A. What were a few of your favorite strategies from Dr. Connor’s video? Why? One strategy that I found useful in Dr. Connor’s video was the text talk method. Text talk assists teachers in selecting appropriate vocabulary words to help students engage with words in meaningful ways. Dr. Connors presentation on the tier system provides teachers with a framework for choosing appropriate words. Students are exposed to tier one words on a regular basis and tier three words appear in certain contexts. This strategy is useful because it will guide question and response activities in the classroom, and help assess the student’s present level of knowledge. In addition, another useful strategy was the word association activity. In the activity, students …show more content…
This is addressed through the idea of the Matthew Effect, which is applied to vocabulary instruction through SES groups. Beck and Mckeown shed light on the problems associated with teaching vocabulary and propose a change, which will undoubtedly help struggling students. The teacher’s responsibility is to instill a curiosity and love for words in his/her students. Reading through the article, it became evident that in order to know a word you must be able to apply it in different situations. As stated in the article “Simply put, knowing a word is not an all-or-nothing proposition: It is not the case that one either knows or does not know a word (9).” The authors propose a theory that student’s knowledge of vocabulary words lies on a continuum. This ranges from limited knowledge, narrow knowledge and finally a rich understanding of the word and use of it in context. Overall, the article has made it evident that direct instruction is correlated with student achievement in the classroom.
Questions
1.) How can we bring vocabulary instruction to life in the classroom?
2.) What are some practices which help children take vocabulary across the curriculum? What are some ways to integrate them in math, science and social studies?
3.) How can we meet the demands of students in the classroom if they reside at different levels learning, while
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Garnett’s paper she outlines common vocabulary practices, such as defining words in the dictionary and studying root words, which have not been successful in helping struggling students. Her teaching philosophy is that vocabulary instruction cannot be a repetitious practice, but it must be flexible when working with the needs of students. Dr. Garnett’s unique and creative teaching approach caters to struggling students, such as Anthony. Her perseverance and commitment to Anthony’s education resonated with me throughout the article. She showed me that as an educator you have a commitment to your students by bringing instruction to life in the classroom, which was demonstrated in her interaction with Anthony. Kate Garnett is a role model for teachers by redefining direct instruction through effective teaching practices, such as her vocabulary game. As stated in the article “ I went home and designed a game activity with meteor, meteorite, atmosphere, friction, impact, and crater aimed at activating the verbal rehearsal so uncommon to Anthony’s repertoire (7).” Dr Garnett created games and designed activities, which would assist in the expansion of Anthony’s mental lexicon, such as category example relationships. In the article is that Dr. Garnett shares a similar approach to teaching vocabulary as with Dr. Connor and the Stahls. They are shattering common practice and giving teachers a model which will assist them when working with struggling
For this assignment, I completed a survey to assess my school’s literacy program by using a survey that was adapted from by Patty, Maschoff, & Ransom (1996) to analyze the instructional program and the school’s infrastructure. To be able to answer my survey, I needed to go colleagues of mine in the English Department and to my administration to help with these questions. Being a math teacher, we hardly ever discuss the literacy and the students’ acquisition of it in our department meeting during staff development days. Since I am not truly current with literacy acquisition in education, I am hoping to understand more from this process so I can help all my students. I want them to be able to read texts related to math and find information that will be useful to them during the year.
Hibler in Gryphon by Charles Baxter. Mr. Hibler mainly applies the bureaucratic curriculum approach whereby, the teacher decides what the students will study. Under this curriculum, students are only bound to the limits of their syllabus. On the other hand, Miss Ferenczi applies the existentialist curriculum whereby there is nothing like the right answer but rather, students are directed towards facts that will enable them to choose the correct answers. As seen in the analysis, “this prompted them to do more research and discuss amongst themselves hence, expanding their knowledge”. When the narrator reaches home after school completing his first day with Miss. Ferenczi, the narrator says that “I ran into the living room, pulled out a dictionary next to the TV stand and opened it to the G’s. Gryphon: Variant of griffin. Griffin: a fabulous beast with the head and wings of an eagle and the body of a lion. Fabulous was right. I shouted with triumph and ran outside to put my father’s tools back in their place.” This suggests that an effective school curriculum should motivate students to be more curious, do research and yearn to learn more. However, like Mr. Hibler, most teachers fail to achieve this. Consequently, this results to bunch of children who are only interested understanding what their syllabus for exam purposes rather than motivating them to do more research. The author uses Miss Ferenczi to indicate what a good curriculum should be like. The children were not aware if the stories that Miss Ferenczi told them were true. Consequently, this prompted them to do more research and discuss amongst themselves hence, expanding their knowledge (characteristics of a good school curriculum, Baxter
Next, model for students how they would share the vocabulary word they found with their group. Use the word cur for example. Say, “if I was the vocabulary vulture and cur was the word I wanted to share with my group, I would ask everyone to turn to page 4 paragraph 2. I would then read the sentence out loud. Next, I would ask if anyone knows what the word means based off of the paragraph. Then I would share the definition and make sure it made sense with the sentence in the book. Then, I would show everyone my sketch to help them remember the definition.”
