Part A: Now that you've read Chapter 4 in F and F, tell a little vocabulary story on yourself. For example, a blunder you made, a unique way you learned a word, etc. Then, select one or two ideas from the chapter that seemed important, interesting, useful, or argueable and let us know what you have to say about it! Feel free to include questions to your classmates.
Part B: Respond to or ask questions of one or more classmate's entry to this blog topic.
My vocabulary story was from when I was in college. I had an English professor who told me on several occasions that my vocabulary was low and that I needed to work on it. While I know she meant well, this really affected my self esteem when expressing myself orally or in writing. I often feel like I can’t express myself in an articulate way because I can’t find the right words. However, I have tried to use this experience to expand and improve my vocabulary.
ReplyDeleteFrom chapter 4 in Fisher and Frey, I found an interesting fact on page 55. The text states that students need to know 88,500 words while everyday speech only uses 5,000-7,000. The chapter goes on to explain that this creates the large vocabulary gap that students have in the upper grades. I found this quite shocking. I also found it interesting that a suggestion for vocabulary development in the upper grades is the use of word walls in content classes. While word wall seems obvious to me in the elementary grades, I was not aware of many upper grades using them. I am also pretty sure that none of my teachers in middle or high school used them. I do see how utilizing word wall would be very beneficial to older students, especially English language learners. Is anyone aware of any secondary teachers that use word walls?
There was an AP literature class at Skyview (Mapleton) who had all the important lit terms on her wall, around the top of the room where the wall meets the ceiling. The kids loved them and used them all the time.
ReplyDeleteThis year my school started a new reading program called Every Child a Reader. Everyday we begin reading with reading a poem and reviewing three to five vocabulary words for the week. I am embarrassed to say that I have had to teach a few words that are not in my own vocabulary and have been a learning experience for me. (Although using context clues helps! ) The two word that come to mind are mill and mortar. I for one have not used these words before and have rarely seen them in reading. When teaching mortar, I used the description the program gave me to teach it to my kids (another word for cement), but I had a volunteer in my room who said it was actually made out of something different (Oops!) As for the word mill, as in a grinder...who can actually they use this word??? I have to say I enjoy teaching these vocabulary words every week because they not only expand my kids language and writing (because the words are posted on a word wall for the kids to use) but my own.
ReplyDeleteAs for the Chapter 4, I found a couple things interesting. On page 61 the chapter talks about the use of word walls. I find word wall very useful and effective if used appropriately. While I was reading this I thought, "Shouldn't word walls be placed in all content classrooms?" This would allow students to consistently refer to to the words and help them with the content.
Something that I found useful was on page 63. I like the shades of meaning table and think that it would be very useful in all grades and content areas. It is something that I am going to try because it forces student to look at slight differences in words and relate to the words by using them in a sentence.
I also found Kinesthetics in Role-Play useful (p. 64.) It is something that I think is a good tool for teaching vocabulary because it gets kids actively involved. This is something I want to try in my own classroom when teaching some of the vocabulary words for the week. For example when teaching the word Klutz last week this strategy would have been useful for all of my student to "see" the word and relate to it.
The quote that I highlighted and enjoyed was, "vocabulary is as unique to a content area as fingerprints are to a human being."
I found it interesting that the same techniques and ideas for teaching vocabulary in second grade are also useful in middle school and high school.
As a teacher, I have to be willing to admit that I do not know everything! In this reflective journey as an instructor, I have come to know myself as a learner. One thing I discovered is that in the past I have only applied one or two reading strategies when presented with an unknown word. I was once reading a menu at an Italian restaurant. I got to the word “oregano” and I seriously said “What is Or-uh-gon-o?” I pronounced the word phonetically. I broke it apart or chunked it inappropriately. By the time all these miscues reached my brain, I had confused myself so badly that there was no chance of making any sense of the word. I did not use context clues since the ingredient was in the form of a list. I could have applied it to the fact that I was in an Italian restaurant, but at the time I had no experience with Italian herbs. The blunder just compounded the fact that I knew I was a terrible reader. Although I could laugh at myself and make jokes about it, I felt like I was “stupid.” Feeling “stupid” did not sit right with me. I am a problem solver, and this is probably what led me to be so interested in teaching reading. I knew that there was no physical or cognitive reason for me to be unsuccessful as a reader. The truth is; I needed more instruction in how to be a better reader.
ReplyDeleteSince I was such a poor reader, any and all of the strategies in Chapter 4 of Fisher and Frey would have been helpful. Anything that would engage students in acquiring new vocabulary at a knowledge level and not just at a decoding level would improve comprehension. I think the most influential strategy for me would be to make connections. Making connections to my prior knowledge, to other texts or concepts, and to other words would have solidified known words and created an opportunity to engage with and use new words. I recall feeling so inadequate at using new vocabulary that I would always go back to relying on the small word bank that I knew I could depend upon. Engaging students in explicit vocabulary instruction will help dissipate some of these fears. Also, working within our students’ “zone of proximal development” will allow the new vocabulary to become applicable. We want the students to actually use these words and understand them. Instructing the students in complex vocabulary that is “over their heads” is a waste of instructional time. In essence, we need to know our students and differentiate. As Fisher and Frey state, “students should be actively involved in word learning, make personal connections, be immersed in vocabulary, and consolidate meaning through multiple information sources” (p.58, 2009). Coming from someone that was not offered this instruction and struggled in this area, I strongly agree with the need for this explicit instruction.
