Bev... Two comments here... To do the immediate debriefing, I team up with my school's mentor teacher. I model, she debriefs while I continue to work with kids. Also, you hit on some of the things that research tells us comes with quality vocabulary instruction...encouraging USING the words, teaching groups of words that are related conceptually, creating mental images of words. These are things that make kids own the words...not a worksheet in sight! :-) Jennifer In a message dated 6/7/2008 11:24:05 A.M. Eastern Daylight Time, [EMAIL PROTECTED] writes:
But the immediate debriefing seems key. Maybe the key is to model in small groups so that the classroom teacher has the opportunity to debrief when everyone else in engaged? But the discussion in whole groups is so rich and ripe for teaching/learning, that seems an ideal time. Hmmmmm. What I didn't include in Elisa's response was her description of vocabulary acquisition: usage, scaffolding, usage, scaffolding... and that's what I've seen through the years with both immersion kids and ELL/LEP kids. I just haven't seen any evidence that big words on worksheets/workbooks transfer. I've seen plenty of evidence that USING big words transfers. And I'd guess that Elisa would agree that using big words along with concrete experiences pays the biggest dividends. My guess is that the next-most-profitable would be using big words with symbolic experience (following the math metaphor here), such as when reading a picture book, would be the next-more-effective. The least effective would be defining words with more abstract words. **************Get trade secrets for amazing burgers. Watch "Cooking with Tyler Florence" on AOL Food. (http://food.aol.com/tyler-florence?video=4?&NCID=aolfod00030000000002) _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
