Read Chapter 1 (pp. 1-18), then respond to the following by October 16, 2016:
1. Describe something a teacher did while you were in school that helped you to learn new vocabulary, then describe a technique used with you that did not help to expand your vocabulary.
2. As you work with your own students this week, find an example each of the following categories of words: misdirective, nondirective, general, and directive. What will you do to teach each of these words if context clues will not help?
Beginning October 17th, read what others have posted, and respond meaningfully to one colleague about prompt #1 and a different colleague about prompt #2. Be sure to check the responses to your thoughts regularly, respond to comments, and answer any questions that may be asked. Responses must be completed by October 24th.
1. Learning vocabulary through pictures or motions was most helpful in French class. Often we would have to act out verbs like to walk or to swim, when commanded in French. Making picture flash cards in French was helpful too.
ReplyDeleteWriting sentences with new vocabulary words was a example of an unhelpful vocabulary activity. Unless a student already knew the meaning of the word, they would be sure to use a secondary definition of the word or the wrong form of the word. Ex. The room was very cacophony.
2. This week we are reading about Ancient Greece.
"We can try to comprehend what would make up the ideal, or perfect, way of life." --directive--the definition is right there in the sentence.
"The empire was a common type of government in many past civilizations." --General--students knew it had something to do with government, and maybe even Kings or Britain.
"Greek ideas are found in today's governments, architecture, art, and literature." --Nondirective. The laundry list of ideas doesn't help the student figure out the meaning of architecture--only what it is
not.
I haven't found any misdirectives in the piece as of yet.
Hi Amanda,
DeleteI agree that learning vocabulary through the use of pictures and pantomiming the words may be helpful in learning a new language, but I also used this technique with my seventh grade English students two years ago - acting out vocab words. I believe this helped them understand the differences between nouns and verbs and understanding the meaning of the words.
Amanda,
DeleteI was wondering how MS and HS aged students responded to acting the words out? I think that sounds like a really interesting approach. I believe most elementary students would respond well to that teaching technique. It sounds like a great idea especially for a foreign language. Kind of like a game and less like work. Very interesting! Worth a try if the opportunity arises.
My seventh grade students enjoyed doing this. We used vocabulary words from the novel we were reading. (The Giver)
DeleteI can see how acting out words would help distinguish nouns and verbs. Perhaps pantomiming could be used in grammar instruction.
DeleteI've also noticed that, with writing sentences, they often don't include enough detail to really explain what the word means: "The truck is enormous." If I don't know what "enormous" means, this doesn't explain a thing!
DeleteMelinda, My french students usually seem to like the acting vocabulary. There are always one or 2 who are too cool for the room, but generally they get on board.
DeleteNicole--that is exactly the type of sentence you get when you just ask them to write a sentence using the vocab word. And to be honest, that's a hard thing to do. I have trouble writing meaningful sentences for vocab quizzes.
DeleteI've found that you have to spend a lot of time modeling in class, in addition to continuing to support students, in order to get the quality of sentence that demonstrates true understanding of the word(s). At that point you have to weigh out the time spent vs. the benefit to student learning. Is there a more efficient way to achieve the same results?
Delete1. I will be completely honest..I am OLD and don't remember how we learned new vocabulary. I don't remember much of how I learned anything. I do remember my senior year, one person doing the "vocab" book and everyone sat in the hall and copied the answers. I'm thinking that was a technique that did not expand my vocabulary.
ReplyDelete2. I will start looking and then post. :) - Lisa
Well, I'm old too and can't remember much of my early education. I do kind of remember writing definitions for words. My real learning happened at home, my dad loved encyclopedias ( we had 2 different complete sets and additional similar books). He loved taking my words and comparing them between dictionaries and the 2 encyclopedia sets....kind of fun when he did it. It was fun mainly because he loved getting into what we were learning and expanding upon it.
DeleteOne thing I remember about an amazing HS English teacher I had was his use of language - he spoke it, we spoke it, and we wrote it. He always noticed when we used the words. Sentences and dictionary look ups were horrible, useless, and had zero transfer!
