chapter 5 & 6

How can we use the six steps to effective vocabulary instruction while creating academic vocabulary lists that are used by students cross-curricular? We must keep in mind that our definitions must be somewhat consistent when we introduce the vocabulary, students must be able to re-define while keeping an accurate meaning, a picture represenation and have opportunities to re-visit their vocabulary and discuss with other students. While each is something we can all do, how does this approach fit the curriculum crunch, are there pieces or parts that would benefit students if we can not complete all six steps?

Chapter 4 Building Academic Background Knowledge Through Direct Vocabulary Instruction

How do we incorporate vocabulary instruction by using the characteristic of effective direct vocabulary instruction? Keeping in mind, that instruction does not rely on definition, students being aware of representation; both linguistically and non-linguistically, and developing knowledge through multiple exposures. Students should be taught parts of words to enhance learning, with the idea that different types of words require different types of instruction. Time should be allowed for students to discuss and play with the words they are learning and focusing instruction on terms that have a high probability of enhancing academic success while we continue to work our ways through content specific curriculum?

Chapter 3 Essential Question

How can we use the five-step process in classrooms that are driven by curriculum needs and state testing? Is there time to identify topics of interest and appropriate leveled materials that relate to curriculum? When does the time come in for uninterrupted time to read when considering classtime and homework demands? Will students write about what they have read in journals/notebooks, how can we promote this skill? What products can be produced so students are able to interact with the information?

Chapters 1 & 2: The Importance of Background Knowledge and Principles for Building an Indirect Approach

Essential Questions:
In order to build background knowledge for all students schools must be willing to dedicate the necessary time and resources while addressing the curriculum. It seems in order to develop student success we need to build the six principles into our daily teaching. How can this be done?

this is a test

Hello- Am I in the right place?
Cheryl M.

Introduction

I will post a blog essential thought (question) when I open up each blog for each reading. Blog your thoughts on each chapter and how the ideas of the chapter may be used in your classroom.

Jan 5th – Chapter 1: The Importance of Background Knowledge
Chapter 2: Six Principles for Building an Indirect Approach
Blog will be open on Friday 1/9

Jan 20th- Chapter 3: Tapping the Power of Wide Reading and Language Experience
Blog will be open on Friday 1/23

Feb 2nd – Chapter 4: Building Academic Background Knowledge through Direct Vocabulary Instruction
Blog will be open on Friday 2/6

Feb 23rd – Chapter 5: Six Steps to Effective Vocabulary Instruction
Blog will be open on Friday 2/27

Mar 2nd – Chapter 6: Defining an Academic Vocabulary
Blog will be open on Friday 3/6