Chapter 8 Reader Response

Developing Vocabulary and Concepts

Reader Response   Chapter 8

 

Vocabulary is, and always will be, vital to my content area of science. The author describes vocabulary in many interesting ways:

 

“Vocabulary is as unique to a content area as fingerprints are to a human being.” (pg. 234)

 

Memorization of the academic language and the definitions will enlighten students to the meaning of the word. It’s the conceptual knowledge of the word that is important in the long run.

 

What I took away from the first part of the chapter was that while vocabulary is important, its comprehension “through exploring word meanings” that is the key.  Flashcards seem immature for some but they are a well used technique for committing vocabulary words and their dictionary meaning to memory. However, while simple memorization my support a required exam, it is often a short term process as a mean to the end. The trick is to develop instructional alternatives that will allow students to make connections between prior knowledge of necessary vocabulary and strategies that will offer clarity to word meanings. True understanding of the meanings and connections will develop a deeper more long term working knowledge of any vocabulary list.

 

I am quite visual and would rather see the main points of a chapter laid out in an organized list or possibly defined through a video. There was a great deal of emphasis in this chapter that defined the use of graphic organizers. These visual concept maps are very direct in simplifying an outline by communicating through the linking of vocabulary. Many of the textbooks I have used in my previous classes teaching have graphic organizers in the beginning pages of each unit. It is beneficial to take the time to go over these organizers with the students. Allow students to ask questions and make connections from one level to the next as well as box to box.

 

Knowing how to make these connections can be a challenge. This course is about engaging student reading and promoting reading skills for better comprehension in all content areas. Directly related is the component of writing to learn. Connections can be made with graphic organizers by teaching students how to make their own graphic organizers. Before unleashing an arts and crafts project, it is important to present a list of key terms and basic concepts of the unit to be organized. Prepare them to succeed and allow for individual creativity in the organizers.

 

I guess the one I found to be most realistic was “Word Sorts” (pg. 252). This process allows students to activate their prior knowledge through a writing to learn strategy that engages groups, not just individuals. Students are allowed to create written lists or categories based on key vocabulary words. They then sort out the words looking for shared features among their meanings. What I saw as a great benefit was that the Word Sort strategy granted students a chance to learn from each other as they discussed and shared their prior knowledge in the process.

 

This chapter was very informative as it offered many strategies with well defined diagrams. Each set of strategies was accompanied by an example for clarity. I can see myself using these concepts in my classroom.