Module+6_Chapter+7

Everyone responds here. Be sure to put your initials next to your answer.
 * __Professor Questions: Grand Conversation__**

1. What does research say about this topic? TH: Vocabulary plays an important role in reading. Vocabulary knowledge is one of the best indicators of verbal ability and strongly influences the readability of text. Research also shows that teaching vocabulary improves comprehension of the selected text and lack of vocabulary can be a crucial factor underlying the school failure of disadvantaged students (and ELLs). VI-S: This chapter stressed the importance of word consciousness as a goal of vocabulary instruction. There are many approaches for fostering word consciousness. Students become interested in words and know how to use them. AW: Vocabulary is the key to comprehension and reading more difficult texts. Without it, a student works harder to read and understand and creates gaps in his learning. This is especially true of expository texts. We should foster word consciousness by using word play, intentional teaching, and modeling. Vocabulary can come from increasing the intensity of the text, but many times it needs to be explicitly taught. MC: Vocabulary is the foundation for the career of an emergent reader. If a student doesn't have a good foundational vocabulary, its very likely that the student will struggle. 2. How can you apply the Isabel Beck's three levels of word consciousness in your classroom? (Look in External Links to view slides 51 to 68 for more information about Beck's research.)

3. Define the terms of complexity of word knowledge into application ideas: level of word knowledge, multidimensionality, polysemy, and heterogeneity. TH: The four levels of word knowledge are: 1. never having seen it before; 2. knowing there is such a word, but not knowing what it means; 3. having vague and context-bound meaning for the word; and 4. knowing and remembering the word. When teachers plan vocabulary instruction they need to spend the most time on level 1 and 2 words that are necessary for understanding the text. Level 3 words can be "tweaked" without much instruction and Level 4 words do not need instruction. For a word to have multidimensionality in a child's knowledge is when the child knows the word "backward and forward" and can use it in many contexts. It is basically depth of knowledge of a particular word. The more in-depth the child knows the word, the more internalized it has become. Polysemy refers to the fact that many words have multiple meanings. It is important that children understand the meaning of the word as it is used in the text. This is especially difficult for ELL children to grasp. Heterogeneity means that different types of words need different depths of knowledge. It is important for the teacher to determine what and how much knowledge of the words in question are necessary for the child to understand the passage. VI-S: High levels of word knowledge are needed for reading comprehension. The second aspect of word knowledge (multidimensionality) the student knows the words well. They can apply that word. The third aspect (polysemy) refers to words having multiple meanings. Students need to be aware of the different meanings when they are reading. The fourth aspect (heterogeneity) refers to word users need different word knowledge. AW: Gosh, I'm not sure I can say it better than these two ladies!! The level of word knowledge comes from higher and more intense reading. We increase in our knowledge as we increase in our reading. Multidimensionality refers to how well the child understands the new word(s). Polysemy refers to the multiple meanings of words. Heterogeneity refers to the depth of knowledge from the individual, as mentioned in the text about jewelers. MC: I kind of agree with Amanda; I don't know if I can say it any better than Toni did! My understanding of it is that knowledge of words develops as a student reads, and continues to read text that are on his/her level or higher to increase their personal word bank.

Respond to your peers' questions. Be sure to put your initial next to your answer. The third question is for the teacher to respond.
 * __My Three Questions__**

Amanda's ?s

1. Do you have any other favorite resources for vocabulary development (books, websites, etc.)? TH: When I taught a regular third grade class (with half of them being ELLs), I taught literature units using trade books. I took the vocabulary words out of the text. We read chapter books (and series) above their reading level together in class. The kids selected words they didn't know (very similar to vocabulary self-selection) by raising their hand when we came to a word they didn't know. We finished the paragraph or page then stopped and talked about the word. We usually added it to their notebook after determining the meaning of the word. We used the dictionary as a last resort because I wanted them to try to make sense of the word by using the context. I was able to teach prefixes and suffixes in context as well. It was very effective. Now that I teach ELL pull-out, our vocabulary words are usually words from their classwork or words from whatever we are reading in my class. VI-S: I try to include vocabulary that the teachers are using in there subject areas. We discuss lots of things together as well as in groups so students have opportunities to figure out what words mean and are related in their own life. When we read chapter books they use a sheet where they record words they don't know. When they are done with the chapter they can look up the word, work with pairs, use the internet, etc. to figure out what the word means. They then draw a picture clue to help them remember the word and then use it in a sentence. They keep these papers in a folder so that they have something to look back onto. MC: We use several methods to teach vocabulary in sixth grade. We do have a workbook that actually is wonderful, believe it or not. It's a word skills work book and it introduces words with greek and latin roots and then works with prefixes and suffixes. We usually do the pages together as a class or they break up into small groups and do the exercises. We also make sure that our students know what the spelling words mean. We also have done lessons about word origin which has in the past included a web quest about word origin and even a game or two.

