Synthesis:
The three readings this week all focused on
vocabulary. I felt that this was a good choice for a course concerning
adolescent literacy. As a teacher, vocabulary is an issue that often gets
looked over. This week’s readings gave me new insight into why vocabulary is
important and how to better teach new words. I am excited to take these ideas
into my own classroom. The readings all had very similar ideas about the significance
of vocabulary in students’ lives, the problem of the deficit for content
specific words, and the need for explicit vocabulary instruction. In addition,
students must be given engaging opportunities to interact with new words, and
must be directly taught content specific words, and must be exposed to multiple
levels of vocabulary words. Words can be categorized a variety of words, and it
is educators’ responsibility to expose students to all of these types in
appropriate ways. These ideas were the driving force of the readings, helped to
better understand the current push in the districts for increased focus on
vocabulary instruction.
vocabulary. I felt that this was a good choice for a course concerning
adolescent literacy. As a teacher, vocabulary is an issue that often gets
looked over. This week’s readings gave me new insight into why vocabulary is
important and how to better teach new words. I am excited to take these ideas
into my own classroom. The readings all had very similar ideas about the significance
of vocabulary in students’ lives, the problem of the deficit for content
specific words, and the need for explicit vocabulary instruction. In addition,
students must be given engaging opportunities to interact with new words, and
must be directly taught content specific words, and must be exposed to multiple
levels of vocabulary words. Words can be categorized a variety of words, and it
is educators’ responsibility to expose students to all of these types in
appropriate ways. These ideas were the driving force of the readings, helped to
better understand the current push in the districts for increased focus on
vocabulary instruction.
Hinchman
& Sheridan-Thomas
& Sheridan-Thomas
This chapter was very useful. It outlined some
interesting strategies for vocabulary such as: K-W-L, AWAD, Teach-Teach-Trade,
root word webs, various metacognitive strategies. It also pointed out that it
is crucial for students to be engaged in their learning, and one effective way
to do this is to get students work together. Being social in a school setting
makes the work meaningful, and there is greater chance for student growth in
multiple areas. Students must be given choices in their education in order to
connect with the words and content.
interesting strategies for vocabulary such as: K-W-L, AWAD, Teach-Teach-Trade,
root word webs, various metacognitive strategies. It also pointed out that it
is crucial for students to be engaged in their learning, and one effective way
to do this is to get students work together. Being social in a school setting
makes the work meaningful, and there is greater chance for student growth in
multiple areas. Students must be given choices in their education in order to
connect with the words and content.
Wood &
Blanzo
Blanzo
This text emphasizes the fact that students need
to be explicitly taught words that are specific to content areas. These are the
types of words that students seem to have the most trouble with because they
have the least amount of prior knowledge associated with these words. However,
understanding the words is crucial for students to understand the concepts.
Many subjects have words that are only found and used when relating to these
topics. These terms are abstract to students. In addition, some words have
different meanings in different content areas and/or other meanings not related
specifically to the world of academia. Furthermore, there are some words that
students must know in order to succeed in all subjects: words that are often
directional in nature such as: analyze, evaluate, collaborate, etc.
to be explicitly taught words that are specific to content areas. These are the
types of words that students seem to have the most trouble with because they
have the least amount of prior knowledge associated with these words. However,
understanding the words is crucial for students to understand the concepts.
Many subjects have words that are only found and used when relating to these
topics. These terms are abstract to students. In addition, some words have
different meanings in different content areas and/or other meanings not related
specifically to the world of academia. Furthermore, there are some words that
students must know in order to succeed in all subjects: words that are often
directional in nature such as: analyze, evaluate, collaborate, etc.
Manzo,
Manzo, Thomas
Manzo, Thomas
This reading surprised me by its focus on positive
and negative language. This is something that I try to manage in my classroom,
but that I had never tied to the issue of vocabulary and language development.
A positive learning environment along with positive language greatly improves
students’ self-efficacy and achievement. In addition, this reading covers the
importance of popular culture and its influence on the way that the general
public. Teachers have a responsibility to preserve and encourage positive use of
the language.
and negative language. This is something that I try to manage in my classroom,
but that I had never tied to the issue of vocabulary and language development.
A positive learning environment along with positive language greatly improves
students’ self-efficacy and achievement. In addition, this reading covers the
importance of popular culture and its influence on the way that the general
public. Teachers have a responsibility to preserve and encourage positive use of
the language.