ReplyDeleteAt this point I have ONE - misdirective context. It was a word a student and I came across in his text as I was conferencing with him. It was MISERABLE - he said happy. I reread the sentence, guided him to the picture, gave examples of when someone may feel miserable, and then just told him. He then offered some of his own examples. We said the word a few times together because it "sounds neat" and I hope it stuck!
I will look for the other three as I read and conference with students and/or read with my boys! I will add on as I find them...
General (figure it out) - Ooh, I hope it's something really SCRUMPTIOUS! said Spud hungrily. Meaning really delicious since he's hungry.
DeleteDirective (right there) - This is a pumpkin BLOSSOM. This came after the image of a flower and a description of step by step a pumpkin flower turning into a pumpkin.
Nondirective (no help) - said Roley, CHUCKLING. There was no image and the previous sentences talk about being dirty and getting washed and not wanting to be cleaned.
These were examples with my boys. I read the chuckling one in a chuckling voice and directly told my 4 year old what it meant. None of the other words seemed to need such specific direction.
DeleteMy son always had a difficult time speaking and understanding words. I found that saying such words and demonstrating the words as you did with "chuckling" helped him quite a bit with comprehending the word and pronouncing the word.
DeleteWe are just at the beginning stages of writing in Writers' Workshop but I have a few students that have chosen to use words that I know they heard from me in class. One was "prepared", of course it came out as apaired but she got the idea and used it properly.
DeleteI remember writing down vocab words then looking up the definitions in the dictionary. I also remember memorizing the words and definitions for vocab tests.
ReplyDeleteLast year, the seventh grade students had to complete a vocabulary map. This was aligned with CCSS. Each student was assigned a vocabulary word from the text. They had to use context clues first, then had to look the word up in the dictionary. The students also had to come up with an antonym and a synonym for the word. The students also had to write a sentence using the word in correct context. This was a very long and tedious assignment for the students.
I also taught root words in seventh grade English, and the students made flash cards including the root word, the meaning and an example. I noticed that the students enjoyed this, and they were able to define vocabulary words when presented in text.
I will look and post later.
Bridgette
In fifth grade, my teacher would put on elaborate dictionary races. We would race to the dictionary, look up words and move on. The definition didn't matter. We didn't learn a thing, but I didn't care because it was the only game I ever won in school. So there's always that.
Delete1.I had a class in high school called Vocabulary. We were given new words each week to look up and define. Then at the end of the week we were given a matching quiz. I was very good at matching words with their definition, but I don't think I ever really learned how to use those words in conversation. I do think it helped, however, when I encountered those words in my reading. They at least looked familiar.
ReplyDelete2. Still searching for examples!!
Hi Barb,
DeleteI wish we had a class similar to that now in middle school or high school. I found that middle school students last year struggled with vocabulary - saying it and understanding the meaning of the word.
1. My vocabulary instruction consisted of reading “vocab” words, discussing the meaning, looking them up, writing the definitions, sometimes writing them in sentences and then typically a matching vocabulary quiz. All of those things did nothing for me. I do remember in high school drawing and acting our definitions. That seemed to helped me because I’m a bodily-kinesthetic learner. I also remember doing a 4 box chart that had the definition, antonym, synonym, and a picture. Other than that, I can’t remember much.
ReplyDelete2. Here’s what I’ve found when it comes to context clues. These were from the read aloud Stone Fox and The Tiger Rising.
Direct Context: “He was so astounded, so amazed that he stood and stared.”
General Context: “In fact, it was not until the last 2 miles of the race that Stone Fox got his first glimpse of Little Willy since the race had begun.” At first the kids didn’t know what it meant but after we discussed what was going on in the story, they were able to remember that Little Willy couldn’t see Stone Fox for a long time and then he is able to, so glimpse must mean to see for the first time.
I think that it is important to teach the students how to use the context clues to help them figure out words. Yours is a great example of using what I would call long-term context clues to figure out words. Sometimes the immediate text is not very helpful, so we need to consider all that we know about the characters, events and the author's style to figure out the meaning of words. This is a skill that will serve students well.
