Chapter 3
Jenny- Theory/Characteristics of vocabulary
Marti- Strategies/instructional practices
Chapter 4
Kaitlin- Characteristics/theory
Megan- Individual/writing workshop
Courtney- peer-mediated/center sections
Monday, February 9, 2015
Week 5- Topic Choice Summarizes
This week we are covering 2 topics for the ibook: chapter 3 in S&H (Explicit and Extended Vocabulary Instruction) and chapter 4 S&H (Word Learning and Word use in Language-Rich Environment). As discussed during our adobe connect meeting on Sunday, we have divided the chapters into sections for each person to cover. Please briefly summarize what you feel to be the most important ideas in your section so that pre-service and beginning teachers would have a better understanding. Keeping it simple and direct when defining your area. When I was a new teachers, wordy ideas/definitions went over my head. Once you have defined your area, please post so that others in the group may modify, add, or change the summarizes.
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Teaching Vocabulary - Strategies
ReplyDeleteThere are a number of ways teachers can teach vocabulary to emergent and beginning readers. Here are some ideas you may want to try.
READ ALOUDS
Read alouds provide shared opportunities to discuss words. Teachers can preteach vocabulary before reading, selecting words that are thematic or required for understanding. Preteaching should be quick and to the point. Then, during the read aloud, teachers can stop and define words while they’re reading. This gives students contextual meaning to new words. Target words can be identified also. Words can be extended after the read aloud as well so that children can see that words are used in different ways.
WHOLE-CLASS PROJECTS
Students can use speech, art, writing, drama, or movement to explain and use new vocabulary words. Students can work individually, in pairs, or in groups. Class books, presentations, murals and art projects are a few ways the entire class can participate in vocabulary development.
ACTIVITIES AND GAMES
Many computer games are geared toward emergent literacy and can be played individually or in pairs. SpellingCity (http://www.spellingcity.com/) and PBSKids.org (http://pbskids.org/games/vocabulary/) are two examples of websites that offer vocabulary games. Another website, Edutopia (http://www.edutopia.org/vocabulary-development-online), offers a number of online vocabulary gaming sites for emergent and beginning readers.
In addition to high-tech games, students can sort words on index cards, create word webs on whiteboards, and play small-group board games to reinforce learning.
INDEPENDENT CENTERS ACTIVITIES
To keep young students moving, teachers can set up centers and have students move from activity to activity, all related to vocabulary development.
Discovery Center - include objects that help students explore words and their meanings
Block Area - where there are blocks with letters on them, allows children to use their hands to build words
Dramatic Play Area - include props and dress-up items so children can act out words
Art Center could include paints and clay for children to create letters and words.
Library Center - set out many books of varying difficulties on one topic
Writing Center - students can write postcards or notes using new vocabulary words
great summarizes of the activities!
DeleteAwesome, Marti!!!!
DeletePEER-MEDIATED ACTIVITIES
ReplyDeleteThese are different activities that can be done in a small-group format and encourage language use in the classroom.
Buddy Reading
Two children gather to read a text and collaborate to make meaning. For emergent readers, it is recommended that the text be one that has previously been read by the teacher. These students can then retell the story the best they can using the pictures as a guide.
Christ and Wang (2012 implemented this style of reading activity and found there were 3 different ways that students interacted.
- parallel reading: students took turns reading but did not collaborate on ideas
- tutor-tutee reading: one student took the lead and the other student followed
- collaborative reading: students worked together to construct meaning
Christ and Wang found this approach to be successful with pre-school age students, But teachers of kindergarten, first, and second grade can benefit from this same method.
Reading Buddies
Little buddies and big buddies work together to build understanding of text. Before lessons, all students are taught how to cooperate and help each other, and have a vocabulary lesson to build background knowledge for the reading. Little buddies prepare by receiving a preview of words that they will read together. Big buddies read the text(s), review all vocabulary in the text(s), and review a checklist that will guide the time with their little buddy. There are three steps to the Reading Buddies process.
1. PAWs - Prepare to read, Ask and answer questions during reading, and Wrap it up with a summary of the text
2. PET - Pronounce vocabulary together, Explore by reading the definition and sample sentences that use the word in the glossary, and Try using the word in your own sentence
3. Play a game together to review the vocabulary and text concepts.
Silverman, Martin-Beltran, Peercy, and Meyer (2014) studied pairing kindergarten little buddies with fourth grade big buddies, but this activity can be structured to work with buddies of other grades as well. They found that all buddies enjoyed their time together and it was a great language building opportunity for the big and little buddies alike, as well as a chance for student to work on conversational skills.
