Chapter 1-5
Bringing Words to Life by Isabel L. Beck, et. al.
We are focusing on closing the achievement gap and vocabulary could just be one of our missing links. We must believe this or we wouldn't have focused on it in our school improvement plan. From what I read in Bringing Words to Life, I understand that research recommends teaching 10 tier II words per week with daily practice and some routine practice of previous words. Practicing previous words (frequency and duration) are a struggle for me. There's only so much time in a day and how can I get the most out of a vocabulary lesson that includes 10 words while also incorporating previously taught words.
I am able to explicitly teach vocabulary 3 days per week. I also introduce words in subject areas, but question the long-term effectiveness of this instruction based on the research. My class studies math vocabulary and posts words around our classroom door. We discuss at least 2 words everything we line up. We plan games frequently like math bingo and tic tac toe. We focus on bold words in social studies and list science terms as we study each kit. I'd like to do more in other subject areas, but I'm not sure how.
The 10 words we study each week are studied in depth. We focus on meanings, categorization, student definitions, use in various contexts, etc. In reading groups, I try to choose only tier II words as described in Bringing Words to Life. Word Study is a part of reading instruction in every group. I think it's also important to teach parts of a word. Introduce reintroduce, introducing, and introduction are all related. It's important to teach this relationship to students how many not pick it up on their own.
For a word to be solidified into a student's personal vocabulary, it needs to be used often (across subjects and topics). The book suggests teaching 10 words per week with daily activities centered around these same words. The hardest part for me is to include previous words into these daily activities. I am able to include these words into classroom activities during the day, but during direct vocabulary instruction.
Can't wait to hear some of your ideas!
I'm considering my options for writing my vocabulary goals.Is anyone interested in reading a professional book and discussing it online as our documentation? I'm looking at reading the following titles: Bringing Words to Life (K-6 or higher), For the Love of Words Vocabulary Instruction that Works (K-6), and Word Savvy Integreated Vocabulary, Spelling & word Study (Grades 3-6). I'd also like to discuss how teachers are assessing student progress in the field of vocabulary.Currently, I'm teaching 10 words a week (specifically as vocabulary with a few extra skills sprinkled on top like antonyms/synonms and other things). These words are encouraged in classroom discussions, assignments, and are posted in student binders. Each week we make actions to go with the words before completing each assignment. I teach vocabulary to go along with each math unit and have those words posted by my classroom door. Occassionally we play math bingo or race to remember what the commutative property of addition means for prizes. There is also science and social studies vocabulary that is introduced. I was pleasantly surprised when one student remembered what pennisula meant and listed on his Ways to Make 3 multiplication book. There's also the friendly use of vocabulary like asking kids to sit on the perimeter for class meetings or to fill in the area for work on charts. We also use vocabulary for listing unusual words during reading groups or asking kids to work on their papers horizontally or vertically. I make a big deal, when kids ask what words mean ( a good thing).Anyway, I'd especially like to hear what you're doing for assessment. My class took a pretest on this quarter's vocabulary words and they didn't do very well. I can't wait to see what they do at the end of the quarter. Of course, my test is teacher made.Also--Please tell me how I can approve this blog even if it's just the appearance.Thanks,Destiny
Destiny, I am interested in studying the book For the Love of Words. I would like to learn more information how to incorporate vocabulary in a more guided practice. Right now I do use words like sitting on the perimenter or the area of carpeting, but I am looking for an approach that is guided with a pre-test and post-test to assess my student's abilities learning new words and their meanings through their language usage.
Kami
Kami-I haven't found many paper/pencil pre- and post tests. The pre and post tests I've used have been teacher made. How long should you wait until you give the post test? Should a vocabulary test only include words you've studied? Should it include a section on recognizing when you don't understand a word or how or even if you should look for the meaning of the word? Just food for thought.
Destiny
