Home › Forums › Linguistics for Teachers of Emergent Bilinguals Course Forum › Session 4 Developing Oral Language – Lesson Planning › Reflecting on vocabulary instruction in model lesson and chapter
Tagged: Edison Burgos
May 27, 2021 at 11:52 pm #1938
In this session, you read a chapter on evidence-based strategies for vocabulary instruction and analyzed a model lesson. Reflect on your own methods of vocabulary instruction and how they are similar or different to the information presented.
July 22, 2021 at 9:13 pm #2136Koren StanislausParticipant
While reading the chapter, I had the impression that thoughtful and deliberate vocabulary instruction positively impact reading comprehension, thereby improves reading skills. I totally agree that content rich vocabulary can further increase students’ ability to be more content proficient. The process of examining and analyzing words to determine their meanings, then providing students opportunities to engage in activities allowing for discussing subject content, further reinforce and strengthen their background knowledge. Especially, if we are drawing on students’ knowledge from the day before to connect to next day’s lesson/content.
There are certainly similarities and differences in the methods I had chosen for vocabulary enrichment compared to the information presented in the chapter. A similar approach in vocabulary instruction to students was, prior to reviewing vocabulary words, I engaged the students in a conversation about the overall subject matter to access prior knowledge and increase their curiosity. There were times when I included images, as well. Additionally, I sometimes discuss vocabulary words with students while reading. The difference in my approach to vocabulary instruction was, the usage of vocabulary word across different activities (respond, discuss, and engage in academic content) in the classroom was minimal. Also, the opportunities given to students to use more complex synonyms, antonyms, morphemes to unlock the meaning of words to deepen text comprehension were virtually non-existent. Then, there was the isolated word wall, and the dreaded weekly vocabulary test, yikes!
Looking back, I can now see how my approach to building vocabulary knowledge was compartmentalized and not organically weaved into the subject content; but even more, I now understand the importance of explicit vocabulary instruction in deconstructing words into parts for better understanding and building vocabulary skills, which could be transferable across subject areas. I would like to end with one more thing I learned from reading the chapter that I never really thought about until now: that is, students should maintain their native language, because their primary language helps to build respect for their own culture, and in turn supports academic success.
July 27, 2021 at 6:17 pm #2155
Koren, what wonderful insights! Don’t feel bad – teachers are doing so much. Now you have the knowledge and methods to go deeper into vocab instruction. If we consistently integrate it into learning the content, students will begin to use the words authentically. By the way, I’m not against vocabulary tests – but could you use the time to have them identify the meanings of prefixes, roots/base words and suffixes, and then put the words together?
Also, are they responsible for creating/maintaining their word wall? Or are you doing all the work?
August 27, 2021 at 6:43 pm #2243Victor BarrientosParticipant
By reflecting on vocabulary instruction in model lesson and chapter I can say that I have a lot similarity in teaching vocabulary in the math content area subject that I teach. I choose the vocabulary words that all students in class is suppose to be learning about that topic or lesson of the day. I use to go in deep about the use of the new words and how they can use in different contexts and across content subjects, especially science that is one of the subject that has very similar words and different meaning.
In math content one of my priority are teaching vocabulary instruction because now a day students are required to justify answer and many others question requiring students to write properly about posted question on the regents examination test.
As a high school teacher I have the impression that teaching vocabulary instruction positively impact reading comprehension, by improving reading skills.I use at the beginning of school year to make a word wall , and for every unit to teach I will post all vocabulary words the students need to be familiar during the lesson.
My strategies in teaching vocabulary instruction is modeling the skills and understanding required to develop a rich vocabulary knowledge by Saying the word carefully, Writing the word, Showing students how to recognize new words, Reinforce their remember new words,Have them use their new words and finally using Graphics organizers.
I totally agree with the text by saying that It’s hard for students to read and understand a text if they don’t know what the words mean. A solid vocabulary boosts reading comprehension for students of all ages. The more words students know, the better they understand the text. That’s why effective vocabulary teaching is so important, especially for students who learn and think differently.As a teacher keeping this on mind is very important to help the student succeed in the content subject. we need to make sure the new words learning are meaningful and relevant to their lives for better understanding.
Students need multiple exposures to a word before they can fully understand it and finally I will end my reflection by saying thatTeachers can emphasize active processing by having students connect new meanings to words they already know. The more exposures students have to a word, the better chance that they will remember it.
August 31, 2021 at 10:56 am #2258
Yes Victor! I think it’s very important in math for students to use the vocabulary orally when they have to explain how to solve the problem.
October 9, 2021 at 4:01 pm #2379Edison BurgosParticipant
In reflecting about “Vocabulary Instruction Among English Learners,” I share the approach presented in the article. A reflective teacher inspires and has a positive impact and accelerates the acquisition of his student’s language. The math curriculum is currently used in middle school where I teach mathematics, and others, identify words throughout the unit and vocabulary lessons to use. My approach is like the practice presented in the chapter. I ensure that my students understand the subcomponents of oral language development. They learn not only the words and phrases related to the content but also tier 2 vocabularies, so my students are better prepared to discuss and express their ideas in the mathematics classroom but also to bridge the new vocabulary with their life experiences. The pronunciation showed explicitly, and the use of Google tools of pronunciation is visible when I am teaching unfamiliar words. Syntax, morphology, and semantic variations are explained using Google. My students learn to write simple, complex, and complex-compound sentences. Visual aids and cognates are available for them to use when they are presenting the solution to their word problems and answering questions from their peers about how they have obtained the solution to their problems. The use of modern technology in developing their vocabulary helps improve word formation exponentially. Moreover, my students are exposed to wider and specific knowledge and culture around the world. They can learn more about word etymology. Overall, reflecting on selecting words, intentional instruction and effective use of strategy enhance my students’ phonology, morphology, and pragmatism in and out of the classroom.
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