I'm finding myself smiling and nodding to everyone's posts.
Vocabulary development stems from many things you've all mentioned, but I
really think I agree most with those who mentioned reading volume as a
vocabulary booster. When the author finds the exact specific word to describe
the action it can raise those chillbumps on your arm, make your mind soar, or
catch like a hiccup in your throat. This is why read aloud/think alouds are so
important, even in the intermediate and upper grades.
Helping kids know all the different ways (for example: water can be wet) is a
beginning for understanding (there's that pesky word again) the vast semantic
diversity in our language. I think most of us here would agree that worksheeets
are not the way. And sometimes experiences are not practical (For example, a
trip to the beach for the kids in Lori's district). So how do we transfer the
knowledge in authentic ways without the experiences? How do we teach abstract
concepts that are not tangible? Can students learn what freedom or democracy
are without experiencing tyranny?
OK I've gone off the deep end again, but I'm enjoying floating around. Keep
up the talk everyone!
Joy/NC/4
[EMAIL PROTECTED]
How children learn is as important as what they learn: process and content go
hand in hand. http://www.responsiveclassroom.org
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