2. The book talked about the word chartreuse. How would you teach this word to your class? TH: Because I have ELLs I wouldn't intentially teach it unless it came up in a story we were reading. Then, I would find the actual color (either in the crayon box or on the internet) and actually show them the color. VI-S: I would try to find example of the word where they could touch and feel it. Also something that they could relate to. MC: That's funny because I have actually taught this word in class! In the novel, Charlie Pippen, the girl, Charlie, is really named chartreuse. We had the kids write down on a piece of paper what they thougt chartreuse was. Then they got to read them. We had some good laughts, but it gave them a chance to think about the word and be creative with it. It's actually a color. I think that was the best lesson and the most laughs we had during the time we were reading the novel.

3. Name one strategy that fosters word consciousness. TH: I think word webs help children think more deeply about words. VI-S: I think having a word of the day would be great for students to think about one word at a time. MC: I have used a graphic organizer that has the word in the middle of four squares. Square one has the definition of the word. The second square has synonyms and antonyms. The third square is where the students use the word in a sentence. The fourth square is where the students draw a picture of the word. We actually used our figurative language terms with this method, and the students really enjoyed learning them.

1. Do you agree with the text when it says that “words are learned from using context”? Why or Why not? TH: I do agree. I think that when children (and adults, too, for that matter) read they use context to form meaning. When they reach a word they are not sure of, they can continue to read -and try to determine the meaning of the word. I don't expect my kids to have a dictionary handy for every word they are unsure of. I would rather them use the picture clues and the context to try to determine the meaning. We use a dictionary as a last resort. VI-S: I agree. Context plays a big role in figuring out what the words mean if they don't know. AW: Of course, you have to use the word in context. We talk about context clues all the time. We want students to predict what comes next. If they choose a similar word or synonym, that naturally teaches them the meaning of the word. We can't possibly teach every vocabulary word. Students need to interpret some on their own.
 * Mandy's ?s**

2. What programs or strategies do you use when teaching vocabulary? TH: Initial English vocabulary is taught through our ELLIS program. It is an interactive language learning program that gives native language support for about 15 languages. I put my Newcomers on it from day one. When I am teaching my 30 minute pull-out class I use a variety of things - everything from the real thing (realia), pictures, internet pictures/videos, translation into Spanish, cognates, prefixes, suffixes, games, etc. VI-S: I try to use many ways to help my students increase their vocabulary. I only have a short time with them. We also use a lot of pictures to relate words to their real life. AW: We don't have a program for vocabulary. But, I do teach science words for sure and many that are naturally in our reading. Then, I try to teach a "fun" or unusual word. I have a password for the day. This lets us exit the classroom each day. The children say the word and it's definition with an action to leave. When they know it, I make them use it in a sentence.

3. The text gives examples of ways to teach word play while using figurative language and poetry. I try to use things like this for my sixth graders. Do you have any other ideas or suggestions for sixth grade struggling readers? TH: My hat is off to you - middle school. That takes a special breed of teacher to teach those kids! Figurative language and poetry are very difficult for my kids - they just don't get it (because they don't have the vocabulary background and usually only know the most common meaning for words). I have to explain it over and over. Good luck. VI-S: Mine also struggle with poetry and figurative language. That is what our school was the weakest in. Not sure how to help with other grades. AW: I would think poetry would be a great way to explain it. I have the little guys, so we are literal thinkers too. If we catch them early, then hopefully middle school can be easier. Word play seems the easiest, along with brain games that focus on riddles and such!

Toni's ?s 1. How do you encourage wide reading in the students in your classroom? VI-S: Our school really stresses reading. So far they have enjoyed reading in my classroom. They can have time to read for enjoyment and practice. They can use a variety of ways: reading in different areas, walking around while reading, pairs, etc. I want them to enjoy it even though they struggle with reading. AW: By modeling of course! If I model a variety of reading, my students are more likely to read a wider variety as well. MC: Just like Amanda, we model as much as possible. We have also done different things like holding contests between each reading class. We have also been part of Scholastic's programs where once we read for Peyton Manning and this spring we read enough books to have 100 books donated to a military base library.

