Isabel Beck's work is excellent for vocabulary. I have read Robust Vocabulary and have thought about getting her latest book that you mentioned. It seems like everything regarding vocabulary points to multiple exposure and lots of context to get into their memory. Another strategy I used last year was vocabulary gradients and use it with context. I think my greatest struggle with all the vocabulary strategies is to remain consistent. I need to treat it as I do reader's workshop, routine and daily. Terry
-----Original Message----- From: Linda Buice <[EMAIL PROTECTED]> To: Mosaic: A Reading Comprehension Strategies Listserv <[email protected]> Sent: Sun, 13 Jul 2008 2:05 pm Subject: [MOSAIC] Re (Mosaic) Vocabulary Strategies I have been watching this conversation, and am very interested in what you are talking about. I will be working on improving my vocabulary instruction this summer. I have been to three workshops that have me thinking and I also think it will be helpful here. Jo Robinson said that with the core vocabulary, students should be exposed to the words, a picture, and a kid friendly definition. Our district has purchased a kid friendly dictionary to help us. Using kid friendly definitions help students understand better. In Ellin Keene's workshop, she mentioned that students will only place a certain number of words in long term memory per week. For example, an 8 year old will be able to remember 8 words per week. Of course, Ellin is research based. She wasn't saying don't expose them to more, she said they will only remember that amount. In Isabel Beck's workshop, she talked a lot about writing sentences using the words. She talked a lot about encouraging active processing of words, as opposed to just remembering. She has a new book called Creating Robust Vocabulary. It gives many extended examples of asking questions using two target words that requires the students to think if the words are connected. For example, p. 27 - Could a tyrant be a miser? I like this way of doing it, because it gets them thinking deeply about meaning. She has a lot of research about getting students to be deep thinkers about the words. She stated that generating sentences about a word early in learning doesn't help, but asking open questions about target words does help. She also stated that encounters with words need to be in a variety of contexts that encourage processing of target words over several days. The teacher needs to engage in conversations with students to get the language going. This just fits in so nicely with reading strategies. Hope that helps, Linda _______________________________________________ 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. _______________________________________________ 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.
