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The teacher used visuals, gestures, and discussion to introduce new vocabulary. I noticed she broke down words into smaller parts, used context clues from the story, and encouraged students to connect the words to their own experiences. That made the words more meaningful and easier to remember.

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Ms. Casey is teaching students how to understand and apply new vocabulary words in context. This is important because vocabulary knowledge directly impacts reading comprehension and writing skills. The more words students know, the better they can express themselves and make sense of what they read.

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Ms. Casey uses the concept of applying vocabulary words in context to help students understand how to better understand the words. This is important for students to be able to be more fluent in reading and writing and to excel with those skills on their own instead of with help.

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In the videos, I noticed that vocabulary instruction was very intentional. The teachers weren’t just having students memorize words; they connected each new word to pictures, real-life examples, and conversations. I also noticed a lot of student engagement. Kids were talking, acting out meanings, and explaining words to each other instead of just listening.

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Vocabulary was taught through direct instruction and repeated exposure. The teacher introduced the words, modeled how to use them in sentences, and then gave students multiple chances to use the words in context. I really like this approach because it helps students actually understand what the words mean and remember them longer. It’s also inclusive because it works for students at different reading levels.

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I learned that vocabulary instruction needs to be consistent and interactive. It’s not just a one-time lesson; students need to hear, see, and use the words in different ways to truly learn them. I also learned how important it is for teachers to model curiosity about words and create a classroom culture where students enjoy exploring language.

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The purpose of the lesson is to build students’ word knowledge and help them use vocabulary confidently in their reading and speaking. The teacher does a great job keeping students involved, asking open-ended questions, and checking for understanding. She also balances structure with fun. Students are clearly learning, but they’re enjoying it too.

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I learned that effective vocabulary instruction goes beyond simply memorizing word definitions—it involves teaching students how to understand, use, and connect new words in meaningful contexts. Vocabulary grows best when students are exposed to rich and varied language experiences, including reading, discussion, and explicit instruction.

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Vocabulary is taught through a combination of explicit instruction and indirect exposure. In explicit instruction, teachers intentionally select key words to teach, explain their meanings, model their use in sentences, and provide students with multiple opportunities to practice using the words in speaking, reading, and writing.I think this blended approach is very effective because it allows students to not only learn individual word meanings but also develop strategies to figure out unfamiliar words on their own

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The teacher uses a variety of strategies to introduce vocabulary in engaging and meaningful ways. Some common strategies include explicitly defining and discussing new words, using visuals or real-life examples to make meanings clear, and modeling the words in context through reading or conversation.

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I learned that vocabulary instruction goes far beyond memorizing words and their definitions. It also encompasses understanding the meaning of words, using them correctly in context, and connecting them to different types of texts. This approach helps students build comprehension and become more confident readers and writers.

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The teacher, Mrs. Martin, used several strategies for reading expressively to introduce vocabulary to her students. Some of these strategies included using visuals, modeling the new words in context, and pausing to discuss unfamiliar vocabulary during the reading. These techniques helped students not only hear the words but also see and understand how they are used in meaningful situations.

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In this video, Adelia’s teacher is measuring her reading fluency. I noticed that the teacher allowed Adelia to sound out unfamiliar words independently instead of immediately providing the answer, which supports her decoding skills.

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I noticed the teacher’s time and effort to be intentional and instructive with the student. The intention is to gauge the students reading fluency and is done by allowing the student to connect to real life situations as well as encouraging the student to sound out unfamiliar words and to work through the words herself. This style of instruction seemed engaging and interesting to the students.

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I learned that there is more to learning vocabulary than just simply remembering how to spell and use the word and what it means. There is more to using the word correctly, efficiently, and in the right context that is important. I also learned that it is very important to set examples and show the students ways to do things before expecting it from them.

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I learned that vocabulary instruction means teaching students how to use words in the correct context. It is important to create engaging activities that get students using the words and knowing what they mean instead of having them just copy the definitions from a dictionary. Have students think deeply about the words and get them to create their own definitions and come up with synonyms. The vocabulary words will be more meaningful to students if they connect it with their life and understand how they can properly use the word.

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The teacher was having the student write down vocabulary words. When the student mispelled a word, the teacher asked him to rethink(use strategies) to figure out which part was wrong. I noticed this instruction/practice was paired with read-alouds and independent reading, which are all vital to students' vocabulary growth. The video was about meeting students where they are at and providing lots of opportunities for vocabulary growth.

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The teacher used strategies like modeling and applying when introducing new vocabulary to her students. She wrote out the words and modeled them in sentences to help show students how they can find meaning through the context clues of a sentence and relate them to personal experiences. I noticed that the teacher gauged their background knowledge before starting the ctivity, and at the end, she emphasized why learning these new words were important.

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Ms. Casey is teaching new vocabulary words through a word snapshot activity. She is teaching the children how to apply their chosen word and build a resource to help build their understanding. This is important because students need to be able to comprehend word meanings, be able to apply the word, and remember it for future use.

