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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.
ISRAEL DOMINGUEZ
ReplyDeleteI learned, the synesthesia's meaning.
-The vocabulary words need to be used AFTER READING-DURING RETELLINGS,ORAL,ARTISTIC AND DRAMATIC EXPERIENCES.
-A student who knows a word can recognize it understand it and apply.
ISRAEL DOMINGUEZ
ReplyDeleteMOST
Single-subject practice is a rigorous, scientific methodology used to define basic principles of behavior and establish evidence-based practices. Because may involve only one student.
LEAST
READING COMPREHENSION.BEACUASE STUDENT LEVEL
Blanca Gonzalez
ReplyDelete1. List three things you learned today about vocabulary instruction.
1 . I learned that by grade one (1st grade) students should be acquiring 2,500-26,000 words. College graduate students should have acquired 19,000-200,00 words.
2. It also stated in the article that really, no more than 8-10 words cannot be taught EFFECTIVELY each week. Most of these words are also learned/acquired through incidental learning. Incidental learning is learning new words through exposure to, and interaction with increasingly complex and rich oral language, by words in text and, by oral reading independently or by being read to.
3. I learned that the kind of reading necessary to produce vocabulary growth is not limited to one type of text. Instead, researchers have encouraged students to read a vast number of books at different levels of difficulty and interest.
2. What instructional practice would you be most likely to use in your classroom? Why?
Teaching words for new and complex concepts is one I will introduce. This strategy can start off basic and work itself up to a deeper and more enhanced use and understanding. The example they used was a globe. After a teacher led discussion, students begin with their examples of globes. A visual representation is given, then they describe its use. WE see with this strategy, that the students start off small and then work up towards a more age appropriate description and explanation of the globe. A lot graphic organizers aid in building the meaning of a word. I love using graphic organizers!!
3. What instructional practice would you be least likely to use in your classroom? Why?
The practice of using only one method or the same vocabulary instructional method over again to deliver vocabulary instruction. There is a proven fact, and that is, all students learn differently. Therefore, the delivery should include a multimedia delivery, and this is so optimal learning can take place for all students.
Jacqueline Basulto
ReplyDelete3 Things I Learned About Vocabulary Instruction
1.The importance of enhancing students' vocabulary to better reading comprehension
2.The selection of interesting,exciting activities to motivate students to enrich their vocabulary
3.The utilization of graphs and word maps to help student gain deeper understanding of words' meaning
I MOST likely use word walls to instruct vocabulary in my classroom because a variety of activities can be developed when utilizing them and students will have more opportunities to read, hear and say words and finally learn them.
I would not use any instructional practice where students had to "extract" meaning of words from a dictionary as they are in first grade and they do not have the knowledge of how a dictionary works.
VOCABULARY ACTIVITY
Title: Action ABC's:Learning Vocabulary with Verbs
Grade Level: K-2
Overview: Creating an illustrated alphabet book of action words, from Attack to Zap, reinforces the definition of verbs as it stretches and expands students'vocabulary.
1.The 3 things I have learned about vocabulary instruction are:
ReplyDeletea. The Matthew Effect: good readers read more and learn more words; poor readers read less and learn fewer words.
b. Knowing words is an incremental process.
c. children in poor familes are frequently addressed using imperatives,e.g. Don't do that! Come her!
2. I most likely use incidental teaching of new words and from there, I would teach the morphology and word families.I would also teach cognates and Latin roots because I think that my students have background knowledge of many words they think they have never seen before.
3. I think I would use all of the suggested practices at one point or another of the instruction.
1. I learned that there is an extraordinary disparity of learned words among college graduates (19,000 to 250,000).
ReplyDelete2. I learned the definition of Function Words, words that cue a reader or speaker to the structure of a sentence, and Content Words, words that communicate meaning in text.
3. I learned how to use a Semantic Map to teach multiple meaning computer related terms and other important concepts.
I choose to use computer assisted technology in my class to teach technology related vocabulary terms. The students have a large bank of vocabulary words arranged alphabetically on the website we are using, and click on each term, one at a time. Using their headphones plugged into the computer, they listen to a narrator speaking the word and its definition while seeing an interactive picture on the screen identifying the term.
I would be least likely to use direct vocabulary instruction because of its time consuming nature and varying student vocabulary levels.
Three things that I learned today in class are:
ReplyDelete1.Select words that children will encounter while reading literature and content material.
2.Teach words in relation to other words.
3.Teach words systematically and in depth.
What instructional practices will you most likely use and why:
I will utilize word walls more regularly so that I can enhance student vocabulary acquisition and comprehension. Attention to vocabulary was noted to be important for all students in the article, especially those who have a learning disability and those who are ESOL.
What instructional practice would be least likely to be used:
There is nothing that I believe that I would not use. Everything related to vocabulary can be tried at least once to find out what works for my students.