The assignment will concentrate on the importance of structure within the learning programme, how individual barriers to learning must be overcome, and the importance of tutor/learner rapport.
We need to adapt vocabulary and consider how we interact positively with pupils as we listen and respond them.
This study used 40 academic staff at Anadolu University who were getting an intensive English course in order to take a proficiency exam. In addition, two intermediate-level classes were also used. There was an experimental group and a control group. The subjects were not assigned randomly. Each group had 20 examinees. The experimental group received visual stimuli and keywords, but the control groups only received vocabulary in a list form, and were asked to memorize them. Results from this research indicate that the keyword method is proved to be effective in recalling and comprehension performance. The findings also indicate this method is an effective method that is used to improve students’ vocabulary recall and
When I met with my host teacher Miss. S, I was able to observe her class during their literacy times. In her class she has twenty three students, ten boys and thirteen girls. Of the twenty three students, two of the students are ELL, two have special needs services, two have ADHD and one of the two is on the autism spectrum, five students have reading intervention, and three are in speech. We talked about the different techniques for teaching words that she uses with her students.
... Without adequate vocabulary, students do not have the ability to understand, discuss, and learn. However, teaching specific vocabulary in a meaningful and explicit way improves ones vocabulary and allows them to understand and gain knowledge from the classroom within which that vocabulary is being used. Consequently, learning vocabulary skills addresses the problem of students being able to read but not having sufficient vocabulary skills to understand what they are reading within and outside the classroom environment. Works Cited Gibbons, P. (2000).
At the beginning of each unit a vocabulary list is given out, and as the vocabulary is gone over within the lessons emphasis will be placed as to where the students may find the terms on the vocabulary list.
Classrooms of today are full of students with varying learning abilities and styles, therefore teachers are put in a position to involve each of their students equally so that everyone has the greatest chance of success in their learning. There are many different ways teachers are able to set up the learning environment in order to maximise teaching and learning and cater for the diverse needs of their students. I will attempt to discuss in detail some of these strategies and unpack the potential advantages and difficulties that follow.
The role of vocabulary is such an important one that Davise (1942) described two important parts of comprehension consists of vocabulary or word knowledge and reasoning skills. (Cited in Kamil & Herbit, 2005). As they put to words because of various meaning of words, they mostly can be understood in the contexts. So learners are needed to learn the words in the context and text, because the text can introduce them a lot of new words. Therefore, learners would like to read a text that provides them with real life vocabulary examples. Zimmerman (1997) gave the pivot of language and central importance of different language learners to vocabulary. Ma (2009) also believed that there is no debate among linguists on the fact that vocabulary is the most dominative factor and the main barrier and obstacle in language field and acquisition.
In many cases, it has become very complex to keep students interested in their education. So the teacher must be creative and find ways to keep pushing the student onward as well as upward. In order to devise the ultimate plan for educating students, a teacher must acknowledge that the “students” are what teaching is all about. The most important factor in the equation is unequivocally the STUDENT! All humans are different in some sort or fashion. But the fact still exists that we all have only this place to function in. So help by putting forth an effort to make it a better place for us all.
...alance is between teaching content and developing skills and attitudes of my students. How many different ability levels and modalities of learning can I accommodate in a single classroom? These and many more questions linger as I conclude the practicum experience.
...before she introduced the new terms and vocabulary. Finally, Bruner investigated how adults use language to mediate the world for children and help them solve problems. Children learn effectively through scaffolding by adults. This technique is based on taking step by step for building knowledge. It suggests that a teacher can scaffold children learning in different ways. For example, students face difficulties in reading lessons in the first stages; therefore, the teacher has to use visual and auditory materials before she enrolls in the lesson, such as realia, pictures, and videos. This will helps the child to predict what the story is about. In addition, she has to introduce the new terms which are difficult for a child to pronounce it. These techniques and instructional strategies are most effective for teaching English as a foreign language for young learners.
It is obvious that context has an impotent role in acquisition of lexical items. In this vein, Coady (1997) suggested the use of vocabulary learning strategy instruction approach to improve vocabulary learning: “The proponents of this approach (learning strategy instruction) also believe that context is the major source of vocabulary learning but they express some significant reservations about how well students can deal with context on their own. As a result, there is considerable emphasize on teaching specific learning strategies to students so that they can effectively learn from context” (Coady, 1997, p.