Word Snapshot Analysis

I gathered student written inventories and held personal interviews and conversations with students and their families in order to help my students grow and mature in their vocabulary usage. This information told me they value who they are and what motivates them so I could design innovative practices and utilize proven methods of vocabulary instruction that promote learning for all my students.

Standard 2 says, “Teachers have a deep knowledge base sufficient to create learning experiences that reflect an understanding of central concepts, vocabulary, structures, and tools of inquiry of the disciplines/ content areas they teach.” This means that teachers have strong comprehension skills in their content area, so they do not have to limit themselves to their content and can make connections elsewhere. In this lesson, students were required to read, write, and use root words to determine the overall meanings of words, which does fall under English class practices. However, students used the materials they created in order to draw connections to past and modern day social issues, as well as in their personal lives. They were not required to keep their connections to the text; they were encouraged to move beyond just what was in front of them and think critically to make the connections to other

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Students need to read and discuss the list of newly created words provided by the teacher (selfie, app, couch potato, etc.) deciding what makes these new words so appealing to become new words. The students in Joseph’s group may then choose to use an online source such as fakewordgenerator or their own creativity to develop 3 new words and items for their group.

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.

When it comes to a student who is learning to read understanding that reading comprehension is the most important aspect to determine if the student makes a connection with the text in which is taught. Picture acronym is a strategy that students used when they are reading. A student that can predict, imagine, clarify, try, use, review and evaluate the text is a strategy a proficient reader can used when they are reading. As the student is using this strategy a teacher can talk and ask question while reading, have conversation about the book, encourage students to ask questions for clarification and have reading materials to match the student level reading.

Observe the students during discussion and use a class list to write down commentaries each kid makes. Take a picture of each building with the children who created it. Ask them to tell you about their makings. Review the concept word strips and use them when commenting on each child’s building. Print the pictures and create a book for the students to look at with their observations and the pictures they drew.

Long-term retention is a learned behavior. With practice one can retain more and more information. The key to long-term retention is practice. After analyzing the video, the teacher was able to engage her students in learning how to summarize. The teacher taught a lesson to the student on how to summarize a story and how important it is. Some of the strategies the teacher used were how to slow down and think about what you just read using visual aids and modeling for the students. In the video the teacher stated, “Stop” and “Think”, by using this strategy the teacher used to get the learners to understand what they just read by pinpointing important parts of their reading, such a person or action. Another strategy is the use of visual aids. Visual aids give the students the bigger picture of summarizing by seeing what should be summarized. The third example of strategy is through the use of modeling. By modeling the teacher was able to show each one of her learners how she summarized the reading as a group. All these strategies helps the learners understand how to

In short, the video titled, “Extending Lesson Understanding: Vocabulary Development,” explored the practice of covering vocabulary at the end of the unit rather than the beginning. While this is a rather uncommon practice, the video captured 7th grade English teacher Katie Langlois’ attempt to do so. Langlois utilized the “Jigsaw” strategy and divided her students into heterogeneous groups of four to determine vocabulary words from clues. All of the vocabulary words related to Abraham Lincoln’s “Gettysburg Address,” which the class previously covered. Each student possessed a clue—the first letter, number of syllables, last letter, and definition—that would help reveal what the vocabulary word in question was. Students had to work together

Lets say that 2 words were similar but had different meanings. The student then writes one vocabulary word but the definition for the other word. This allows for the teacher to know that they need to do better at differentiating those words.

The teacher would first select an age appropriate storybook, such as “Cloudy with a Chance of Meatballs”. This book is complete with detailed pictures to capture the classrooms attention, provide visual aid and has a number of vocabulary words that can be elaborated on.. The teacher would then select a group of target words to focus on, using elaboration on these selected words to enhance the understanding of a given target word. For example, In the book “Cloudy with a Chance of Meatballs” target words could include ‘prepared’, ‘damaged’ and ‘emptied’. The story would be read to the class and the target words would be elaborated on. An example of this would be, when the teacher arrived at the word ‘prepared’, he/she could say, “Prepared, this is when you gather important things together so that you have them when you need

On this Literacy Rating Scale observation, I read two books by David. One was about spoons, and the other was about shapes. David chose and brought me both. As David sat on my lap for me to read these books, he would pay close attention to my reading. Understanding David is an English learner, I read very slow and helped him follow my reading pointing to the words as I was reading them. To this action David reacted by repeating my reading, accurately explaining the pictures, and matching several words he had associated as spoon, and circle, with the reading. Thus, the reading became: I read- he repeated. This gave way to the opportunity to expand his vocabulary as when he did not know a word he will point to the word, or picture and look at my eyes. I would

“It occurred to me that they needed a guide, someone who could accompany them through the course of an average day and point out all the things they were unable to understand. I could have done it on weekends but friendships would have taken away their mystery and interfered with the good feeling I got from pitying them. So I kept my distance.“

Specific words can drastically change someone else’s perspective. While some words are heard and spread around, you don’t know its true meaning until it is directed at you.

In this wrting lesson, students will examine a picture using the sensory detail sight. Students will be given a postcard with a picturte on the back and a graphic organize worksheet.To beigin the lesson, I got students engaged by showing an optical illusion whioch fetured multupl faces. As a class, we discussed what we see in the picture aqnd talk what the author might be saying (point of view). Next, I transistioned into actoviting background knowledge by asking students, “what are th five seses?” I also reminded students when they composed a peronal narrative essay in the beigning of the of the month. Next, I began by explitly modeling the strategy by applying it to a postcard and composing a six-lined poem. After I read each