Collaborative Reading Groups
Book Club Approach
1. Students read a text (usually connected to a theme)
2. Students write responses to the text
3. Students use this writing to support book club discussion
4. The teacher leads a class discussion about the book club meetings and how to help improve conversations,
Literature Circles
1. Students choose a text to read
2. The teacher are group based on their text choice and each group member is given a role (for example, discussion director, vocabulary enricher, literacy luminary, checker)
3. Students read this text and are encouraged to take notes to reference for discussion
4. Students meet with their group and talk about the reading - students fulfill their roles during discussion
This activity is meant to help promote and develop language skills and encourage students to talk about their reading.
CENTER ACTIVITIES
These are activities that allow children to use language through the act of play.
Talking Time Centers
There are 3 different activities that were used for the centers.
- Acting Out: Teachers present a situation and students act it out, often using props.
- Story Talk: Teachers use books as conversation-starters.
- Hexagon Game: Teachers present students with pictures and ask them questions about them. Students retell the story to a doll or character.
Adult modeling and support is important for this to be successful. Dockrell (2010) implemented Talking Time with preschoolers, but it could be used for lower elementary grades as well.
super summarizes, I also like how you numbered/bulleted the approaches!
DeleteGreat ideas, Courtney. I think you hit the highlights!
DeleteConversation Starters
ReplyDeleteThis is a rotation station that requires the support of an adult. Two or three students are present at the station at a time. These students are encouraged to start their own conversations, or the teacher can give the students conversation starters. Teachers can use books, pictures, and props to facilitate the talking. Teachers can also ask students questions about class content and their personal lives to build positive relationships.
Nice work, Courtney!
DeleteNew and improved version:
ReplyDeleteTeaching Vocabulary - Strategies
There are a number of ways teachers can teach vocabulary to emergent and beginning readers. Here are some ideas you may want to try.
READ ALOUDS
Read alouds provide shared opportunities to discuss words. Teachers can preteach vocabulary before reading, selecting words that are thematic or required for understanding. Preteaching should be quick and to the point, focused on only 2-3 words. Then, during the read aloud, teachers can stop and define words while they’re reading. This gives students contextual meaning to new words. Target words can be identified also. Words can be extended after the read aloud as well so that children can see that words are used in different ways. Teachers can also focus on how the words are connected and relate to the topic.
WHOLE-CLASS PROJECTS
Students can use speech, art, writing, drama, or movement to explain and use new vocabulary words. Students can work individually, in pairs, or in groups. Class books, presentations, murals and art projects are a few ways the entire class can participate in vocabulary development.
ACTIVITIES AND GAMES
Many computer games can be multimedia supports for word learning. These games are geared toward emergent literacy and can be played individually or in pairs. SpellingCity (http://www.spellingcity.com/) and PBSKids.org (http://pbskids.org/games/vocabulary/) are two examples of websites that offer vocabulary games. Another website, Edutopia (http://www.edutopia.org/vocabulary-development-online), offers a number of online vocabulary gaming sites for emergent and beginning readers.
In addition to high-tech games, students can sort words on index cards, create word webs on whiteboards, and play small-group board games to reinforce learning.These activities and games can be done individually, in small groups, or in pairs.
INDEPENDENT CENTERS ACTIVITIES
To keep young students moving, teachers can set up centers and have students move from activity to activity, all related to vocabulary development.
Discovery Center - include objects that help students explore words and their meanings
Block Area - where there are blocks with letters on them, allows children to use their hands to build words
Dramatic Play Area - include props and dress-up items so children can act out words
Art Center could include paints and clay for children to create letters and words.
Library Center - set out many books of varying difficulties on one topic
Writing Center - students can write postcards or notes using new vocabulary words
HOME-SCHOOL CONNECTION
Teachers may consider using a spiral notebook to communicate with parents. New vocabulary words, student-friendly definitions, sentences and sketches can be noted, and parents can read and respond in the notebook. This is one way to keep parents informed of vocabulary development, and to encourage the use of new vocabulary words at home.
I like how you included the websites! Also just FYI in the in the S&H book there is a resource page that includes tons of websites on page 235 for vocabulary help! Very cool!
DeleteGood idea - I may refer to that page.
DeleteCharacteristics of Language- Rich Classroom (LRC):
ReplyDeleteLanguage-rich classrooms are a way to promote word learning and language use in a different way other than using explicit teaching. In a this type of classroom, there is a lot of conversations going on between teachers and students. LRC have positive climates. Student's feel secure and safe. They are able to express themselves and learn from one another. Teachers model many approaches and help scaffold student learning. Children are given opportunities to answer open-ended questions that allow conversations to flow. LRC have different materials and books available for student use. Though these classroom have a free feeling, there is a lot of organization and management that goes into keeping an orderly classroom. Student involved in these types of classroom learn more vocabulary and language skills.
Nice work! I like how you explain how it is structured but open!