DeleteI always try to call attention to those directive contexts in a story. With my students it is the best chance they have to make sense of that vocabulary word. I hope that at some point they can be independent in recognizing this helpful clue.
DeleteThere is some interesting research showing that associating a sign or motion with new vocabulary can aid students in learning words. This makes me wish that I knew ASL so that I could (comfortably and confidently) use this approach!
DeleteMy experience in vocab instruction is similar to yours, Michelle as far as the typical "define, use in a sentence, quiz" structure. I also remember doing some other methods in German class, and lit. classes as well. It seems as though pre-teaching was helpful as we got through novels, but the fact that it was un-authentic was not always the most helpful to me personally.
DeleteI do think that Tier III words that focus on a subject matter are difficult to teach in a "fun" expressive way too. Knowing your class and their learning styles, while switching things up from time to time, help students retain the vocabulary and their definitions. Just defining them doesn't work. You must figure out a way to draw them into wanting to understand the definition.
Delete2. Here are some example I found in a story my class is reading:
ReplyDeleteAntarctica is the coldest place on Earth. It is a frozen continent covered in ice. General- continent is a place
Penguins use their bills to preen, or clean and smooth their feathers. Directive-definition of preen in the sentence.
Scientists will study Antarctica's climate and watch for signs of change. Non directive- No help to climate's meaning.
Antarctica is windy and dry. It is called a desert. Misdirective- Is a desert a place that is windy or dry or both?
I think that last one is the most confusing. We often think of a desert as dry, brown, cactus-covered with lizards and snakes. So having that term in a place of cold and barren and frozen land would most certainly be confusing. Are there pictures to support? Maybe a compare/contrast chart to what we know or think we know about deserts and what we have learned. I bet your students would be able to educate many others on what a desert really is! Good selections for #2, Barb.
DeleteBarb you picked really good examples to show. That's why kids have such a hard time understanding science and social studies vocabulary because it is what it is. There is a correct name for things and you can't do a lot of playing around with it.
DeleteHi Celeste,
DeleteThere were some pictures but not really helpful. I like the chart idea. As we read that story, the kids were very surprised at what a desert can be!!
I remember teaching this story in class, and it seems as working with some similar texts for tutoring as well. Some of the the words that the series gives us to teach for vocabulary are not helpful at all, like "snuggles." Yet, there are words and definitions that could have really been beneficial to help address or directly teach, such as "desert" when referring to Antarctica. This is a perfect example of where it would be best to look over the text and rewrite or create our own vocabulary instruction to best instruct our students.
Delete1. I really don't remember anything I would call effective vocabulary instructions from my youth. Although I have never forgotten the 6th grade definitions for cell, tissue, organs, and organ systems; I would not recommend having students write definitions 25 times as a consequence for talking.
ReplyDeleteI do remember the task of looking up words in the dictionary, writing the definitions, then using the words in a sentence. I don't necessarily remember the words.
2. I don't have a reading class, so I just went through a new book Mother Bruce to find sample vocabulary and thought about it from a 1st grade perspective.
mis-directive context - unwelcome surprise If students do not know/understand the un- prefix, surprise carries a positive connotation. I would probably explicitly teach unwelcome as vocabulary word before reading.
non-directive context - He was a victim of mistaken identity. This is just after the unwelcome surprise. With other possible unknown words in that sentence, I would stop to discuss the meaning of the phrase while reading the text.
general context - But the fire in his stove fizzled. So he went out to get more wood. (See below)
directive context - He saw other goose families flying south... Bruce explained migration. I might explicitly teach fizzled and migration or use them to teach students how readers can use context to figure out the meaning of words using think-alouds.
hadn't thought about prefixes being a example of misdirective context. I know that prefixes and suffixes are something that our 2nd graders usually score low on when we break down NWEA Vocabulary.
DeleteDelores..the writing the words as a consequence. I do remember a time when I had this specific substitute teacher that would give me a recess detention and make me look up a bunch of words and write down their definitions as a punishment. I really tried forgetting about that. I can't still picture her and know her name. It had a big impact on me for quite some time.
