Chapter 7 Vocabulary
This week I learned about the impact of vocabulary in
today’s schools. I must admit that I
love vocabulary and all of the “tricks” of the trade. After this chapter I felt as if I had been
doing a disservice to my students in the sense that I sometimes don’t let them
struggle through incidental vocabulary that they encounter. I will typically
define the word before we begin reading or while we are reading. I do know that
at times when I am actually facilitating a lesson that I will use vocabulary
that the students may not be familiar with and try to back it up with a
sentence that contains its synonym to
guarantee that the students understand what they are reading.
My favorite activity was the 7.2 Word inventory. This would
be a great introduction strategy. It would be an awesome assessment of what
they already know. It would also help me to determine prior knowledge. (One of
the things in the past that I have struggled with)
I do, however, celebrate the fact that I am good at concepts
of context. When there is a word that has a different meaning across curriculum
I stop to address it with the students.
We talk about the way the word was used and the context in which it was
used.
One thing I would hope to grow into is vocabulary
podcasts. Being able to use podcast
would be a monumental experience for the students. The students definitely enjoy technology
enhanced learning. I believe they would embrace the concept.
I wasn’t a fan of the jot chart method until I began to
think about the fact that I work in a lower social economic area that has
extreme challenges with vocabulary. I
think about the speech that our gifted and talented teacher gave at the
beginning of the year and a parent said “I don’t have a clue what that
over-educated lady is saying.” I would be interested in knowing what the
students thought for the possible definition as this could shed some light on
cultural differences or even economic differences. I would like to marry the
jot chart with a type of dictionary game and see if the students are more
motivated to complete the activity.
After reading the chapter it placed an intense need on
making sure that I spend time teaching vocabulary. I know that my students struggle in this area
and the chapter made me realize that my deficiency in context clues may stem
from my lack of attention to vocabulary. I also will not be using all the
suggested vocabulary words as per the teacher manual, but will read the
passages, stories, or poems myself and determine which words would be
beneficial to focus on. OF course I love illustrations and will allow students
to do that as well. I am a firm believer that if you can’t talk it out you can
draw it out!
2 comments:
I really like that you brought up SES in reference to how students may define words. It is important to know where our students are coming from and what background they bring to the classroom.
Auditory learners tend to gain from podcasts.
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