideas that the author gave for alternatives to looking it up in the dictionary. I agree with Mindy that the list- group- label and windstorming activities are very useful. I have already used the list part of the activity, but I intend to add the group and label part. I can see that by doing this I can expose the the children to the vocabulary even more.
I especially liked the Concept Attainment activity on p.43. I am not sure how my third graders would do on this as it is. I think that if I use this we will need to do this as a whole group and eventually move to small groups.
As I was reading about the Concept Ladder I saw many ways to use this in my science and social studies lessons.This is an activity that I can see myself using many times.
p.48 Predict-o-Gram
I use someting like this in class for fiction stories. I have the students place the words in a four square box. Each box has a different heading for setting, characters, plot, and conclusion. The students then put the words in the box they predict the words will be in.
I will be using many of these alternatives in my class and I have already started thinking about how I am going to use each one.
Pam#3
Pam and Mindy,
You both are being very reflective and astute in your comments. If you are coming on the 19th, I will have some handouts going more into detail about the semantic and typographic context clues. Have you ever used CLOZE practice?
I also am excited that you are each making plans on using some strategies for next year. Keep brainstorming on how you will implement them...think of materials, steps, etc. to make sure you can try it. Many teachers try new things but if it doesn't go so well the first try, they may give up. I wonder how many times we'd be willing to tweak or redo it before saying "yes, I'll keep it." ???
Chapter 4
I try to have my students read to themselves at least once a day. I try to read aloud to them at least once a day. Our school has the Accelerated Reader program, and this has helped the students in choosing their own books to read. I try to read books from the program to spark their interest in a book,read books by an author of the month, or read books on science and social studies topics. I also try to set an example for the students by allowing them to see me reading throughout the day and by having magazines and books on my desk.
The one goal I have this year is to put my word wall into better use. Every August, I start with a word wall divided by vocabulary from different subject areas. Somewhere along the way I am unable to find or make time for the activities with the word wall. Then all I have is a wall with unused words. I like the activities that the author gave for the word wall. I am also looking for any other ideas to use with it. I am going to make time for these activities.
I have already checked out a few of the books that the author mentioned on reading in Chapter 4. I have already considered sharing some with my students.
As far as using the activities from Chapter 3, I don't see a problem. I am always looking for ideas to introduce vocabulary. I intend to do quite a few teacher directed activities before The students work on their own. I also think the variety of activities will allow me to choose better for the students.
Pam#4
Pam and Mindy---
You may enjoy reading a blog set up for 6 Trait Writing that has one entry devoted to Vocabulary Lists and Word Choice dated June 8---take a look
http://6-traits.blogspot.com/
Please move your comment about Chapter 4 to the other post heading for Chap.4.
This is too long to read....
Thanks.
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