Welcome
Welcome!!
Reading Endorsement - Competency 2: Application of Research-Based Instructional Practices
In this course teachers will scaffold student learning by applying the principles of research-based reading instruction and integrating the six components of reading. Teachers will engage in the systematic problem solving process: use data to accurately identify problems, analyze those problems, design and implement interventions, evaluate the effectiveness of interventions, and intensify instruction based on individual student needs.
Wow, what an incredibly long article. It was a solid, good, article that really repeats all that we've heard during our teaching years. Some of the research references are from the year 2000, and we are in 2010. A lot can change in 10 years. The article states that there is still a lot of research to be done. What interested me most in the article, was the reference to socioeconomy having to do with the amount of vocabulary a student learns. I agree completely with this. If a student comes from a low socioeconomic background, he or she is likely to have a less vocabulary rich background. Unfortuneately, I don't see where the school system can or does make up for this. I believe this is where many students come in behind and stay behind, and this hinders their reading ability, which in turn usually hinders their ability to function effectively in school.
ReplyDeleteThree things I learned about vocabulary instruction are: 1) Readers need to have many exposures to a word in different contexts before they know it, 2)Word knowledge is multidimensional, and 3)Word knowledge is interrelated. I also learned about the "Matthew Effects" app of Matthew 25:29: "the rich get richer and the poor get poorer." They apply this to good readers and poor readers. I also agree with this.
I will continue to use the instructional methods that I already use plus any new ones that will keep the students actively engaged in learning. In the ESE classroom, you have to use the multisensory approach to teaching. There is no one method that works. You have to use a variey of methods and see which ones work for the particular students that you have that year. ESE students need repetition and multiple exposure, learning in rich contexts, hands on activities whenever possible, computer technology, and the ability to restructure activities when learning is simply not occurring.
The instructional practice I would be least likely to choose would be drill and practice because my students do not have a very long attention span and because some of them have short and long term memory loss.
The lesson I found on readwritethink.org was incredibly good. I was excited because I'm going to try it out with my class. I thought it was an excellent and complete lesson. The title of this lesson is "Using Word Storms to Explore Vocabulary and Encourage Critical Thinking." The lesson author was Deborah Kozdras, Plant City, Florida. I was extremely impressed with this lesson. It even gives the students a website, I believe it was readwritethinkprinting press, where they can make their own cartoons and or publish stories, flyers, etc. I sent an email to our teacher and I hope we can access this in class.
I found this was a very good article. As the articles states, the socioeconomic status has a great influence in the children's vocabulary. Without outside cooperation, this is difficult to overcome.
ReplyDeleteIn class I learned:
1) How important it is to teach the vocabulary in different contexts, and that is doable - as proved during this session!
2) How useful and important it is to make the word wall interactive.
3) The availability of a wide range of resources, including the readwritethink website.
Instructional Practice I will use:
Repetition and multiple exposure to vocabulary; teaching in different context; continue taking advantage of the incidental word learning, making them teachable moments; using affixes and cognates... All of these are help improve students' vocabulary.
I will not rely on the oral language experience from home, because many parents don't know of the importance to continue the informal education of their children at home, or they don't have the resources or education to do so.
Readwritethink.org lesson (excellent website, thank you!)
Word Wizards: Students Making Words
Grade: K-2
Objective: After a read-aloud of Word Wizard by Cathryn Falwell, students are encouraged to become "word wizards" by adding letters to words or by using a given set of letters to make new words.
I use a similar activity every week with a vocabulary word from the story. It is one of my centers. The students are given a scrambled word and a clue to solve the riddle. Then they are asked to make as many 2, 3, 4 and 5 letter words as possible using the letters provided.
By Maggie Viera
Session 5
ReplyDelete1) List 3 things you learned today about vocabulary instruction:
1. Vocabulary and comprehension go hand-in-hand. It is said that if word meaning is recognized then reading comprehension will be achieved.
2. Vocabulary words need to be practiced before (vocabulary knowledge rating), during reading (context clues) and after reading (definition maps).
3. Word walls are a creative and practical way to engage student vocabulary learning in the classroom. The words may be placed in alphabetical order or by categories. These words may come from a pool of words taken from stories read in class, SAT words, sight/high frequency words; they should also be limited to what is current in the classroom.
2) What instructional practice will you MOST likely use in your classroom? Why?
I will use the vocabulary knowledge rating in order to check and deepen the students’ understanding of word meanings. I have often used this strategy when using the EDGE program and have noticed that the students greatly benefit from it. When the students come across an unfamiliar word they are asked to deepen their understanding by giving an example from their life that relates to the vocabulary words meaning. This helps the students go beyond recognizing the definition but also applying it to their life. This strategy helps them remember the vocabulary word and its meaning in the future.
3) What instructional practice will you LEAST likely use in your classroom? Why?