VOCABULARY ACTIVITY
TITLE: Acquiring New Vocabulary Through Book Discussion Groups
GRADES: 3-5
OVERVIEW: While reading the book Pink and Say by Patricia Polacco, students identify words that are unfamiliar to them. Work collaboratively in small groups, they discuss the meaning of these new words, using context clues from the text, prior knowledge, and both print and on-line resources. Students then apply their knowledge of the new vocabulary to further their understanding of the text.
Juliette Hinds
VOCABULARY ACTIVITY
ReplyDeleteTITLE: Figurative Language: Teaching Idioms
GRADES: 3-5
OVERVIEW: By developing a clear understanding of figurative language, students can further comprehend text that contains metaphorical and lexical meanings beyond the basic word level. In this lesson, students explore figurative language with a focus on the literal versus the metaphorical translations of idioms. Students will further develop their understanding of figurative language.
Three things that I learned today in class are:
1.Select words that children will encounter while reading literature and content material.
2.Teach words in relation to other words.
3.Teach words systematically and in depth.
What instructional practices will you most likely use and why:
I will utilize word walls more regularly so that I can enhance student vocabulary acquisition and comprehension. Attention to vocabulary was noted to be important for all students in the article, especially those who have a learning disability and those who are ESOL.
What instructional practice would be least likely to be used:
There is nothing that I believe that I would not use. Everything related to vocabulary can be tried at least once to find out what works for my students.
Anamary Nieves
I learned that vocabulary can not be taught in isolation. Students learn better when they can get examples and relate to them and their life. I also learned that words need not be obscure or hard words. I also learned that word walls can be very interactive. In my classroom, I will definitely use more example sentences and focus less on the dictionary definition. I think I would use all the things discussed to teach vocabulary. Especially since knowing vocabulary will ensure that students comprehension level increases.
ReplyDeleteI learned that it is not an easy task when it comes to teaching vocabulary. If students see words that they never will use or even talk about then they wont want to remember them. Words that we teach should relate to other words that they may know already so that they have somewhat an idea. I will use my word wall more often so that the words are visual in the classroom and at least they see the word even if they dont understand it yet. I will use the find your mate game.
ReplyDelete1. List 3 things I learned today about vocabulary instruction.
ReplyDelete1. Vocabulary is taught in two forms, oral and written.
2. Students can effectively learn 8-10 new words per week.
3. Students do not learn much from traditional dictionary vocabulary lesson. Students need prior explicit instruction in vocabulary to learn new words.
2. What instructional practices will be used in my class? Why?
I will used activities to teach vocabulary that are engaging, such as graphic organizers and kagan structure activities. Research show that these activities improve reading comprehension.
3. What instructional practices will not be used? Why?
I would not use the tradictional dictionary vocabulary lesson approach. Students need prior explicit instruction improve reading.
1. List three things you learned today about vocabulary instruction.
ReplyDeleteOne of the most persistent findings in reading research is that the extent of students’ vocabulary knowledge relates strongly to their reading comprehension and overall academic success. That vocabulary instruction comes in an oral and print form. I also learned about the impact of word schemas to a students' vocabulary acquisition and knowledge.
2. What instructional practice will you MOST likely use in your classroom? Why?
I will most likely use direct instruction of vocabulary items required for a specific text because it seems to be the most succinct form of learning for students. I will try to incorporate more incidental learning of vocabulary with my students by varying the diction in my instruction and lessons.
3. What instructional practice would you be LEAST likely use? Why?
I will least likely use read alouds because my students don't really understand how the concept helps with vocabulary instruction and I see it more as a tool that assists with reading comprehension.
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.
1) List three things you learned today about vocabulary instruction
ReplyDelete-That one must emphasize –Pronunciation
-Comprehension
-Sighting
-Connotation
-Usage
-Vocabulary knowledge helps reading comprehension (Independent reading assignments/ Context clues/ Strategies/ Exposure to abstract words/ Opportunity for verbal expression/
-Meaningful example to support word)
-Make it a routine to read aloud and debrief by having a discussion
2) What instructional practice will you most likely use in your classroom? Why?
-I always have a vocabulary exercise each class, whether its brand new vocabulary words (definition and analogy/ skit), discussion after a read aloud, word maps and exposure to a cornucopia of abstract words or concepts. And over the years this has been very effective so I will definitely continue to use them.
3) What instructional practice would you least likely implement? Why?
-Being a Language Arts teacher I use all the instructional practices at one point or other during my lessons, some consciously and others unconsciously. Therefore, I cannot say no to any of the aforementioned practices.
I learned that vocabulary needs to be taught AFTER reading during things like rereadings. This also applies to my writing course when, after teaching about mature word choice s tudents used a thesaurus to put any word in without taking into account it's meaning in context.
