Group+1+Module+6

1. Research suggests that less focus is placed on vocabulary than successful literacy instruction demands. Although it is extremely difficult for students to learn the tens of thousands of words they need to learn in school, the lack of adequate vocabulary learning can be detrimental to students’ later success. MS: I PERSONALLY THINK VOCABULARY IS THE MOST IMPORTANT PART OF THE READING PROCESS. I USED TO THINK COMPREHENSION BUT I CHANGED WHEN I HAVE BEEN WORKING WITH ELL STUDENTS. FOR EXAMPLE, THEY CAN READ WELL FLUENTLY BUT UNTIL THEY KNOW THE MAJOR TERMS WITHIN THE SENTENCE, THERE IS NO COMPREHENSION. KC-Disadvantaged students typically come to school with a much smaller vocabulary than students of more advantaged families. Students learned about 3,000-4,000 words a year. Children gain more from instruction when words are used in context, they can actively process word meanings, and have multiple encounters with the words. 2. Tier one words are easy to integrate because they are the most encountered words. Since they are learned in the context of daily life, they generally do not require instructional time in order for students to achieve mastery. Tier two words can be incorporated through use of a word wall, vocabulary notebooks, and exposure to high-quality, developmentally-appropriate literature. Tier three words are the most difficult to teach and require contextual application in the classroom. Incorporating thematic picture books that align themselves with the concepts taught, subject-specific vocabulary notebooks and word walls provide authentic reading and writing opportunities through which students can acquire vocabulary. KC- Tier one words are words students already know and use in speaking, writing, and reading. Tier two words are words that frequently appear in a wide variety of text, but students are less likely to know them. These would be the words in the story that the teacher would focus on for vocabulary instruction before, during and after reading. These words could be used in activities such as word splash, sketch to stretch, possible sentences, added to a vocabulary notebook, used to create word webs, incorporated in writing, and used in other various before, during, and after reading activities. 3. __Level of word knowledge__- Never having seen it before, having seen it but not knowing what it means, having a vague and context-bound meaning for the word, knowing and remembering the word KC- I'm thinking that using the "word of the day" activity would be an example of how students would move through the levels of word knowledge. The words chosen would be words in level one or two; the teacher would model the use of the word in context during the day while students try to figure out what it means, level three; and level four would be reached through students using the word in conversations and writing over time to demonstrate their knowledge of the word.
 * ZH** Dr. Swanson-Yes, I have always valued comprehension and I taught enriching words just to get the comprehension included. Two for one, eh? The Longman's Picture dictionary became a valuable asset to me when I taught young ELL student's. What is an iron was asked by those not even in ELL prognosis and a student would get the photos to better explain an iron and ironing board's attributes.
 * ZH**-Tier one words could be difficult for strugglers. The levels of word knowledge will allow teacher's and reading specialist's to better identify the struggling readers.Tier three words are words students don't know that appear infrequently in text, but they can usually determine the meaning from the context. These would be words that can be highlighted during small group or whole group discussion during and/or after reading. Tracy, I agree that these words could be added to vocabulary notebooks along with a student created example of the word in context. .ZH- I know teaching tier two and three words were necessary to expound the vocabulary of students. The peer teaching of Tier One and Tier Two words seemed to be taught with ease from a more advanced pupil in their age range. The Tier three words were challenging. Some students loved them for the shock value. Entomologist was Ms. Winn's sons favorite word.
 * ZH**-Because I came from old school situations the bonus words of the week were the enrichment for word level knowledge. Science and Inventors of the USA are needed we used exciting words to enhance our further studies. The class was a team!

__Multidimensionality__- the concept that word knowledge is multilayered; one should be able to express how they know a particular word and use analogy, metaphor, and other word plays to do so KC-Multidimensionality applications would be creating synonyms or antonyms for words and activities such as finding, identifying or creating puns,clichés, homophones, and homographs. A friend of mine said that she would encourage her students to watch the nightly weather forecast for examples of word plays to bring in and share with the class. She said they really enjoyed it and would continue to bring examples throughout the year.

__Polysemy__- refers to words with multiple meanings

KC- The studens could write sentences and illustrate the different meanings of a word. These could be made into a class book or displayed in the classroom. They could write and illustrate their own Amelia Bedelia story as well. __Heterogeneity__- “What it means to know a word is dependent on the type of word in question.” (p. 157)

KC-  I was thinking that maybe each student could choose a topic they would like to study and become the “class expert” on that topic. They could identify and learn the specific terms and information related to their area of expertise and then give a class presentation. Would this be an application of heterogeneity?

4. Our questions- 1. When is it appropriate to differentiate vocabulary instruction and how does one do that? KC- 1. What are some good resources for teaching clichés ? KC- 2. What are some applications you would recommend for complexity of word knowledge or Beck's three levels of word consciousness? KC- 3. I know that vocabulary is a criteria used in determining the reading level of a book, but I have noticed that some books have different levels depending on which website you look under. What are the guidelines or criteria they use to determine the grade level of vocabulary/words used in a story, and what other factors are considered when determining the reading level of a book? Is there a standard criterion out there for determining the reading level of a book?

MS: YOU ASKED SOME HARD QUESTIONS: LAST ONE FIRST. I LIKE THE GOLDILOCKS METHOD. IF THE STUDENT WANTS TO READ THE BOOK EITHER BY HIMSELF OR WITH ANOTHER PERSON, I WOULD LET HIM. I HAVE SEEN A THIRD GRADER READ HARRY POTTER BECAUSE HE WANTED TO READ IT AND HE UNDERSTOOD IT!!!! AMAZING!!

MOST BOOK COMPANIES USE ONE OF THE FOUR READABILITY LEVELS TO GAUGE THE BOOKS. WHEN THEY DO THIS, THE RANGE OF READABILITY CAN GO OVER THREE GRADE LEVELS. THEN, OF COURSE, THERE IS THE VOCABULARY THAT THEY CAN READ, BUT THE CONTENT OR BACKGROUND KNOWLEDGE IS TOO MATURE FOR THEM. YOU CAN GO TO TITLE WAVE (A FREE SOURCE FOR NSU STUDENTS, MESSNER (USERID), (zh -now I need to check to see if Messner ID is changed) LIBRARY (PASSWORD) AND THAT GIVES THE VARIOUS READABILITY FROM LEXILES, TO GRADE LEVEL, TO FRY, TO SPACHE, AND MORE.

AS FOR BECK, THE KEY WORDS OF THE CONTENT SHOULD BE CHOSEN BY THE TEACHER AND NOT BY THE MANUAL. THE PEOPLE IN NYC DON'T KNOW WHAT THE CHILDREN IN GYPSY, OK KNOW OR DON'T KNOW. THEN THERE SHOULD BE ONLY 5 TO 7 WORDS FOR THE STUDENTS TO KNOW WELL.

THE TEACHER SHOULD CONSCIOUSLY USE COLORFUL, MORE DESCRIPTIVE WORDS IN THE DAILY TALK. INSTEAD OF RED, THE COLOR CRIMSON OR CARDINAL, OR ??? SHOULD BE USED.

tHE TEACHER SHOULD READ TO THE STUDENTS DAILY TO EXPOSE THE STUDENTS TO GREAT WORDS.