Session today has been really good in respects to actual activities I can see myself being able to use to support important vocabulary development with my crew.
The first thing that struck me was that studies show that vocabulary knowledge accounts for 80% variance in reading comprehension scores. This shows to me that I pay important part and I’m skilling those that are far below where they need to be, and reinforcing for those that already do have a good vocabulary base.
One good idea I did like was a word knowledge organiser. At the start of a unit introducing those key concepts that you may need to cover in a table format where they can tick box and say whether they A – never seen a word, B – no a little bit about it, C – a pretty comfortable using it. Or D – can describe it with confidence.
I had no idea but there are three things you need to know about words. Number one there is aspects to knowing about words. Number two words meanings shift in context. And number three our knowledge around words grows incrementally the more we experienced them.
I was reminded again that they’re a digital tools with multimodal support ( can hear words being pronounced). Mote being a good nz example of this.
The big Christian was asked here was implicit versus explicit instruction. Which one do I do the most of? This is something I think I need a far more explicit instruction in my classrooms for. I do take kids for granted quite often that they know what I’m on about when instead I should treat them as beginners like they are and actually show them what is asked of them more.
We recovered some of the Key approaches to developing vocabulary. The first part of this was word consciousness. This is interest in awareness of words and their meaning. The benefit of this is it shows learners that words matter in that words have subtle meanings attached to them. It reminds us that words have power – alternative meaning – histories – job/roles.
The best thing I think I heard today was the idea that ‘ we think in words.’ this means that my vocabulary is limited than my thinking is incredibly limited. Something that terrifies me for our kids growing up these days.
In respect to enacting consciousness there were different ways to do this one really easy way I thought I could do was to pause in express interest in words as I’m reading to the class. In the newest and more primary perspective like word walls weird wizards or watching out for words being read.
In regards to deliberate robust interactive teaching of words. The main thing to look at was focusing on rich meanings not just boring dictionary definitions. Emphasising connection to other words. Promoting active word usage. Providing strategic review of the words and repeating them. And then making sure there is student involvement/agency in the vocabulary they are covering.
I like the reminder about tier one words, tier two words, tier three words. One being most common language. To being less common but really good expensive vocabulary words. And in three being proper scientific or topic specific language.
I’m wondering if there’s any anyway that I could potentially set up a word wall in my class. It is a bit tricky in my shared learning space I don’t know if it would takeoff fully or just be a distraction to the rest of the class. We think lots of develop a couple of vocabulary and word association documents which I can see as easy use option options at the start of units in my BPL class.
Lots to think about and always lots to do I’ll take the good bits and hopefully be able to put them into practice over the next couple of weeks. I’m also reminded I’m a bit behind on my homework so need to get in touch with my coach and work out a observation on what I’m doing!