2. How do you choose the individual words to teach during your vocabulary instruction? VI-S: I really try to incorporate words that they are hearing in their regular classrooms. I try to find books that are over the same topics with similar vocabulary. Then we do different activities with those words. AW: Sometimes I choose fun or unusual words and sometimes I choose them based off of what we are learning. Most of the time it's a word in their Anthologies or science text. It needs to be meaningful, or they won't remember it! MC: If we are reading a novel, especially one about a specific topic like the Holocaust, we have a vocabulary list of words that are new and come from certain word origins, like either German origin or Hebrew. We usually do an activity where they look the words up on dictionary.com where the students are able to click on the word's icon and hear the word pronounced.

*3. What does work with word consciousness look like with your students? (We each teach different types of students and I wonder if it looks the same for the average student, the LD student, and the ESL student.) VI-S: I would think that it would look very similar. I make sure to use the vocabulary that we are reading/discussing as much as possible when I talk (modeling). I also teach words where students can really think about what they mean instead of just seeing them for the time in the story. Throughout the week students are prompted or expected to use the words we are learning into their writing. AW: If you use praise and appreciation for new words, then your students will want to use them in context. I taught my kids the word text last year. All year, they would boast about "Miss Wilson, the main character in this text is...". They felt honored and wanted to show their parents how smart they were. I think it's an overall appreciation for learning through modeling and practice. MC: I agree with Amanda and Vanessa. When I work with my LD students I try to incorporate their new words into the lessons when I can. I also use words that are new, and sometimes I use big words like disadvantageous. My students will go look them up or try to figure out what I am saying, and then they will start using the word. There are a lot of activities that you can use to teach vocabulary.
 * Vanessa's ?

1. What type of activities do you do to ensure vocabulary growth?** TH: My school utilizes lexicons as a regular part of the instruction. In my classroom, we do whatever it takes to make sure the kids understand the vocabulary. We use realia (the real thing) when possible. We use pictures, gestures, etc. We also get on the internet and show them what the word means (a video of a volcano, tornado, etc.). My assistant translates into Spanish, when and if needed. I also have a computer program to help them learn English, which has animated (and real life) interaction with the child. <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive; font-size: 10pt;">AW: I want to start using Lexicons next year. I have been to GE and think they are great concept. I look forward to that! Otherwise, look above for other ways I implement vocabulary in my classroom. MC:In sixth grade there are several ways that we teach vocabulary and measure growth. We use the wordskills workbooks and then we often have them use those words in a story or a few sentences of their own. Sometimes we even do madlibs, and the kids really enjoy that because some of them are hard and some of them are easy. We also use them in language class when we are learning parts of speech as well. TH: Talk to them! When they read, make sure they understand what they are reading. Teach them to use all the clue possible (picture clues, word clues, sense, etc) to gain meaning. Have them tell you (in their own words) what the story/passage is about. If there is a misunderstanding about the meaning of a word or words, it will show. Then, you can clear up the misunderstanding right then and there. <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">AW: If they use it, in speaking or writing. If they don't stop and try to sound out the word. If they understand the word when I use it. I should be able to tell if they are understanding by their actions. MC: I agree! If you hear them using it in class or see it in their writing its definately a sign that they have a good understanding of the word. Sometimes I can tell that they don't understand the word because they use it incorrectly either in speaking or writing. T ** H: By learning all there is to know about a word or words, it opens up doors to unlock other words. For example, by knowing what a particular prefix or suffix means, it can help the child when they encounter that prefix or suffix in another word. Also, when children gain depth of knowledge about word, they can use it in various situations and contexts. <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">AW: Word consciousness promotes growth in writing, speaking, and reading. Students with a greater word consciousness ask questions and gain internally more than those who don't. They comprehend better, make better grades, and do better in every subject. Then, they become more confident and prideful in themselves. MC: Laying the foundation of vocabulary for students is vital. Having a strong vocabulary and understanding of what the words really do mean definately will help the students feel more confident and can open up doors and windows of opportunity.
 * 2. How do you know if your struggling readers are developing their vocabulary?**
 * 3. Why is it important to nurture word consciousness?