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
I was interested in finding out how teachers can help ELL students to develop this type of vocabulary and whether or not there is a highly effective technique that can benefit every student in class. As classroom teachers we need understand the unique needs of our ELLs. We need to understand that while they are just as capable as our native speakers, they are at a distinct disadvantage because of the amount of information they must process all at once that is in a language they do not fully understand. I have found that there are a number of ways that teachers can foster vocabulary growth in ELLs, I am going to focus on of the most effective: use of graphic organizers.
From the Glass Castle, Jeannette’s mother read picture books with Jeannette and her siblings in their early childhood. This activity established good reading habits for Jeannette and her siblings. When she was older, after dinner, her father read the dictionary with the kids, looked up the words they did not know, and discussed the definitions (Walls 56). Because of the reading habits her parents gave her, every time Jeannette did not understand a word, she looked up the word in the dictionary. The routine of reading dictionary after dinner and the habit of looking up an unknown word in the dictionary helped Jeannette build up her vocabulary. With abundant vocabulary and excellent reading skills, Jeannette did not have problem with her college admission test. Studies show that having good reading habits not only increase the volume of children’s vocabulary but also help them perform well on their exams. In the Educational Testing Service (ETS) Policy Information Center 's report, The Family: America 's Smallest School, the author points out the importance of reading to children:
Math is a complex subject to understand. I want to provide students with as much peer discussion and hands-on activities time. This will allow students to problem solve, explore different outcomes and learn from each other. Learning the vocabulary word will help students explain their concerns, unclarified issues and help them to
2. I would begin to teach these vocabulary words by asking, “Do you know ballet dance?” “Where is the country origin of the dance?” Have you ever watched the ballet dance performance before? Do you like it? Do you know the famous “female ballet dancer” Misty Copeland? What is the word to call a “female ballet dancer”? [ballerina]. [Showing the picture of Misty Copeland. Give the handout of the article with the new vocabulary words removed and left blank_______ in the article]. Continue...
Professor Jacob Neusner states that there exists a social contract between teacher and student, which is that true learning occurs when teachers teach students to teach themselves. In his article “What Does ‘Vocabulary’ Mean?”, Andrew Heinze asks what should professors at educational institutions do to accommodate the needs of students and address the problem with college students not comprehending basic vocabulary, and the impact this has on their performance in school. In order to address this education gap a few things need to be called to action and or either accomplished: attrition rate of teachers, parents of students need to become more involved in their children’s education, the lack of reading comprehension with students needs to be addressed and solved, and finally there has to be initiative from the student to work hard and gain an education. If these things are achieved, Andrew Heinze can have an answer to his question, what should [professors] do about [inadvertently speaking over their students’ heads].
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.
In order to enhance their vocabulary, to improve their comprehension of the text, students much first have background knowledge of basic definitions that will help them connect and build new vocabulary with former vocabulary. The students must also have the ability to look at the context of an unfamiliar word and be able to decipher the meaning based on the words or phrases that surround it. The foundational skills of accomplishing this is through studying early fundamental vocabulary words and then connecting new words with priorly known words of similar meaning. (Center for Research on Education, n.d.)
Before I started planning the lesson, I asked myself whether the students possessed necessary vocabulary words to talk about the environmental issues. Vocabularies related to the environment are academic ones that need to be pre taught so that students can comprehend their reading, and then use the new vocabulary words in the production of English. Teaching vocabulary is extremely important because “second language learners rely heavily on vocabulary knowledge, and that lack of vocabulary knowledge
Stahl, S.A., & Fairbanks, M. M. (1986). The effect of vocabulary instruction: A model-based meta-analysis. Review of Educational Research, 56(1) 72-110
When the teacher was giving instruction to the students she would point to one of the charts to help students understand and practices their vocabulary. The teacher was able to accommodate students by drawing pictures and modeling students when she was explain. For example one of the words on the vocabulary chart was (pilgrims) the teacher defined the word first with a picture to help students understand and activate their knowledge. Then she would write the definition and would use echo reading to help students develop
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.
In the content area in Language Arts, students will develop the reading skills necessary for word recognition, comprehension, interpretation, analysis, and evaluation of print and non-print text activating prior knowledge, processing and acquiring new vocabulary, organizing information, understanding visual representations, self-monitoring, and reflecting. This can be accomplished by implementing pre-reading, during-reading, and post-reading strategies into the lesson plan. Fifth grade students will read and write a variety of texts with greater scope and depth. In addition, they will analyze and evaluate information and ideas by revisiting and refining concepts about the language arts benchmark and will become more refined and independent learners.
...ible tool for examining data from this study. Word study’s origin is based on the belief of the student’s constructivism in understanding and comprehending new knowledge by the word study developers, the generalized belief by education specialists that it is the way students learn, its foundational role in teacher preparation programs, and its acceptance of the dynamics within the classroom as playing a role in appropriate instruction. Hence, for this study, it is advantageous to use the constructivism theories of both Piaget and Vygotsky, cognitive and sociocultural, as theoretical frameworks. Together these theories will be the lens for analysis of the data collected within the study. By using both, I am able to examine both the an individual’s internal and external construction of information. In the ensuing chapter, I establish the methodology of this study.
To accomplish vocabulary development, before reading the teacher needs to instruct their students on any prerequisites that they need to understand to interpret the text appropriately. This means the teacher has to pull out the most important words as well as those that may be too difficult for the stud...