DeleteHere are some ideas from the Social Studies unit I am teaching:
ReplyDelete1. The Framers wrote an introduction, or preamble to the Constitution. Directive (A preamble is an introduction)
2. The Preamble to the Constitution explains who created the Constitution and the basic purposes of our government. General (explains more about the Constitution)
3. Preamble to the Constitution: Non-directive (no meaning to the words)
1. I don’t have any memories of fantastic vocabulary instruction. Most of what I learned about vocabulary, I learned at home or from reading during SSR in elementary, middle and high school (this is probably why I don’t have a very expansive vocabulary and constantly use words incorrectly). I was a huge fan of context clues or just looking up the word in a dictionary if I didn’t know it.
ReplyDeleteAll of my formal vocabulary instruction was typical. I would be given a word list, look up the definition, and write a sentence. Most often, these would also be my spelling words (I’m also not a good speller).
2. I had a hard time with this because while I was doing lots of things rich in vocabulary, I was not writing them down. I was about to become frustrated with this question, but then remembered we have been reading a chapter book in prose that is full of rich vocabulary, I pulled that out and reviewed the last chapter to refresh my memory of the last week.
Misdirective:
a. Classroom example: From Little Dog, Lost by Marion Dane Bauer
“Mark received Buddy
as he might have taken possession of a precious chalice,
reverently,
carefully.”
b. There are so many complex words in this sentence that they could (were) all lost in context. A more talented teacher would have planned ahead and explained chalice to students.
Nondirective:
a. Classroom example: From Little Dog, Lost by Marion Dane Bauer
“The mayor,
the town council,
the boys,
and girls
and dogs
were all too intent
on Charles LaRue to notice how wet they were.”
b. What if? We simply had a conversation about the word intent. All the people of the town were very focused on Mr. LaRue and did not notice anything else. Intent could be confused for meaning intending to do something to Mr. LaRue instead of being focused on him.
General Context:
a. Classroom example: From Little Dog, Lost by Marion Dane Bauer
“As suddenly as the rain had begun, it stopped,
it stopped,
and a watery hush fell over Erthly.”
b. What if? Hush means quiet and it was easily understood in this sentence. We did taking a moment to discuss the word and practice becoming “hushed” in our classroom.
Directive context:
a. Classroom example: From Little Dog, Lost by Marion Dane Bauer
“With the downpour over,
folks all up and down Walnut Street
emerged from their houses.
They streamed toward the crowd
surrounding Charles LaRue.
They didn’t know
what the commotion was about,
but whatever it was
looked more interesting
than anything that had happened
in Erthly
for a long time.”
b. What if? With all the people leaving their houses and walked together down the street, it is implied that lots of things are happening at once. Therefore, we are directed to understand the word commotion. If this were not the case in context though, we could practice making a commotion.
I really have been trying to directly speak with my students and then post the words on my cupboards and write my students' definitions under those words. Something short and sweet.
DeleteStudent-friendly definitions are always helpful, no matter what grade level you are teaching.
DeleteI have very little memory of vocabulary instruction in school. What I do remember is this: looking up terms and writing definitions from the end of each chapter (usually in science and social studies) and memorizing definitions from a list of vocabulary words (high school English class). I also remember matching words with definitions on worksheets and writing sentences using each vocabulary word. None of these activities really helped me learn the words, and I don't recall any direct instruction at all...probably because it rarely (if ever) happened.
ReplyDelete~Misdirective Context - In our read-aloud story Bunnicula, a conversation between two characters about the minimal difference between fangs and canine teeth lead one student to blurt out, "Canines are dogs." We stopped to discuss this at length.
~Nondirective - Also in Bunnicula... "You feel asleep? I asked incredulously." No real clues as to the meaning of "incredulously".
~General Context - From our read-aloud book Ready Freddy Haunted Hayride - "I stood there frozen for a minute. Then I carefully sat back down. 'Thanks, guys,' I whispered." The word "frozen" in this context could be explained by the character's behavior.
~Directive - Also from the Ready Freddy book - "But I don't like taking all of that gooey stuff out of the pumpkin," Chloe continued. "It's so messy and yucky." She made a face.
"That gooey stuff is called pulp," Robbie said. This conversation just defined the word "pulp" as it relates to carving pumpkins.
