Hi, I have been shadowing your group for awhile and found your discussions
interesting and useful. I am a reading consultant in a middle school.
We are constantly talking about acquisition of vocabulary. Much of the
conversation revolves around finding words and the assessment. The process for
learning the words is somehow lost. I'd like to interject that we all don't
learn words in the same way. Some students can look a word up and retain the
definition. Some students can learn it from context. Some students can draw a
picture incorporating the meaning of the word and some students can learn words
through mnemonics. Vocabulary Cartoons by New Monic Books is really fun and
gives the students a creative way to grow their vocabulary. I also have found
Words Count by Scott C. Greenwood and Words, Words, Words by Janet Allen to be
great resources. When the kids find a way to learn the words then the whole
process becomes more engaging and actually fun.
Susan R.
Connecticut
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Today's Topics:
1. Re: methods of assessing vocabulary (TLP)
2. Re: methods of assessing vocabulary (Bill IVEY)
3. vocabulary activities ([EMAIL PROTECTED])
4. Re: methods of assessing vocabulary (Pam)
5. Re: methods of assessing vocabulary (Mohrhauser, Sarah)
----------------------------------------------------------------------
Message: 1
Date: Mon, 21 Jan 2008 12:26:54 -0500
From: TLP <[EMAIL PROTECTED]>
Subject: Re: [LIT] methods of assessing vocabulary
To: "A list for improving literacy with focus on middle grades."
<[email protected]>
Message-ID:
<[EMAIL PROTECTED]>
Content-Type: text/plain; charset=ISO-8859-1
Bill I wonder if we could adapt Atwell's personal spelling words
technique for vocabulary. I needed to revisit this for my students as
well and wonder if we can brainstorm this. For Atwell, Kids generate
a list from their writing in which they have misspelled a word. She
suggests five words per week that they focus on learning. For vocab
our students could cross content areas and bring in the vocab they
need from math, science, SS and ELA! There is a buddy system
assessment piece in which students give and correct each others words
moving them to a list that shows they have demonstrated how to spell (
in our case they show the understand the word meanings) This may prove
to be the tricky part. I have a context organizer created by Randi
Allen that I adapted for taking words from a text and learning what it
means. I'll email you a copy if you like. But with Atwell every few
weeks she has the kids revisit the "learned list" and they may have to
move a word back for re-learning...
On Jan 20, 2008 8:48 PM, Bill IVEY <[EMAIL PROTECTED]> wrote:
> Hi!
>
> I'm going to bring this up with my class tomorrow, but thought I'd
share
> the question with you as well. My students told me on Friday that
they
> were getting tired of the same old vocabulary quiz format. This was a
> welcome wake-up call in that I knew these quizzes were not the
strongest
> part of my teaching, but it has been too easy to focus on improving
other
> areas of my work I enjoy more than teaching vocabulary. So - time to
work
> on this!
>
> I am committed to:
> - weekly ten-word individual vocabulary lists generated by the kids
> - taking approximately four days from the time the list is turned in
to
> the date of the assessment
> - the idea that the assessment must show recall of the meaning of
> vocabulary words, not simply recognition
>
> What ideas do you all have?!
>
> Take care,
> Bill Ivey
> Stoneleigh-Burnham School
>
>
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>
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>
--
Tena
------------------------------
Message: 2
Date: Mon, 21 Jan 2008 12:31:41 -0500
From: "Bill IVEY" <[EMAIL PROTECTED]>
Subject: Re: [LIT] methods of assessing vocabulary
To: "A list for improving literacy with focus on middle grades."
<[email protected]>
Message-ID: <[EMAIL PROTECTED]>
Content-Type: text/plain; charset=ISO-8859-1
"A list for improving literacy with focus on middle grades."
<[email protected]> on Monday, January 21, 2008 at 12:26 PM
-0500
wrote:
>Bill I wonder if we could adapt Atwell's personal spelling words
>technique for vocabulary. I needed to revisit this for my students as
>well and wonder if we can brainstorm this. For Atwell, Kids generate
>a list from their writing in which they have misspelled a word. She
>suggests five words per week that they focus on learning. For vocab
>our students could cross content areas and bring in the vocab they
>need from math, science, SS and ELA! There is a buddy system
>assessment piece in which students give and correct each others words
>moving them to a list that shows they have demonstrated how to spell (
>in our case they show the understand the word meanings) This may prove
>to be the tricky part. I have a context organizer created by Randi
>Allen that I adapted for taking words from a text and learning what it
>means. I'll email you a copy if you like. But with Atwell every few
>weeks she has the kids revisit the "learned list" and they may have to
>move a word back for re-learning...