ReplyDeleteI l earned a good method for having students rate their knowledge of a word using a 4 point scale. I have tried using it in class and they seem to enjoy this rating system.
I learned more about the imprtance of word walls but more importantly I learned different ways to create a word wall. I was having trouble creating a word wall but have since put one to use.
As I said, the practice I would use most would be the vocabulary rating system and I have already used it. The students likebeing able to put their knowledge of a word to a chart and then seeing how they progress up the chart as they gain mastery of the word.
The practice I would use least would be the definition map because my students are advanced and it is a very beginning map. I've been using the frayer model with them for new words.
I learned that we need to increase best practices to teach vocabulary. Activities such as looking on the dictionary to find the definition is an example of one that needs to decrease. Giving the students the word list before the story and ask them to look for definitons is an apporoach that it needs to change.
ReplyDeleteI also learned students can be taught only 8 to 10 words a week effectively. It gives me evidence to show my teachers that practice needs to decrease.
Using more dynamic and interactive activities with the students to learn new words, is a must.
2. When I teach vocabulary an activity that always has been effective for my students is in the "before reading" part the students need to skim the passage to find 4 or 5 words that will make it difficult for them to understand the passage or that they have never seen it before. We make a list at the board of the words that they found and discuss the vocabulary looking at the story to find clues for meaning like the pictures or captions, etc. in the text.
3. I think that the one that needs to say "goodbay" in my school is the use of the dictionary as the only source of finding definitions and providing 25 words everyweek is another one that needs to leave by yesterday.
I learned that Word Walls cannot just be left on the wall and not called to use at some point. Students will not use the word wall as a reference if it is not put to good use.
ReplyDeleteI like the idea of read alouds as a model for the students. I would like to implement that more in my classroom so the students know what certain things should sound like as well as inflection and how it is differs from another culture or the similarities to their own.
Lastly, I learned to value the correlation between vocabulary and comprehension. I do see it's importance yet, I think that the value of vocabulary might be lost on the students as some things are intended to be implied as understood or we assume the student might know and there is actually more of a gap than may be perceived.
1. List three things you learned today about vocabulary instruction.
ReplyDelete*The greater the number of times a student hears, utilize, write and encounter the vocabulary in different contextual forms they more they will be able to understand and use it.
*Vocabulary should be taught with a purpose and should be used throughout the teaching process and connect the words to words they already know.
*Vocabulary should be introduced by teaching the pronunciation; give examples; encourage elaboration and finally with practice.
2. What instructional practice will you MOST likely use in your classroom? Why?
I love the method of introducing vocabulary by allowing students to derive their own meanings rather than straight copying definitions. The activity I am mostly like to utilize in my classroom is the use of graphic organizers that allow my students different perspectives on the meaning of vocabulary words and concepts.
3. What instructional practice would you be least likely to use? Why?
At this juncture I would least likely use the Word Wall Activity. My students can comprehend better by designing and creating concept maps that can be posted and utilized in the same manner.
List three things you learned today about vocabulary instruction. Teachers should teach student to connect words to words that they already know. Students need to be taught words in-depth and be able to apply them to real life. Words being taught should be words that they will see in the selection, text or content. What instructional practice would you be most likely to use in your classroom? Why? I teach my students to look for clues and also to break words up into prefixes, suffixes and root words. I also like to do modeling and detailed instruction. I like to let my students have time to practice. What instructional practice would you be least likely to use in your classroom? Why?
ReplyDeleteI will not have my students memorize definitions. There is more than one way to learn words, so I would expose my students to multiple ways of learning.
In teaching vocabulary, I generally use an embedded approach and always thought that it works. I can see it is one tool, but I see now that explicit vocabulary instruction is also important. I can see the benefit to using a word wall, and coming back from holiday, look forward to creating one in my classroom. I especially like the one where the students assess themselves on whether or not a vocabulary word has been learned and transferring it themselves to the “mastered” side. I also like asking the students to recognize parts of the word that they have seen before and parts they have not seen. This lead to an interesting encounter with the First, Second, and Third Laws of Thermodynamics. The students had heard of each law, but never really knew what they were about. Having just finished a section on energy transformations, I asked them, “What does therm mean?” A: Heat. Q: “And what is heat a form of?” A: Energy. Q: “Have you seen the word dynamic before?” A few of the students had, but none had any idea of its meaning. I told them, “Dynamic means changing. So the First, Second, and Thirds Laws describe the rules energy follows as it changes.” My students finally had a framework from which to base their understandings of these laws. I like the ideas of definition maps, but have been breaking down the vocabulary into study guides, vocabulary study sheets, and answering lesson objectives using the vocabulary. I am wondering if this process might be better assisted with something similar to the definition map. I am constantly trying new techniques on my students though, so I am wondering if it might be smart letting them get into a pattern of some kind before I introduce something new.
ReplyDelete