I have always been a very strong reader and had the ability to use context clues to figure out most words. So my vocabulary blunder is more along the lines of not knowing slang or keeping up with the meaning of certain slang words. My kids are constantly explaing phrases or words to me and laughing at my attempts to use slang. It reminds of as scene in the movie "Freedom Writers" (that was not in the book) when the teacher says to the kids "Sorry, my badness" instead of "My bad". Vocabulary is not completely academic, there is much to be said for using the correct words in the right time and place and knowing when is the right time and place for using those words.
ReplyDeleteFisher and Frey had some great ideas, I actually found myself enjoying the chapter (I told you I was a nerd). One of the most important things I took from that was on page 56 where it states that struggling readers don't just need basic skills but rather learning needs to be meaningful and must have value. It really boils down to the teacher respecting the student and their prior/background knowledge adn helping that student build toward a higher goal. Once we know our kiddos it is so much easier to see what skills they need and how to present it so the students will be receptive.
On page 58 the text describes a great tool that I will be using, Vocabulary Self-Awareness Chart. It could be such a usefull assessment of what really needs to be taught, where class time needs to be focused. It also illustrates where I may need to step in and scaffold instruction on an individual basis.
Tamisha- I really loved the shades of meaning activity and think it would be a great way to bring vocabulary instruction into a writing activity!
I totally agree with Ellen on the importance of Explicit Instruction. I also found that point in chapter 4 very helpful and important. I struggled with comprehension through all of my childhood, and could have benefitted from the strategies in these strategies.
ReplyDeleteA personal vocabulary experience that came to mind is when I was learning German. I took 6 years of german through middle and high school. I think of this time a lot when teaching my students since many are ELLs. When attempting to read novels at an adult level written only in German, I would stop and struggle with many of the words which impeded my comprehension. I used any and all prior knowledge I had in what I knew and phrases I was familiar with. I also made as many English connections as I could in looking at the words and any roots that connected to words I knew. I was then able to get bits and pieces from the reading, but it slowed me down as a reader and severely impacted my comprehension.
The strategies listed and explained in Chapter 4 of Fisher and Frey can help all readers apply the vocabulary they are learning and strengthen their reading. I also found the use of word walls interesting. It seems so obvious and helpful to learners of all ages, but I have not seen the use of them in secondary classrooms myself. I can definitely see how they could become very useful in the writing of highschool students, and encouraging the use of the vocabulary and widening their own personal vocabularies.
Well, I'll try this again....and I apologize ahead of time if there are errors...So this time I might be more abbreviated! I have several vocabulary stories but the one that comes to mind was when a colleague wrote "assume" on the board, and asked us what it meant. Everyone came up with the literal meaning, but then she underlined "ass" "u" "me" and talked about the dangers of assuming you know someone or something, and judging the person or situation as you see it. That vocabulary lesson has been helpful to me as a teacher, wife, friend and mother. Stop and think before you speak, and never assume.
ReplyDeleteI am like Melissa in that I like reading most of the texts we are learning from! Fisher and Frey had several activities that I found useful and meaningful. When a word wall is used regularly, and referred to often it becomes a helpful resource. I thought the Vocabulary Self-Awareness sheet on pg 58/59 was a great indicator tos tudents of what they think they know, and also motivation to find the definitions and apply the accurately. Shades of Meaning on pg 63 is a good activity to extend vocabulary and use a word that would be more effective in writing. On pg 67, the authors wrote about introducing, defining, discussing and applying new vocabulary. I find that I do this most often since I work with ELLs. Images are also presented to reinforce meaning. Going back to the Word Walls- I have seen newer teachers use them in the high school setting,and wish that more content teachers would incorporate them into their classroom support systems. Hope everyone had a wonderful Thanksgiving! Karen
My vocabulary blunder was in middle school I remember I was reading a story and the main characters boyfriend's name was Beau. I had no idea how to pronounce it I tried sounding it out and thought that was a ridiculous name especially for the handsome boyfriend. I remember I finally said something to my mom and she quickly corrected it.
ReplyDeleteFrom chapter 4 I love the word wall. I have seen it and used it myself in many different ways. I feel it is a great tool to have in the classroom as long as it is used correctly. I currently have an interactive word wall that is 1/3 of the front of my room, it starts eye level with the students and is made on felt. All of the letters and words are Velcro and the students are encouraged to pull off words they need.