Hi!
One thing I love about this is revisiting words as it would seem to
help
them make the learning more permanent. I also like the idea about
bringing
in content from other courses - for us, it would have to be different
words than were on a list assigned by that class, but it should still
work
out. I'd love to see your graphic organizer, and brainstorm some more
about these techniques and how they might apply to vocabulary.
We got heavily involved with the ending to Romeo and Juliet today
(quote
from a student: "Well, THAT was depressing!"), and never did get to
talk
vocabulary in class. Perhaps tomorrow!
Take care,
Bill Ivey
Stoneleigh-Burnham School
------------------------------
Message: 3
Date: Mon, 21 Jan 2008 17:08:11 -0500
From: [EMAIL PROTECTED]
Subject: [LIT] vocabulary activities
To: [email protected]
Message-ID: <[EMAIL PROTECTED]>
Content-Type: text/plain; charset="us-ascii"; format=flowed
Linda's post reminds me of something my students really enjoy
------
Have you read the book Bringing Words to Life by isabel Beck? It
changed how I view vocab instruction. Isabel really stresses active
engagement of learners and deep processing of vocab. She offers many
strategies that are easy to adopt and that help students really think
about words, rather than just regurgitate meanings. For example, if
2 of the words for the week were fraudulent and mundane, the students
might be asked: Would you rather participate in a mundane or a
fraudulent activity? Please explain your reasons.
Hope this helps,
Linda
-----------
My students really enjoy playing Apple to Apples, and they actually
learn some vocabulary while they do it. For those of you who haven't
played it, a green card that is an adjective is placed in the middle of
the table. Each person holds 7 common or proper nouns (red cards) in
their hand, and places one card face down that they think best fits
that adjective. One person each round is the "chooser", and doesn't put
a card down, but rather turns over the cards and selects the one they
think best fits. It is hilarious but educational! You could simply
take the red cards from the regular deck and substitute your vocabulary
words ( or put them into adjective form if they are nouns, adverbs,
verbs, etc). I think this would really reinforce the words in a useful
way. It is so fun to hear the kids debate the merits of various
choices. The cards each have definitions on them, and it is not
unusual to hear students read them aloud.
Susie
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------------------------------
Message: 4
Date: Tue, 22 Jan 2008 07:51:39 -0500
From: Pam <[EMAIL PROTECTED]>
Subject: Re: [LIT] methods of assessing vocabulary
To: [email protected]
Message-ID: <[EMAIL PROTECTED]>
Content-Type: text/plain; charset="utf-8"; format=flowed
Tena wrote:
I wonder if we could adapt Atwell's personal spelling words
technique for vocabulary. I needed to revisit this for my students as
well and wonder if we can brainstorm this. For Atwell, Kids generate
a list from their writing in which they have misspelled a word. She
suggests five words per week that they focus on learning. For vocab
our students could cross content areas and bring in the vocab they
need from math, science, SS and ELA! There is a buddy system
assessment piece in which students give and correct each others words
moving them to a list that shows they have demonstrated how to spell (
in our case they show the understand the word meanings) This may prove
to be the tricky part. I have a context organizer created by Randi
Allen that I adapted for taking words from a text and learning what it
means. I'll email you a copy if you like. But with Atwell every few
weeks she has the kids revisit the "learned list" and they may have to
move a word back for re-learning...
Pam writes:
I REALLY like the sounds of this. What I'm doing now is very work
intensive! I have 5 different vocabulary lists (from Lit Circle novels
and grade level-must know words). Each level is geared for 7+, 6, 5-4,
4-3, 3-2. I have different activities that each level does, but some
are shared across the board. I call it Independent Vocab. & work with
small groups (usually the lower groups, but sometimes squeeze in time
to push my above grade level kiddos too) while in workshop. Each child
is responsible for completing 6 points of activities (I have 26-30
points for them to pick from). Things like create flash cards &
practice for 10 minutes, write the synonym & antonym, draw an
illustration of each word with the word written below it, use each word
in a comic strip, etc. The kids like the choices, even though they
don't throw a party when they get new lists. They get 15 words per week
(usually more like a week & 1/2 as we are constantly interrupted).