A pattern I'm seeing in all of these threads is that the non-directive contexts usually have to do with dialogue, and they are usually adverbs explaining HOW a character said something. I think students have a particularly difficult time with adverbs because we don't use them in every day speech, they aren't a tangible object, and they aren't an action you can see or do. I wonder if we could use Playacting (again) to show how adverbs work. We do this in drama. Try saying the same sentence several different ways, changing pitch, volume, stress. Same with pantomime. Try walking to portray an attitude. Just a thought.
DeleteThat's a good point. I often just use examples and non-examples to explain the meaning of a word. I also use synonyms & antonyms.
DeleteI would agree Nicole. I use a lot of synonyms and antonyms throughout discussion.
DeleteSomething I have done in science is breaking down sentences and having the kids come up with a kid friendly definition and pictures to help them understand the words better.
1. I have the same issue Lisa does, I do not have any memory that sticks out for how I was taught new vocabulary.
ReplyDelete2. Misdirective-closest example I can find is from, Fix It Duck" with the line, "If only the rain hadn't dropped in his tea".
Nondirective-I couldn't find anything here this week.
General-"Julius", He showed them no fun, no sharing.
Directive-"Dig Dig Digging", the entire book is rather explicit in general giving the reader good general descriptions.
1. My memories of vocabulary instruction consist of being given a list of words to look up, write the definitions for, using them in a sentence and writing them five times each so we were sure to know how to spell them correctly too. I'm thinking that probably was not the way I actually learned them well. My dad having me explain what I knew, why I knew it and how I knew I was correct, was probably why I actually "learned" the vocabulary I was exposed to.
ReplyDelete2. I am reading "Charlotte's Web" to my class. It is rich in vocabulary many children do not hear used often anymore.
Directive Context - The sentence "The cocker spaniel heard the commotion and he ran out from the barn to join the chase." was very interesting to discuss with the kids, many thought commotion meant chase or trouble. Through continuing to read and rereading the text the class decided that it meant lots of things happening at once and there was lots of noise.
General Context - "The goose chuckled." I asked the kids what they thought the goose was doing and why they thought that. This lead to us discussing what Wilbur was trying to do, and how he and the goose were feeling. Some thought she was being mean, but through our discussion, they learned that chuckle meant to laugh gently.
Nondirective - The sentence,"Run-run-run downhill, make for the woods, the woods!" was interesting. They expected the word make to be used to create something that can be touched. We discussed how make was being used to find a path to the woods, or make his way to the woods by going his own way.
Misdirective - We haven't come across one yet.
I think your dad was pretty wise for having you explain what you knew, why you knew it, and how you knew it was correct. I remember having conversations with my dad in the same way when we were studying vocabulary words. I used to get so frustrated when he would make me give multiple definitions or use them in context because I just wanted to give the definition as I remembered writing down. This actually forced me to understand the words in many different contexts and forms. It's funny I never really thought of it being useful until now.
DeleteI too remember nights with my mom and a vocabulary list of "terms" usually science, which I DID NOT LIKE! I also had to explain it - often explaining how the terms were related or why they were all in the lesson or chapter I was reviewing. I think now that my mom used that not only to help me, but to help her know the terms as it wasn't something she had read or heard in years. It was more helpful to "talk" it through with her than to have a term defined. Often on the test or quiz the exact term could be found, but not the exact definitions. So having some "context" for the terms and meaning and relationship to the topic was helpful!
DeleteAs the writing teacher, I can see that conversations about WHY an author may have chosen a specific word might help our students make better word choices in their writing.
DeleteAs students encounter unfamiliar vocabulary through word study (Words Their Way) or direct instruction, setting goals to use some of them during writing would be another way to apply the knowledge and solidify new learning.
DeleteI like the idea of application of not just the phonics pattern, but also word meaning in students' writing. After all, it is word study! This is one of the problems that we see our students having, is that they are not storing what they are learning for patterns, but holding them accountable for meaning is useful too.
