This week we have an explicit assignment from Dr. Beach. I will set up here the information we need to complete the assignment.
Task 1: We are to come up with 10 academic vocabulary words necessary for novice teachers to know related to understanding language and oral language development. Five words from the book Kucer book and five words from the other two books, S&H and B&M.
Five words from the Kucer book with definitions.
1
2
3
4
5
Five words from the S&H and B&M with definitions.
1
2
3
4
5
Two chapters from the S&H book to focus on:
1
2
Task 2: Choose two topics and create a piece to put in the ibook that will help preservice teachers understand about vocabulary development.
Choice 1: the systems of language and word learning
Choice 2: language variation and word learning
Choice 3: teaching vocabulary
Choice 4: assessing vocabulary
Choice 5: language rich classrooms
Choice 6: independence in word learning
We can all vote or agree on what we would like to do. I can only say that I do not know how to put the final piece on Google doc and give Dr. Beach access. I appreciate some help on that.
*Reminder* assignment is due by Friday
I am in the same boat as the preservice undergraduates, so I will defer all of you ladies in the final vote, as you are much more experienced and knowledgeable than me. That being said, I wanted to make a contribution to the group effort, so here goes!
ReplyDeleteKucer:
1. literacy (becoming literate, etc., ch. 1 & ch. 11)
2. text (ch. 2)
3. systems (of language- pragmatic, text type, genre, text structure, semantic, syntactic,morphemic, orthographic, graphophonemic, graphemic, ch. 2)
4.variation (nonstandard English, dialects, etc., ch. 4)
5. mediation (parent/teacher scaffolding, ZPD ch. 12)
S&H and B&M
1. perceptions (student perceptions about reading and their own abilities, B&M ch. 15)
2. breadth (vocabulary, S&H, ch.1)
3. depth (vocabulary, S&H, ch. 1)
4. explicit (versus implicit, leads to extended, S&H, ch. 2, 3)
5. language rich (characteristics of language rich classrooms, S&H, ch.4)
As someone lacking background in the academic language needed to understand these materials, I found the readings on the systems of language and word learning the most challenging and also the most informative. The readings on teaching vocabulary were also all new to me. Therefore, I vote for choice 1 and choice 3 to be included in our pieces for the ibook. Let me know how we will proceed when you have a chance. I will work on any definitions and writings the group assigns to me. Thank you!
I think the other groups have already chosen their topics, so our topics for the ibook pieces are: language variation and word learning, and independence and word learning. Dr. Beach sent us an email this morning, so we don't need to blog about the second part of the assignment.
ReplyDeleteI was just reviewing the texts we have and brainstorming possible vocab for definitions. I realize there are way too many; however, I thought this might get our thoughts going regarding the most important. Let me know what you all think.
ReplyDeleteVocab ideas:
Kucer:
language
text
multimodality of text
cue systems
semantics
syntactic
morphemes
orthographic
graphophonemic
language variation
dialect
code-switching
S&H 1:
academic language
academic vocabulary
vocabulary depth
vocabulary breadth
fast mapping
extended mapping
root words/ affixes
ELL
SLI
B&M 11:
explicit vocab instruction
schemata
interactive read-aloud
progress monitoring
content-rich vocabulary
categorical knowledge
I am with Lindsay....I have no background knowledge. The words that I had the most trouble with are:
ReplyDelete1. pragmatic
2. semtactic
3.orthographic
4. graphophonemic
5. , graphemic, ch. 2)
6. fast mapping
7. content-rich vocabulary
8. schemata
9. explicit vs. implicit
10. code-switching
Thank you to all that started this us. I went through the words you choose and these are the ones that I would have to look up again as I am still unsure of the meaning without looking in the book.
I saw in the email that our two topics have been chosen for us by Dr. Beach? Did I read that right?
Yes, we are doing language variation, word learning, indep in word learning.
DeleteLadies, you have lots of good ideas to start with. You all were last to choose topics for summaries, so I'm sorry you got what was left. Cathy, I got the link to the Google doc for when you all are done. I look forward to what you write.
ReplyDeleteHere are the words I'd include:
ReplyDeleteKucer:
multimodality
pragmatic function of language (instrumental, regulatory, interactional, personal, heuristic, imaginative, informative)
syntactic
semantic
morphemic
orthographic
graphophonemic
graphemic
S&H:
vocabulary depth
vocabulary breadth
fast mapping
extended mapping
B&M:
explicit instruction
implicit instruction
schemata
progress monitoring
It seems we all agree on a few of the words from each part, so that's a good start.
I'm focusing my lists on the words I think preservice teachers would benefit the most from knowing. I think there are other ones in the texts that they definitely would not be familiar with, but I think it's important to focus on being pragmatic. I know I sure would have been very overwhelmed by all these concepts as a preservice teacher!
ReplyDeleteKucer:
- mediation
- language variation
- multimodal
- code-switching
S&H:
- vocabulary breadth/depth
- academic vocabulary/language (vs. other types of vocabulary and language)
- fast mapping
- extended mapping
B&M:
- progress monitoring
- explicit instruction
- implicit instruction
I'll go ahead and chart the words that we all have in common and see which ones we agree on most. We can use that as a starting point and see if it looks good as a top 10 list?
For Kucer, here were the words we listed the most:
ReplyDelete- orthographic (4 people)
- pragmatic, semantic, syntactic, morphemic, graphophonemic, graphemic, multimodality, code-switching (3 people)
For the other chapters, here were the words we listed the most:
- explicit (5 people)
- implicit, breadth, depth, fast mapping (4 people)
- extended mapping, schemata, progress monitoring (3 people)
Also, what format do we want to take for this Google doc? Word document with subsections? If so, what sections should we include?
If we get this decided by the morning, I should have a half hour chunk of time to work on my part of it right after school tomorrow before parents start coming for PTC. I'll review and give feedback as much as possible when I get any breaks throughout the night as well, of course.
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ReplyDelete