Hi Bev and others,
I've just started following this conversation and may have missed some emails
in this thread. I tend to agree with what has been expressed so far. I do
believe it's important for kids to learn accurate language to describe and
explain things. I agree with you, Bev, that simply throwing more big words at
kids ain't gonna do it. (How's that for a big word?) For years I have used
big words when reading aloud and helped kids get the meaning by explaining them
right along with what's in the actual text Other times, I've just kept reading
in anticipation of the story doing its work. I also know that exposure to many
good stories with lots of good vocabulary will increase the likelihood that
children will not only be exposed to "big words" but that they will acquire
their meaning as well and start using them on their own.
Here's an example. I have been talking to my grade 2 students about miscues,
both my own and theirs. We talk about brilliant miscues and what makes them
brilliant. They are starting to point out their miscues to me on their own. I
use the word in the classroom as if it's a part of their vocabulary trove and
give lots of examples of what a miscue is. They get it. Translating or
memorizing doesn't work. Usage, exposure, scaffolding, more usage (this
includes writing and speaking), exposure, scaffolding, etc. does work. I used
to think that if a kid could explain a term such as width without using the
word width that was OK. Now, I'm seeing how there could be a gap here. Why?
Because the first student will be left out of a conversation since s/he doesn't
know this word. I don't want kids to be left out.
Make sense?
Elisa
Elisa Waingort
Grade 2 Spanish Bilingual
Dalhousie Elementary
Calgary, Canada
I suspect that this whole discussion is muddy because we ourselves aren't clear
about LANGUAGE acquisition as opposed to VOCABULARY acquisition.
Elisa, what do you think?
Hoping not to offend, but feeling strongly,
Bev
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