In order to continue being an effective teacher I need to use all the different vocabulary strategies to teach my students. The one vocabulary activity I did not use prior to last school year was the use of word walls to teach vocabulary. I now incorporate word walls for the word of the day and it serves as a visual aid and a review for the students to learn and remember the word of the day vocabulary words.
Read. Write. Think.
Lesson Plan
Title: Choosing, Chatting, and Collecting: Vocabulary Self-Collection Strategy
Grades: 6 – 8
Overview: The vocabulary self-collection strategy involves having students choose the words they want to learn, chat about their rationale for selecting words, and agree upon words for a classroom collection. This strategy is an effective approach to help students understand the meanings of new words, use them in conversations and writing, and make personal connections with words while reading. The strategy also encourages students to use the words for authentic tasks and on a regular basis in their writing
readwritethink.org
ReplyDeleteAction ABC's: Learning Vocab with Verbs (K-2)
Objective: students will incorporate more complex vocabulary into their writing.
Overview: brainstorm verbs that begin with each letter of the alphabet. Then select one per letter and create an alphabet book with an illustration and sentence for each one.
A Focus on Vocabulary
3 things learned
-that vocabulary is classified into different categories like receptive, productive, oral and print.
-students can learn between 8-10 new words a week
-how to identify a tier 2 word and that these should be the focus of vocabulary instruction
strategy I will use: semantic maps
i thin i can make it work for first grade and it will be beneficial to their understand of words with multiple meanings
strategy i am less likely to use:
some of the prefix and suffix instruction is too complex for first grade but i will incorporate selected prefixes and suffixes into instruction
After reading A Focus on Vocabulary I learned the importance of vocabulary development in a student for a successful reading comprehension.
ReplyDeleteI learned that when teaching vocabulary you have to select words that students will encounter while reading, and relate them for a successful retelling. Finally I learned that you have to relate words to their background knowledge to activate curiosity.
The instructional strategy that I like most was the use of wordwalls as visual scaffolding that will help them make a better transisition as independent reader.
The instructional strategy that I would least use will be the computer related games or hyperlinks as this get students distracted from the real objective.
The activity I selected from readwritethink.com
Title: My world of words-bulding vocabulary.
Grade level : 3-5 grades
Materials : favorite magazines and dictionaries
Overview: A 45 minute lesson in which students participate in cooperative groups with their favorite book or magazine and they select the word they find interesting and develop their curiosity. They have to divide their paper in four colums and say what they think the word means, why they chose that word and where he read or heard that word before..
Later they will receive feedback from classmates and create a class discussion.
nflores
ReplyDeleteTitle of lesson:Action ABC's: Learning Vocabulary With Verbs.
Grade level: K-2
Overview:Students work together to brainstrom and create list of verbs for each of the letters of the alphabet.
1. Three things I learned about vocabulary
Vocabulary need to be used after reading,during retelling, writing, oral, artistic and dramatic experiences. Understand vocabulary acquisition, student's needs and abilities, and how to facilitate learning. The importance of enhancing students vocabulary t better reading comprehension.2. The instruction I would mostly use, would be Word Wall.It groups words indifferent categories to help students to read and spell words.3. The practice I would least use is writing the voc. on the board and finding the definition. My students need to visualize the words to better understand the vocabulary.
The article provides a clear picture of the importance of vocabulary building if we want to promote reading. The role of vocabulary is essential to comprehend what is being read. Lack of understanding or comprehension will frustate the reader and, hence will stop reading.
ReplyDeleteGarcia explains the fact that this is more pronounce in spanish speaking students because they don't recognize abstract words never heard before. I wholehardly agree that oral and printing vocabulary building activities must be prioritize in order to increase reading comprehension and foster reading.
List three things you learned today about vocabulary instruction.
ReplyDelete1. Teachers have to teach students how to connect words to words that they already know.
2. Students need to be taught words in-depth and systematically.
3. Words being taught should be words that they will encounter in the present selection, text or content.
What instructional practice would you be most likely to use in your classroom? Why?
I mostly teach my students how to determine meanings of words when used in context or to break the word up into smaller parts (morphology). I am not the a fan of memorizing definitions out of the dictionary. I teach my students to look for clues and also to break words up into prefixes, suffixes and root words. I like to do a lot of modeling and explicit instruction. But most importantly I like to allow my students a lot of time to practice.
What instructional practice would you be least likely to use in your classroom? Why?
Like I said previously I am not a fan of just giving words and tell students to memorize definitions. Also there is more than one way to learn words, so I would not stick to just one way and not expose my students to multiple ways. A closed mind is a crime.
Title: You Can't Spell the Word Prefix Without a Prefix
Grade Level: 6-8
Overview: Students learn in a cooperative setting to identify, define, and construct words with prefixes. Students guess at initial meanings and spellings of words, correct misspellings using spelling strategies developed by their work groups, and use resources such as spell checkers and dictionaries to arrive at correct spellings and definitions. To help assess comprehension, students write sentences for each prefix group the class has worked on during the lesson.
