Module+6+Discussion

DISCUSSION QUESTIONS:

1. What does research say about this topic? BM - Vocabulary is coming around again as a hot topic. Strong vocabulary knowledge is necessary for reading comprehension. Vocabulary instruction is necessary to close the achievement gap between disadvantaged students and their more advantaged classmates.

ZL-Word knowledge and word consciousness is important. The task of learning words is huge. If word knowledge is going to help students understand what they read they must understand words thorougly.

NH- Teachers need to promote word play and teach students how to learn new words they do not know. Students need to know thousands of words and with technology new words are added all the time.

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).

BM - I looked in external links and could not find this.

ZL- I looked also and could not find this.

NH- Tier one is basic words- These words should not need to do anything with because they are sight words. I guess if you are teaching kindergarten you might begin with these teir one words. Teir two are words that are central to comprehension but occur frequently in language. These words are great for explicit instruction. Teir 3 are low frequency specialized words that need to be taught when they arise in literature. Teachers should focus on tier two words to work on with students. These are the word wall words. The focus of vocabulary lessons.

3. Define these terms of complexity of word knowledge into application ideas: level of word knowledge, multidimensionality, polysemy, and heterogeneity. BM - __Level of word knowledge__ - 1) never seen it before 2) heard it but don't know what it means 3) having a vague understanding of the word 4) knowing and remembering the word __multidemensionality__ - the depth of one's knowing of a word __polysemy__ - the multiple meanings of words __heterogeneity__ - function words versus words specific to a trade or field

ZL- Level of Word Knowledge- 1) Have no idea 2) it sounds familar but that is all 3) I think I might know but don't feel very comfortable 4) I can write an essay about this one word and what it means to me Multidemensionality- depth of meaning Polysemy- words with multiple meanings heterogeneity-jargon of words because of exposure- I.E.-Educators understand what an I.E.P means but many others may have not.

NH- Level of word knowledge- 1. couldnt tell you about the word 2. I think someone has said or I have read it somewhere but i dont know what it means. 3. I kind of know what the word means 4. I know the word and use it all the time. multidemensionality- depth of knowing a word polysemy- multiple meaning of words heterogeneity- words specific to a trade or field of work. like IT words.

PERSONAL QUESTIONS:

NH1: What do you think is your most effective vocabulary strategy you use in your classroom. NH2*: Why do you think vocabulary is not researched as much as other aspects of reading? NH3:How do you motivate your students for vocabulary lessons? BM - I try to empower them and let them know that the vocabulary lesson is a tool that is going to make the reading that much easier. ZLVocabulary lessons need to be fun. I incorporate many vocabulary lessons with group activities. Students love working together and can build off of each others comments.

BM1* - Is vocabulary instruction the key to boosting ELL literacy instruction? BM2 - Do you use idioms, cliches, and puns in instruction? I haven't but think I will try to incorporate them this year. ZL: I use them all of the time. I teach middle school and the students love it when I say, "this is an idiom not an idiot." Oklahoma PASS Skills cover figurative language, therefore it something we use and talk about daily. BM3 - Would you use a word-of-the-day exercise? If so, would it need to a be a word relative to the day's or week's lesson? NH- I think it is a great way to incoporate a new word. I read in one of the books we have read for school about a teacher who called the person who tells us the weather the "weather person" for a little while and then they start using "grown up" words for things. That person is later the meteorologist. That is an interesting way to use it. Or they could use it like a game and have to find the word of the day or week somewhere in school either in the library or at home and bring it in for everyone to learn. Or like a word of the week museum where they have to put together word exhibits. Look at the ideas flowing. lol. BM - I like that article too!

ZL1 How did this chapter encourage you to help build your students vocab? BM - I liked the meteorologist article in that you start with simple words and very stealthly you substitute more complex vocabulary for familiar things. NH- I use a lot of the methods that we have to do in the modules to teach vocabulary. I will start thinking about the teirs of words though when I look for vocabulary words before the lesson. ZL3: How will this chapter effect that established way of teaching?
 * ZL2 What ways do you already teach vocab?