ReplyDeleteI'd change "there is a lot of conversations..." to "there are a lot..."
DeleteNo apostrophe after students (students feel)
"types of classroom" to "types of classrooms"
Good work, Kaitlin!
Very in-depth definition--gives a great overall picture.
DeleteLadies, This is awesome stuff to share with preservice teachers. Remember that the summaries are less about summarizing the chapters and more about providing information about the overarching topic, so think about how you will do that. Your section in the iBook will have the title of your topic. Your summaries of the sections fo the book are a great way to start.
ReplyDeleteDoes that mean we can pull information from other sources?
DeleteI planned on putting the sections everyone did into paragraph forms once we got a solid summary done. So each topic will have a theory/characteristic and instructional ideas. Is that what you are wanting? We are compiling this all into a google doc and using the blog to "meet" and gather our thoughts!
DeleteSo, do we need to expand beyond what is in the chapter?
DeleteI'm going through Jenny's summary on google docs and I like how she answered questions about her theory/characteristics about teaching vocabulary! It's done in a bulleted point way, instead of how I just wrote a paragraph. I will redo mine in a similar format. Then it will flow better with how everyone did their instructional strategies! Great job Jenny!! I will just add mine to hers and everyone else under that google doc (if that makes since)?
ReplyDeleteI am having trouble getting access to the google docs-if I can't get it fixed would you add my stuff to them please, I have added them on the blogs.
DeleteI am having trouble getting access to the google docs-if I can't get it fixed would you add my stuff to them please, I have added them on the blogs.
DeleteSorry I should have written this all in one.. but I keep having thoughts!
ReplyDeleteI have added my summary to Jenny's google doc. Not sure if I should add it here too, I feel like it's easier to change or add things if ya'll see the need!
Also Marti can you make the vocabulary google doc editable? It's only in view mode right now.
Lets all add our words to MARTI's vocabulary doc!!
Add your Summaries and strategies to JENNY's Doc!
Lets share these docs with Dr. Beach so she has access!
Thanks guys! Super job this week!!
This comment has been removed by the author.
DeleteThanks Kaitlin! I added my summaries to Jenny's doc. I am not able to edit Marti's. Thanks for keeping us organized!
DeleteWill do! Thanks, Kaitlin.
ReplyDeleteI formatted what was on the google doc thus far. I think I may need to add info from B&M Ch. 11 to my portion, but I don't want it to be too long or not user-friendly for preservice teachers.
DeleteIndividual Activities
ReplyDeleteIndividual time with students helps to develop language skills: it is advantageous for teachers to see students’ abilities on an individual basis. There are several individual activities that students benefit from including: story telling, story acting, and story dictation.
Story Telling-Teachers meet with students individually and ask them about the type of story they would like to tell. They guide the students through the main ideas and details of the story through dialogue and the teacher acts as a scribe. The writing is read out loud while the student and teacher work on the story and expand on ideas through dialogue. The teacher and student discuss letter sounds, words, and sounds.
Story Acting-After a story telling or story dictation the teacher and child discuss how the story could be dramatized; then the teacher acts as a director in a sort of readers’ theatre where the script of the dictated story is given to students to act out. No props or sets are necessary.
Story Dictation-The teacher asks questions and prompts the student about their story. The teacher acts as a scribe and reads the story back to the student. The teacher rereads, repeats, clarifies, and offers feedback to the student. They then determine if the dictation sounds correct.
Writing Workshop can be used in the elementary grades can serve to build vocabulary as well as other language skills. Students work through the writing process (brainstorm, drafting, revising, editing, and publishing). Students that work together can determine a similar vocabulary: especially vocabulary related to writing process, genre, and qualities of good writing, as well as other words related to content. Writing workshop builds fluency and independence in writing as students work on oral, written and vocabulary skills together.
Great explanation about one of my favorite topics; Writer's Workshop! Maybe we should be "Story Dictation" before "Story Acting" since the "Story Acting" definition refers to "Story Dictation."
DeleteI think Teaching Vocabulary Summary is finally COMPLETED!!! I added some key ideas from B&M that I had not yet covered. I'm not sure how "brief" it is. Anyone is welcome to edit or add to what we have written! Thanks for handling the formatting, fearless leader Kaitlin.
ReplyDeleteokay I have compiled all the summaries into the google doc! Please take a look! I apologize if the format changed that you'd originally used, but I was trying to make it look cohesive! I also made a google doc with all the words in it! I've given everyone access so please check and make sure it's the word and definition that we all agreed on. If not please make changes! Everyone has access to it all so if there is a grammatical error please change it!
ReplyDeleteThanks for all the hard work!! It's coming together!
They all look great! I think this information would really be useful for new teachers!
ReplyDelete