Readwritethink.org Activity
ReplyDeleteSupporting Vocabulary Development with EASE
6-8 grade
Objective:Students will: -acquire new vocabulary and use it correctly in reading and writing. -create definitions and examples for new vocabulary. -create similes
Overview:This lesson combines two researched-based approaches to directly teach two academic, three concept, and five robust vocabulary words. The four-step procedure begins by having students Enunciate new words syllable-by-syllable and then blend the word. Next, teachers Associate the word with definitions and examples that students already know. Students then Synthesize the words with other words and concepts that they have already studied and they have the opportunity to demonstrate deep knowledge of the new word. Finally, teachers Emphasize new words in classroom discussions, writing activities, and a variety of other contexts.
After reading A Focus on Vocabulary I learned that through Incidental Learning students acquire many new words through exposure and interaction with complex and rich oral language.
Also,Nagy and Scott researched is focus on what it means to "know" a word using three categories; Incremental, Multidimensional and Interrelated
The instruction practice I will use is the Semantic Map to expand students knowlede of familiar words that have multiple meanings and have many related words. This activity will make them increase their vocabulary.
Using Dictionaries will be the least likely to use. Due to the different definitions they might find for the word, students don't look for the one that makes sense in context.
Lesson:Teach student oral vocabulary, increase word recognition and correct spelling grade k-2 using Franklin to become word wizards.
ReplyDeleteThree things that I learned today in class:
Students need in depth knowledge of words in many ways in many context. Vocabulary words need to be used after reading, during reading , writing and oral, artistic and dramatic experience. Connect new words they already know.
What is vocabulary: Knowledge of words and word meaning in both oral and print language. Vocabulary refers to the kind of words that student must know to read increasingly demanding text with comprehension.
Why is vocabulary important : Vocabulary is very important because students can not understand information or materials with out prior knowledge. Students can effectively learn 8-10 new words a week. If students learn the language they could grasp what you are trying to teach to ensure comprehension. Teacher should teach words in relation to other words with an systematically effort. According to research grade 1 should acquire 2,500-26,00 words, college students should have seen 19,00-200,000.
List three things you learned today about vocabulary:
ReplyDelete1. I learned the relationship between vocabulary and comprehension. If we teach children the meaning of the words well they will able to comprehend the material they reading.
2. Vocabulary has to be taught with a purpose according to the children needs and the vocabulary words have be used after reading, writing and other activities.
3. I also learned how to introduce a new word by pronouncing it, studying examples and encouraging students to elaborate and practice the word.
What instructional practice will you most likely use in your classroom and why?
The instructional practice that I will most likely use is the Word Wall. I will systematically organize a collection of key legal words from in my Legal Aspects of Business class. I will gradually incorporate the words from three chapters in same unit and I will encourage students to used the Word Wall when they are independently reading the content.
What instructional practice will you least likely use in your classroom and why?
Since I teach senior high school students, the instructional practice that I least likely use in my classroom will be one that will engage students in games and fun activities that are more suitable for younger students.
Lesson Search
Title: What is Phonics and Friends?
Grade level: K-2
Overview: Is a supplemental program designed for phonics instruction for emergent and early readers in kindergarten through second grade.
List three things you learned today about vocabulary instruction.
ReplyDelete1. Vocabulary instruction goes hand in hand with reading comprehension.
2. Vocabulary is not taught independently and should be taught directly to students in context.
3. Teach the pronunciation and teach words the students will utilize and see versus archaic terminology.
What instructional practice will you most likely use in your classroom? Why?
I will be more diligent in teaching vocabulary directly and in context. I have noticed that the way I direct my vocabulary instruction has not been as effective as I would like it to be. With teaching the students new terms in a context that they can use, I will be assured that not only will they be able to retain the definition of the term, but they will also be able to actually use the term in their oral vocabulary and not forget the definition after the vocabulary test.
Lesson Search
ReplyDeleteTitle of Lesson: Choosing, Chatting, and Collecting: Vocabulary Self-Collection Strategy
Grade Level(s): 6-8
Overview: The vocabulary self-collection strategy involves having students choose the words they want to learn, chat about their rationale for selecting words, and agree upon words for a classroom collection. This strategy is an effective approach to help students understand the meanings of new words, use them in conversations and writing, and make personal connections with words while reading. The strategy also encourages students to use the words for authentic tasks and on a regular basis in their writing. In this lesson, an online Shakespeare text is used as an example; however, the strategy can be applied to any content area reading.
I learned that by first grade students should be acquiring 2,500-26,000 words. College graduate students should have acquired 19,000-200,00 words. The article stated that most words are learned by incidental learning. The article also stated that students should be exposed to different types of books in order to increase vocabulary.
ReplyDeleteI have always liked the incorporation of word walls into my lessons, initially when I am introducing new vocabulary words. I like review previous words with the students using the word wall before introducing the new ones.
I would try to use all different types of strategies when teaching vocabulary. I would try to avoid using just one type of instruction.