Response
Text to Self-These
readings really made me think about my own acquisition of words, and my own
schooling. I read extensively as a child, and really felt like I learned many
words that way. I do not remember having direct instruction in vocabulary in
school in high school, or even middle school. I feel that knowing what I know
now, I will be able to effectively use the knowledge and strategies to help my
students reach their potential. The schools are trying to focus on vocabulary,
and my school is focusing on content area vocabulary, and now I understand why more
fully. I also feel that I have more to contribute now that I have read these
chapters.
readings really made me think about my own acquisition of words, and my own
schooling. I read extensively as a child, and really felt like I learned many
words that way. I do not remember having direct instruction in vocabulary in
school in high school, or even middle school. I feel that knowing what I know
now, I will be able to effectively use the knowledge and strategies to help my
students reach their potential. The schools are trying to focus on vocabulary,
and my school is focusing on content area vocabulary, and now I understand why more
fully. I also feel that I have more to contribute now that I have read these
chapters.
Text to Text-
These chapters made me think of when I have read
the work of Paulo Friere when he talks about “reading the word and the world”.
Students have such a varied world today, which focusing on vocabulary almost
seems daunting. However, knowing the names and meaning of words helps to deepen
their knowledge of the world.
Reciprocally, the more students are exposed to, the stronger their vocabulary
will be. So, we must do our best as teachers to create an environment in which students can authentically learn new words
in a positive way.
These chapters made me think of when I have read
the work of Paulo Friere when he talks about “reading the word and the world”.
Students have such a varied world today, which focusing on vocabulary almost
seems daunting. However, knowing the names and meaning of words helps to deepen
their knowledge of the world.
Reciprocally, the more students are exposed to, the stronger their vocabulary
will be. So, we must do our best as teachers to create an environment in which students can authentically learn new words
in a positive way.
Text to
World-As the world becomes smaller through technology;
word knowledge related to various subjects
will increase. Students need experiences with words in order to succeed in multiple
areas of life. As modes of communication morph along with the flexibility of
language, having a broad range will be increasingly necessary for students to
be fully functional in the world.
World-As the world becomes smaller through technology;
word knowledge related to various subjects
will increase. Students need experiences with words in order to succeed in multiple
areas of life. As modes of communication morph along with the flexibility of
language, having a broad range will be increasingly necessary for students to
be fully functional in the world.
Questions:
1. How much does extensive reading truly affect
vocabulary knowledge? It always seemed like this was the best way for me to
learn words, but I seem to be getting confusing messages from these readings?
vocabulary knowledge? It always seemed like this was the best way for me to
learn words, but I seem to be getting confusing messages from these readings?
2. How can we encourage students to use more positive
vocabulary in the classroom, their writings, and outside of school without
sounding pedantic? How can we build a positive language environment that best
helps their educational and social spheres?
vocabulary in the classroom, their writings, and outside of school without
sounding pedantic? How can we build a positive language environment that best
helps their educational and social spheres?
Megan, I have always thought that through reading students would be exposed to new vocabulary. While I do still that that is true that reading increases vocabulary, it has to come with the hunger and want to determine unknown words, either by looking them up or asking someone for the definition. I think you have asked a really good question and hope we can find an answer to it.
ReplyDeleteI like your first question. I always read a lot growing up. My parents instilled a love for reading in me before I even entered school, and I have found that my vocabulary is larger than that of many of my friends. I can't explain how it happens, but it does! Although, I do wonder if this is true for all students. Since I work with many students with special needs, I have seen that their processing is different, and they don't always automatically pick up on concepts that their peers do. They seem to benefit more from explicit instruction.
ReplyDeleteIn response to your first question, I really think extensive reading is one of the best ways to increase vocabulary. A lot of students will need vocabulary support with the reading and in addition to the reading, but I think it's the best foundation. In terms of conflicting ideas surrounding that, I think it also depends on what they're reading. If they're all reading Percy Jackson when they're on a 12th grade reading level, they're not exactly going to pick up new words or practice word learning strategies. I think it's probably best to pair them with an instructional level text and scaffold it for them.
ReplyDeleteYour second question relates to one of my biggest goals that I have with vocabulary instruction! I always talk to my students about "code switching," especially since I rarely have students who grew up in environments where standard English was spoken regularly. Once they see the many different purposes for language, it helps them realize that there's nothing 'wrong" with the way they speak to their friends, but they also have a use for language conventions and conventional vocabulary.