DeleteI stepped into Ms. Stoglin's room as she was reading Charlotte's Web". I was reminded of how different we speak now. Words that are used in the story and not used regularly in our conversation anymore. That makes it difficult to use context clues because we don't even think like that. Interesting!
Delete1.Best way: I remember learning vocabulary is from Emily Olson, a phenomenal English teacher. She had a rich, robust vocabulary which drew us to her every word; especially her stories. We all learned many new words, without even realizing it.
ReplyDeleteWorst way....High School English Teacher: 10 new words a week. Write them, define them, use in a sentence....ugh!
2. I'll post later
2. We are reading the book, "Wonder" in class. I will use that book for my references.
DeleteMisdirective Context: "pored" I’ve pored over grainy sepia pictures of long-dead relatives in babushkas; black-and-white snapshots of distant cousins in crisp white linen suits, soldiers in uniform, ladies with beehive hairdos; Polaroids of bell-bottomed teenagers and long-haired hippies, and not once have I been able to detect even the slightest trace of August’s face in their faces.
Nondirective Contexts: "plaque" “Did anyone happen to notice the plaque next to the door of this school?"
General Contexts: "palate" I had a surgery to fix my cleft palate when I was a baby, and then a second cleft surgery when I was four, but I still have a hole in the roof of my mouth.
Directive Context: "quip" I’d never realized how funny she was (not laugh-out-loud Daddy-funny, but full of great quips), and she never knew how lighthearted I could be.
I love the idea of story telling to improve vocabulary, but I wonder if it is as beneficial as seeing the word in print too? It seems like there are many times our kids know a word when they hear it, but when they read it, they may have no idea what it is because they are pronouncing it incorrect.
DeleteI agree Michelle, maybe teaching vocabulary using visual, auditory, and hands-on is the way to go.
DeleteDitto! It definitely takes some thought and pre-planning though.
DeleteI definitely agree that for kids to learn new vocabulary and really understand and use it, the teacherneeds to be constantly modeling and not afraid to use rich vocabulary as a matter of course. I remember a student from the past who questioned a "big" word I used in a conversation with him. When I explained what it meant, he replied," Why didn't you just say that!" It made me laugh, but I told him that it is more interesting when we can use different words that really say what we mean.
DeleteUsing rich vocabulary with our students can be fun for the students too. They're fascinated by some of the words and enjoy using them once they know the words true meaning. My previous first graders loved using the word dapper once we went over what it was and Grandma Loretta explained how special and important it was for a gentleman to be dapper in her day. Hearing Loretta's personal connection to the word while listening to her story gave them a deeper understanding of being dapper and encouraged them to use the word quite often after that.
DeleteThe storytelling idea made me think of myself as a learner. Has anyone ever heard a word used then been surprised by the actual spelling of it when you see it in print? Or, what seems to happen to me more often is seeing a word in print then being surprised when you finally hear it pronounced for you.
DeleteThis comment has been removed by the author.
DeleteThe funny thing is that this teacher didn't have to "plan" the stories....they just were who she was. She always spoke with outrageous words that drew us to her....:) I still remember her red/white/blue scarf with peace signs all over it.
Delete1. Describe something a teacher did while you were in school that helped you to learn new vocabulary, then describe a technique used with you that did not help to expand your vocabulary.
ReplyDeleteI cannot think of any positive vocabulary instruction when I was a student. I have some recollection on having to look up words from a dictionary quite often and still not getting a whole lot out of doing that.
2. As you work with your own students this week, find an example each of the following categories of words: misdirective, nondirective, general, and directive. What will you do to teach each of these words if context clues will not help?
Examples from Edward Tulane:
Nondirective: “Abilene’s father would then turn in the direction of Edward’s ears and speak slowly, repeating what he had just said for the benefit of the ‘china’ rabbit.”
Directive: “And Rosie, surprised into ‘obedience’, did what he was told.”
General: “The storm, in its ‘ferocity’, actually flung him all the way out of the sea; and the rabbit, for a moment, glimpsed the light of an angry and bruised sky; the wind rushed through his ears.”
Before this it described the storm as throwing him around too.