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In the video, I noticed that not only does the teacher have the students say the word and read the definition, she has them make up a "motion" for the word. This gets the students to remember the word easier and its definition. Motion engages different parts of your brain, creating muscle memory. They also get to be creative, which is fun for them.

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I learned that for vocabulary instruction to be effective, we cannot just simply learn definitions. We need to apply it. In the video, he gives examples of drawing, acting out, and finding real-world examples of the word, etc., to help find many meanings. Being creative and thinking outside of the box is what is going to help students to learn vocabulary.

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Ms. Casey was teaching students to apply the vocabulary they learned in context. This is important because when students draw a picture of the word and put it into a sentence, they can connect the meaning to something instead of just memorizing definitions. This makes it easier for them to remember the vocabulary words and use them naturally when speaking or writing.

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Ms. Hatcher started the video singing the insect song with her students. They sang each part of an insect and pointed to that part of their body. Songs can be really helpful in remembering things because it uses multiple parts of your brain so it's easier to memorize and remember. She also teaches vocabulary words before the students read the text so they have a better understanding of what they are reading. At the end of the video she asks the students to create motions for the vocabulary words. I think that's the same as singing where it helps the students remember those vocabulary words because they are using more parts of their brain which will help them remember easier.

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The purpose of this lesson is to get her students more comfortable with unfamiliar vocabulary words before they read the text. She gives them very good example sentences so that they are able to use context clues to figure out what the vocabulary word means. I think it is helpful to have students try and figure out words that way rather then just giving them the definition.

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Ms. Casey is teaching a word snapshot activity. They pick a vocabulary word, draw a picture for the word and then write a sentence with the word in it. They also wrote a synonym and antonym for their vocabulary word. This activity helps them understand their word better while also helping them remember it by having them use it in different ways.

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Ms. Hatcher started off the video with a "silly song", she said her students love the "bug dance". It's something they enjoy doing, they have a break and can be silly, but they are still learning as she pointed out in the video. I like this approach in the memorization aspect of teaching vocabulary because it is fun, hands-on, and songs/rhyming are very helpful in memorization. I also like how she said when they are learning new vocabulary he always teaches them the new words first, so the students have a better understanding of the words before they jump into the reading. I think here approach to making sure her students have a good understanding and questioning their thoughts on the words is a good approach to teaching vocabulary, especially to clear up any confusion students have before jumping into the lesson.

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I like how Ms. Casey went over the words that were in the story, kind of like Ms. Hatcher was doing with her students. They both have a similar approach, she separates students in these small groups in identifying the words and asking what other meaning they could have. The students are able to tell her what the words represent, and even when confused, she puts the word into a sentence and this aids the students in identifying what the word could mean. So Ms. Casey uses this method of modeling the words and the sentences and asking for a breakdown of the words with vocabulary and concepts that they are already familiar with.

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I learned that when teaching vocabulary, the best instructional procedures in vocabulary are making students have complex thought, not just thinking of a "textbook definition". Connection of word meanings, and being able to describe or show what the word means in other ways is a great way to teach. Giving the students the tools to make deep connections and have a better understanding through thorough thought process.

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Ms. Casey is teaching the students an activity called "work snapshot". The students will pick one word today and come back tomorrow to review and remember the word that they chose. She asks the students in the snapshot to draw a picture, use the word in a sentence, come up with a synonym, and an antonym. This is important because it allows the student to take ownership of their learning and connect it to them and make it mean something.

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In this video, the teacher was teaching vocabulary through direct instruction. The video started with the students singing a song using their vocabulary words. This is a fun way for students to memorize vocabulary words and learn how to say them. When she goes over the vocabulary words with the class, she makes up motions to go along with the words. This is fun and engaging for the students. It will also help them remember the definitions by thinking of the motions that go with the word. I think this is a really good way to teach vocabulary to students. It teaches them not only the words but the definition and how to use them in context. Students will be interested and involved in lessons, helping them learn the words better.

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When Ms. Casey was introducing the vocabulary words to her students, she had them sound out the words and figure out how to say them. She then had them create a definition for the words based on their knowledge. If the students didn't know what the words were she used the word in a sentence to give them an example. By doing this student are able to think deeply about the words and begin to understand what they mean.

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How is vocabulary taught? What do you think about this approach?

Ms. Hatcher teaches vocab to her students in a very unique way! The video opened up with a dance that the kids did called "The Bug Dance". This was a dance to incorporate the words that they need to know about bugs and their bodies. She also teaches the vocab words before they read the chapter. This allows the kids to understand the word before reading their passage or book. She makes up motions for her students to apply the word and use it in their everyday work. I think this is a great approach because it uses almost all of the different styles of learning. Making it more meaningful for the student.

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Ms. Casey uses sentences to introduce the vocabulary to her students. She also helps them sound out the word by sounds. I noticed that her students were able to grasp the ideas when she would put the word in a sentence. I think this was crucial for helping the students pull from their memory.