Carillo Response To Joel

In terms of numeracy, the children were drawing a variety of shapes in the sand which allowed me to use new words with them to further develop their vocabulary. I also used everyday words to help reinforce their existing vocabulary in a new context.

A word wall for scientific vocabulary can be created for courses like Chemistry, Physical Science, Earth Science, and Physics core classes. For example, in chemistry a word wall for physical changes, chemical change, and periodic table vocabulary can be constructed by the students. For Physics, words like speed, velocity, kinetic energy, and potential energy can be posted on the wall for a lesson on forces and motion to help facilitate the acquisition of academic terminology for ELL learners in the field of science. Also concepts that are opposite to each other like strong/weak, long/short. Hot/cold, soft/hard, ect. allows students to develop critical thinking skills required for comparing and contract analysis.

Students will be able to write a summary of what they learned in the lesson and write the new vocabulary word in their vocabulary journal: place value

An activity that I would have the students do is the sorting of the vocabulary words with similar meanings. I would demonstrate this activity by using the word 'road'. I would have my students pick out the vocabulary word from the story that had a similar meaning as the word 'road', which would be 'lane'. Once they were able to identify the vocabulary word from the story, I would ask them if they could tell me another word that may have a similar meaning from our lists of words. For example, the students would find the word 'street'. Once I had gone over

The lesson should first be introduced to the class through the vocabulary. This gives the students the back ground on the words used to describe what the lesson is about, and allows them to use the words in context with what they are doing.

I was deeply saddened when I heard the news of Carmino's passing from a former student; a student who is one of hundreds of Dalton kids who knew the joy of working with such a caring and loving music teacher. He was a dear man, and I will always think of him with great affection.

Ask students about things, places or events that connect to these terms in some way. Have students give a few examples. Write their examples on the board, so students can begin to see how the CD word map will develop.

I think the flash cards that I have made have helped because I find studying flashcards is an easy way to know what I still need to study and what I know. Quizlet is really helpful in helping with that because they have games that make learning terms fun. I have used some other student’s flashcards because they have used terms that I did not include in my flashcards.

Including new vocabulary terms in the context of the lesson’s text give students an opportunity to figure out the meaning of words using context clues. Fisher and Frey recommend context clues to

Despite this setback in the education system, there are strategies that could be used which would be far more effective. For example, in many classrooms flashcards are utilized as a way to drill students on both previous material and new material to make them faster and more accurate (Nist & Joseph, 2008). There are several different ways to use flashcards including traditional drill and practice and incremental rehearsal. In a majority of classrooms, flashcards are used in the traditional drill and practice which is when new words are shown to students, the instructor states the word, and then the student is supposed to repeat the word back. This is done until the student knows what the word is by looking at it. The incremental rehearsal method is when there are a majority of known words given with some unknown words

In the module for week two there were several ideas that you can implement in your classroom. For instance you could try the walk and talk discussion strategy. This strategy simply means that the students read a selected piece of literature and have a small-group discussion about teacher-created topics posted around the room. The resources/idea for this strategy includes identifying main ideas and develop 4-5 questions pertaining to the ideas. Afterword’s you type up questions to be printed out and placed around the room. You then should secure large sheets of butcher paper or whiteboard space for the students to write down the groups’ ideas, once this task is completed make sure you have supplied each group with dry erase or regular felt tip pens.

In addition to the vocabulary in their readings, students have been expected to learn twenty-five new vocabulary words per week. The focus is not on rote memorization of definitions; students must know synonyms, antonyms, and especially how to use vocabulary words in the context of the entire sentence. They study how to choose the right word for their purpose (diction) and analyze the subtleties of language.

Using a set of words will allow the teacher to give assessment throughout the week to determine which students are able to move to a new set of words, or requires more time on this set. By using groups of words, it also make it easy to send a list home with the students each week. If the teacher chooses to use pre-made card this will allow the use of a sentence containing the word, and also an opportunity to provide words for the students to choose form. This strategy will be beneficial for the special needs and ELL students, and yet still allow them to use the same card that the regular students are

SPED students need a variety of methods to master the content (Sanzo, Clayton, & Sherman, 2011). Olgesby’s strategy for teaching vocabulary is to differentiate instruction. After a pre-test is given, she uses the textbook on-line support tools for English language learners (ELL) to assist with pronunciation of the words. It also

In my classroom, I often do not encounter students who have little prior knowledge about a topic. (They are middle school students, they know EVERYTHING!). However, if I know it is going to be an unfamiliar topic, I like to use KWL charts, semantic maps, and anticipation guides. What I like about using anticipation guides is that students can make predictions about what they think the topic is going to be about and then afterwards go back and review if their predications were accurate. Therefore anticipation guides can support their concept development by encouraging inquisitiveness and connecting what they already know to the new information that is being taught.