Isn't it funny how teachers thought looking up a word in the dictionary was a way to talk about what words meant. I did the same thing back in the day (your day). It is probably the way we were taught to teach vocabulary.
DeleteProbably the reason why I speak like a caveman!
DeleteI don't recall learning any specific vocabulary teaching strategies from my education classes. That may be part of the reason that we just default to what we experienced until we learn something more effective.
DeleteI think it also has made us all feel inferior and making sure we are using words correctly. Young students like to experiment and adults tend to stay safe.
DeleteExample of a misdirective: We are reading Wonder. "but I know ordinary kids don't make other ordinary kids run away... Ordinary is not a good thing?
ReplyDeleteWell, I missed the deadline for the initial response, since I thought it was today. Sorry, all! I remember some things primarily from high school as far as vocabulary. It was mostly in my American Lit. class where we had to look up vocab words and then discuss them before we read the novel. We would also have quizzes before we read. I do remember some words, and I was glad to have the knowledge of the word "superfluous" before I read "War and Peace." I also remember something similar from elementary grades, where vocabulary was taught mostly with reading. I don't know that these methods were the MOST effective, but I don't think that it was the WORST way to learn vocab, either.
ReplyDelete"The Miraculous Journey of Edward Tulane" is a perfect example of a text that has a wide vocabulary where children often have examples of all of the contexts. Because many of the words used are so foreign to students, and even myself, context clues are not always helpful. I recall in the first chapter when Edward is being described, there is a phrase something like "and full of 'ennui'" which there was nothing that we could really do but look in the dictionary. We were just getting introduced to this finely made "specimen," but did not have any clues. I believe this could be considered a nondirective context.
What I would do for my students depends on what we are doing. I made a mistake of using what we know about "photographer" and "photography" to assist in definitions of "geographer" and "geography." Although I gave the students several reminders of how what we were doing is what "geographer" do, many of them got mixed up with my comparison to a photographer.
As I read, I would like to preteach some vocabulary words that I would anticipate a discussion about in our novel for reading time. I also would like to use authentic words from our read aloud so that students can see me thinking aloud. Many of my students have a great sense of words, despite their lower reading abilities. I firmly believe that this is due to their background of strong and educated families, and their work ethic.
A strategy that comes to mind for teaching vocab, is of course, the steps that Dr. Jetton has taught us. At other times, I feel that a quick explanation keeps things moving and still provides an exposure to words.
I remember when I was using "Edward Tulane" during summer school and having the same experience with the word "ennui". That book is so rich in vocabulary, yet so many of the words that are more simple to us are actually the ones that we should be teaching the students. I actually looked up vocabulary lessons specific to that book a few summers ago and, sure enough, the big, foreign to me words were not the ones that popped up in the vocabulary lessons. I like the preteaching idea quite a bit.
DeleteIt's amazing that kids know many more words than we think they do just because they can't read them. Once they hear them said out loud, they often times more about the words than by reading them alone.
DeleteSteph, your word comparison example is an interesting one. I never really thought about the pitfalls of that. Also, I agree - I use the "Dr. Jetton method" of vocabulary instruction, but it doesn't always lend itself to those on-the-spot moments like during storytime. I use a condensed version, as much as I can, with examples and non-examples. But her method really is great because of the pictures that go with the examples and the number of "hits" for the word you are teaching.
DeleteSo I have to tell you, one of my seniors made my week! I try to use a more sophisticated vocabulary around them. One of my early assignments asked them to assess how "feasible" it would be for them to attend the college they were researching. We discussed what that word meant.
DeleteFast forward a few weeks. On behalf of one of the seniors (a special ed student) I wrote an email to a colleague of mine at KCC asking her if it would be feasible for him to job shadow her. When she responded, I forwarded him with email and let him take it from there.
He responded to me immediately sharing his plan for how/when he would contact here and how this job shadow was feasible for him to complete since he is at KCC 2 days a week already. Hallelujah!
