Monday, February 9, 2009
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?
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I have to say I was extremely interested in this chapter. In my classes, AP class included, I find that the biggest challenge to the students is vocabulary. Since history courses are so dependant on getting through the material I find there is not much wiggle room for teaching students vocabulary words, or word roots.
ReplyDeleteI have incorporated "color time" in my classes to allow students the ability to visually represent terms. Some students find this childish but I find that most students, after representing in pictorial form, are more apt to remember the information.
I was tossing around the idea of starting every unit I teach with a basic vocabulary list to familiarize students with generic terms and words, but as tried to create one for my first unit, I found this lists were getting longer and longer. I suppose I could turn the vocab lists for each unit into a homework assignment where students receive a grade for it. Or have students do definitions, draw a picture to represent the word, and create a mini quiz on the words where the kids could use their list for help. I think I just came up with a plan!
Vocabulary is the biggest stumbling block in Global Studies. This year I am also in a geometry class where there are a lot of vocabulary but the difference is that there repeated application of terms. Students see how the terms have practical uses. Terms in Global Studies are more conceptual. I have used color coding, sorting (similarities, differences, topics, themes),I use games, quizzes and bonus points ( use a word in an oral reponse correctly not the defintion question but linking eg Chinese ethnocentrism to Germany WWII)and asking for examples ( pictures , synonyms or sayings).This year I have found that motivation is the main problem I quote a regular ed student " How much is the example worth ? It's too much work so I won't do it" This was a studnt with a B average in class. In my perfect world we would integrate courses. When I started teaching humanities included Social Studies, English, Art, Music and tech. Later business was added. Projects were created with in the curriculums that crossed subject areas and students started to see connections. Now it is when I leave a class that information is compartmentalized and not used again until that class. It might be nice to have competions between classes like college bowl used to be where students could help prep the team chosen to represent the class. the preping would also be a learning experience for all. Of course the bottom line is read read and read some more.
ReplyDeleteI receive so much great information from these blogs/green book offerings which leads to (I hope) good ideas for lesson plans. I'm ready to email our art teacher, to throw out the idea of working together on a project so that kids see the connection of her art classes to book illustration-so students can hear, see and understand art (idea came from pages 74-75).
ReplyDeleteDo you think as a result of this blog, teachers could communicate what's going on in their classrooms that could be shared between departments? Would teachers be open to a group wiki or blog? Or am I with Cathy hoping for a perfect world? Just some ponderings on a sunny Sunday afternoon.
Vocabulary is an important part of every subject area. I find that I am introducing new words every week in my reading series, grammar lessons, and in each math, science, social studies, and health unit. Unfortunately, that's a lot of words for each child to learn. Students need to use these words in order to become familiar with them as well as remember them. I have a vocabulary station each week in my classroom to help with this. Each week, students practice their dictionary skills by looking up 5 definitions and using these words in a sentence of their own. Students are encouraged to use these words in their writing pieces and in their everyday conversation, and are recognized for doing so by myself and their classmates. We have drawn pictures or symbols that can represent words and have played the game of Charades as a whole group or in smaller groups. Students enjoy the word searches and crosswords that I construct using vocabulary words as a review for each unit. We also play the game of Jeopardy using our vocabulary words. I believe that by utilizing these vocabulary words; whether in students' writing, speech, artwork, puzzles, or games, students will have a greater chance of incorporating them into their everyday lives by making them part of their background knowledge for the future.
ReplyDeleteThe best quote in this chapter from Beck and McKeown (1991) is "research spanning several decades has failed to uncover evidence that word meanings are routinely acquired from content."
ReplyDeleteKids even tell you that it is a good strategy to use since they have heard it so often from---teachers!
As of two years ago I no longer have students look up words. Many times there are too many entries and they become confused. I share an explanation and an example. They choose from the list the words they want to illustrate.That choice needs to be a word they are unfamiliar with. Along with this illustration they must use the word in a newly created sentence. In my CT class of 23, eight are SWD, only 9 students could write a correct sentence. We have work to do!
In social studies where there is a plethora of words no instruction takes place-this is the teacher's choice. I found the section gradual shaping quite interesting including creating literary devices: metaphors and analogies.Both understanding and writing metaphors are very tough for students with a disability. I needed to reteach it using a different approach.
In fact only the enriched class works on analogies.
As Cathy said, read and read some more. But when you struggle to read you do not read more.