I think the kids would have great buy-in selecting their own words. I'm
very interested to see the context organizer. Would you please share?
As far as assessment, I usually give a select the correctly spelled
word from the list of misspelled words (scantron) and have the kids
write a short story or poem that shows the meaning of the 10 words of
my choice. Sometimes (when we have time after state testing in March) I
will have them partner up & create mini-puppet shows or skits to show
the words meanings. This is fun since I can move groups around and kids
who aren't usually pulled into a group are put together. They often
don't think of this as a "test" (funny how non-threatening the word
assessment can be).
However, I would really like to move the work load to their shoulders
as mine are getting tired!
?:o) Pam/6th gr./FL
An education isn't how much you have committed to memory, or even how
much you know. It's being able to differentiate between what you do
know and what you don't.
Anatole France (1844 - 1924)
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------------------------------
Message: 5
Date: Tue, 22 Jan 2008 10:28:41 -0600
From: "Mohrhauser, Sarah" <[EMAIL PROTECTED]>
Subject: Re: [LIT] methods of assessing vocabulary
To: "A list for improving literacy with focus on middle grades."
<[email protected]>
Message-ID: <[EMAIL PROTECTED]>
Content-Type: text/plain; charset="us-ascii"
One item I developed for collecting words was a simple bookmark. I
call
it a Language Log. As students read, they can write words they don't
know on their bookmark, along with a page number. At the time they
stop
to write, they are to look at the context of the word and sound it out
to try an develop a working understanding of the word in use. If their
understanding of the word doesn't impede their comprehension, they put
a
+ next to the word on their bookmark. If they are still confused, they
mark it with a -, then use a reference (person or dictionary/thesaurus)
to catch the meaning.
During word study time, they take their + words and review and their -
words and study.
Assessment, which I know is your original question, can come in many
forms and is usually determined by the teachers I work with. I like
the
idea of having students teach their words (or a portion of them) to
other students. Using the words in thoughtful questions is great, too.
Then the students who "taught" the words can evaluate the quizzes,
which
will help strengthen their understanding of the words.
Sarah Mohrhauser
Literacy Coach/NJHS Advisor
Cottage Grove Junior High
9775 Indian Blvd
Cottage Grove, MN 55016
651.768.6850
"Through literacy you can begin to see the universe." Grace Slick
-----Original Message-----
From: [EMAIL PROTECTED]
[mailto:[EMAIL PROTECTED] On Behalf Of Bill IVEY
Sent: Monday, January 21, 2008 11:32 AM
To: A list for improving literacy with focus on middle grades.
Subject: Re: [LIT] methods of assessing vocabulary
"A list for improving literacy with focus on middle grades."
<[email protected]> on Monday, January 21, 2008 at 12:26 PM
-0500
wrote:
>Bill I wonder if we could adapt Atwell's personal spelling words
>technique for vocabulary. I needed to revisit this for my students as
>well and wonder if we can brainstorm this. For Atwell, Kids generate
>a list from their writing in which they have misspelled a word. She
>suggests five words per week that they focus on learning. For vocab
>our students could cross content areas and bring in the vocab they
>need from math, science, SS and ELA! There is a buddy system
>assessment piece in which students give and correct each others words
>moving them to a list that shows they have demonstrated how to spell (
>in our case they show the understand the word meanings) This may prove
>to be the tricky part. I have a context organizer created by Randi
>Allen that I adapted for taking words from a text and learning what it
>means. I'll email you a copy if you like. But with Atwell every few
>weeks she has the kids revisit the "learned list" and they may have to
>move a word back for re-learning...
Hi!
One thing I love about this is revisiting words as it would seem to
help
them make the learning more permanent. I also like the idea about
bringing
in content from other courses - for us, it would have to be different
words than were on a list assigned by that class, but it should still
work
out. I'd love to see your graphic organizer, and brainstorm some more
about these techniques and how they might apply to vocabulary.
We got heavily involved with the ending to Romeo and Juliet today
(quote
from a student: "Well, THAT was depressing!"), and never did get to
talk
vocabulary in class. Perhaps tomorrow!
Take care,
Bill Ivey
Stoneleigh-Burnham School
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------------------------------
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