Amanda, I bet you that student will NEVER forget what the word "feasible" means, and will incorporate it into their vocabulary in spoken and written forms for the rest of his life! I think your point about using rich vocabulary yourself is so important! There is so much there when kids/people hear others using words, or reading them! Prime example is when my students picked up on a word from one of our novels and then began to use it in other situations because they were proud of their knowledge! I also think about my own children and how they use new words that we have either taught specifically, or that they just hear us use. (Not swear words! LOL) Griffin told us the other day that Collin wasn't listening, even though he told him to stop "several times!"
Delete1. We would get a new list of vocabulary words each week in HS English class. We would look them up. Match them to the definitions, and then take a test at the end of each week. I can't remember if we were actually using them in class or not, so I think that would be considered learning them in isolation. That's the way things were done back then.
ReplyDeleteI don't really remember any effective way of vocabulary being taught.
DeleteThe think that did help me learn vocabulary was when I was reading a book and I would ask my teachers, "What does the word ______ mean?" They would say, "Read the sentence to me." They were looking for context clues and then would give me examples of what the word meant. That teacher was my mom and she still does that to this day.
ReplyDeleteGeneral Directive - Superfudge - "The baby's due in February." She reached over and tried to tousle my hair. I ducked and got out of the way before she could touch me.
ReplyDeleteNon Directive - Superfudge - "That makes it unanimous!" Fudge said.
Directive - Superfudge - My father signed up for ten Chinese-cooking lessons. He bought a wok, which is a big, round pot, and four cookbooks.
Misdirective Context - Superfudge. Maybe I'd get a dumb teacher. Dumb teachers are the worst. I should know. I had one in third grade.
So even though you would think kids knew what the word tousle means when used in the sentence above, I have been asked what it means several times, so I like to show them that it means to mess up their hair. For the word unanimous I like to take a vote in class on something that I know all students will agree on then I explain to them that is what unanimous means. In the example of dumb teacher, we had a short discussion of the perception of what dumb meant to a student.
DeleteHere is another directive: from the book Harry Potter Book 6: Hermione spared him one look of disdain before turning back to Harry. I had a student ask me today during Reader's Workshop what "disdain" means. This is an example of a non-directive - no meaning to the word.
ReplyDeleteThe more I read with kids (at school and at home) and the more I speak to those kids the more I am aware of what I am reading/saying. This is making me be more mindful. I've never "dummied" down the things I say. I am now constantly writing words down that I come across that I feel may need more attention!
ReplyDeleteI have also noticed that I am much more mindful of the vocabulary and our students reactions, or involvement as we read. I'm noticing as I read to them, that they give very subtle signals when they do not understand a word they've heard. I'll stop and ask them if they know what the word means, and most of the time they say they have no idea. We'll work together to use our various strategies to find the meaning of the word and then continue reading. I do not do this too much because I don't want to ruin the enjoyment of the story, but now they have begun to feel comfortable enough to as me to go back because they want a better understanding of the story and its characters.
DeleteI think that when your students are exposed to rich vocabulary instruction, and they hear you using it in class, eventually they become very curious about unfamiliar words. You know you're doing something right when your students take the initiative and ask what they mean.
DeleteI agree with you Celeste. The more we as a staff think about expanding our students' vocabulary the more we will put activities into place which can do just that.
DeleteAlrighy...Part 2: Mine our from our read aloud "The Doll People" by Ann M. Martin
ReplyDeletemisdirective: Annebelle stole a glance at Bobby. (stole)
general: They hoisted themselves up the last step of the stool just as the clock chimed four-thirty. (hoisted)
directive: Annabelle lay rigidly in her bed. She knew she shouldn't risk moving about yet. (rigidly)
nondirective: Perhaps there was some truth in it. But Annabelle rarely dwelled on the possiblity. (dwelled)
This is the first time I have read this book, and I don't want to read ahead so previewing the words with the kids isn't something I am able to do. I don't want to read ahead because I am enjoying sharing this book with the kids and I feel that I am more genuine in my think alouds, predictions, talking about words we don't know, etc. So....what I am doing is real life modeling of what I do when I don't know a word. I am reading, rereading, thinking, we are talking about words we don't know. Probably lame teaching, but I am going with it because it is working with this group, this book, this situation.
I think this is appropriate vocabulary instruction with read alouds. We need to vary our approaches so that we reach all students.
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