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I was able to get a Flocabulary account and I plan to use that to create individual vocabulary lists and activities for my students. I am also working on creating a virtual word wall for each unit we work on so students always have something to refer back to, regardless of how we are teaching.

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I incorporate vocabulary in context with what we are reading, but I also let my students develop their own lists. As we read, students pull out words they are not sure about and are able to discuss them in groups. Their peers are great at helping to learn new words, and as a class they get explicit instruction using the words in context. I want to make vocabulary more individual. I want to meet students where they are in terns of reading skill level, and use vocabulary to get them to grade level.

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Civilization
Generalization - advanced group of people in both social and cultural development
Application - On a hike, we found remnants of a lost civilization
Breadth - the comfort and convenience of modern life; the society, culture, or way of life in a particular areas
Precision - When discussing civilization, I would be very specific on which one I am referring to, our modern one or ancient civilizations.
Availability - Which civilization do you think made the best life for their people, modern American, or ancient Roman?

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I think it's important that we put vocabulary into context at their reading level and build from there. We need to meet them where they are instead of always expecting them to catch up. I think this means more of an individualized vocabulary program in addition to teaching vocabulary in robust ways, like in context, through word walls, etc. We need to make the instruction meaningful to these students.

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Jess Waterhouse: I think having things labeled in the classroom with words and symbols, have students refer to the labels when speaking. Maybe even creating an English and Spanish version of labels if there is a majority of Spanish-speaking students within the classroom. Providing a "reading book bag" for students to take home allows for classroom and home connections, if families cannot provide literature themselves.

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Jess Waterhouse: I think having things labeled in the classroom with words and symbols, have students refer to the labels when speaking. Maybe even creating an English and Spanish version of labels if there is a majority of Spanish-speaking students within the classroom. Providing a "reading book bag" for students to take home allows for classroom and home connections, if families cannot provide literature themselves.

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I think Word of the Day is a great tool to use in the classroom and I plan to implement this next year.  My students are learning new words each day, but I did not have a specific one that I introduced each day.  This is a great way to build upon their vocabulary and expose them to new words.

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I incorporate vocabulary into everything that we do, because I work with English Learners.  I make sure to teach vocabulary that students will need in order to be successful in the classroom first, such as "read", "write", "underline", "circle", etc.  I love to use visuals with the vocabulary because students often know the vocabulary in their native language and can make the connection with the visual.  I would like to use the Frayer model in the future and have students have a vocabulary book/journal filled with Frayer model templates that they can add words into.

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Word - forest
Generalization - forest: a large area covered chiefly with trees and undergrowth
Application: The family was hiking in the forest.
Breadth: Other meanings are "a large number or dense mass of vertical or tangled objects" or "to plant with trees".
Precision: I wouldn't say, I only saw one tree in the forest, because I know a forest is filled with many trees.  Instead I would say, I saw a lot of trees in the forest.
Availability: We are going to hike in the forest tomorrow.

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Lauren Moyers In order to help our children from lower SES backgrounds and our DLL's learn more vocabulary, we need to create language rich classrooms.  Our classrooms should include word walls and labels, such as "bookshelf" posted on the bookshelf.  We should have a large library where students are free to open books of their interests and reading levels.  We should also be cognizant of the vocabulary that we use to make sure our students understand the vocabulary that we use, but also expand and help them hear new words. 

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Lauren Moyers In order to help our children from lower SES backgrounds and our DLL's learn more vocabulary, we need to create language rich classrooms.  Our classrooms should include word walls and labels, such as "bookshelf" posted on the bookshelf.  We should have a large library where students are free to open books of their interests and reading levels.  We should also be cognizant of the vocabulary that we use to make sure our students understand the vocabulary that we use, but also expand and help them hear new words. 

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I

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Word of the Day. It will allow more word exposure to the kids and invite them to use it in their daily oral language or writing.

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I use a variety of Frayer model graphic organizers to help with vocab understanding. Each week, the students get the organizers to complete for each word. I also introduce the word, give the definition, use it in a sentence, and use expressions if applicable. 

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I use a variety of Frayer model graphic organizers to help with vocab understanding. Each week, the students get the organizers to complete for each word. I also introduce the word, give the definition, use it in a sentence, and use expressions if applicable. 

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Kate Hazzard

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Word: SAD
of, relating to, or concerned with expression:generalization: affected by unhappiness or grief; sorrowful or mournful
application: I feel sad because my friend moved away.
Breadth:
affected by unhappiness or grief; sorrowful or mournful:
Precision: The little boy was sad about losing his balloon, but you probably wouldn't say
The sad boy lost his balloon.
Availability: If you do not want to go see the sad movie, that is ok. We can see another one.

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In order to help children from lower socioeconomic backgrounds and DLL's develop the vocabulary needed for success is to create an environment where students are exposed to a wide variety of texts and words. We can label, act out, expose them multiple times, and use graphic organizers to promote student success.

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I think that it is important to create language rich classrooms where all students have the ability to succeed and are introduced to rich vocabulary words. However, it is important to remember that students who may come to the classroom with limited vocabulary, for any reason, need to be supported. One way to do this is to work with small groups and reinforce the introduced vocabulary through games, discussions, and meaningful activities. Another way is to READ, READ, READ! Most of the time we acquire vocabulary words through text and through discussion. So I think that these two aspects need to be a huge part of any classroom to support all students.

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Word: Profession

Generalization: Profession is a paid occupation, using having prolonged training and a formal qualification

Application: The student wanted to have a profession as a teacher when she is finished with college.

Breadth: Profession can also mean an act of declaring that one has a particular feeling or quality.

Precision: I would not use this word to say “The profession basketball player is the best I’ve ever seen play.” Instead I would say, “She chose the right profession because she is the best basketball player I’ve ever seen play.”

Availability: “If you do not know what you want your profession to be yet, that’s okay. You have time to figure it out!”

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I use the Frayer Model in vocabulary notebooks and highlight a 'Word of the Week' with it. Each day we complete a different section of the Frayer Model and discuss the word. We also use the Word of the Week every time we transition. I have found that many of these words become part of their vocabulary and I have had parents tell me that the kids use them at home too! One thing from the presentation that I would like to incorporate more is ReadWorks. I have used it a few times, but like how you can find texts that will connect with specific students and be at their level. Integrating technology is also something I would like to do with Reading and Writing instruction, like using EPIC books and World Book Online.

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I have used Word of the Week since I started teaching and want to continue. I also use this word to help with transitions, so the kids are exposed to the word each day for the school week and we use the frayer model with this word as well. I find that this really works and the kids love it. Another strategy I want to use is 'Shout Outs'. I loved this idea and would like to end the day with student shout outs. This builds the positive classroom environment, but I want to put a spin on it and challenge the students to use the Word of the Week or a vocabulary word in their shout out. This will help encourage them to use the word on their own as well.

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If we are back in the classroom, (and even if we are not), I want to start having a word of the day. This is something I've been wanting to do for a while I just have not implemented it yet.

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I definitely want to look into ReadWorks. Although our curriculum has a lot of resources, I feel like it does not always support my learning support students in the best way.

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fork-Definition-an implement with two or more prongs used for lifting food to the mouth or holding it when cutting.
Application: "I used the fork to eat my delicious salad."
Breadth: noun-the point where something, especially a road or river, divides into two parts.
verb-(especially of a road or other route) divide into two parts.
verb-dig, lift, or manipulate (something) with a fork.
Precision-I wouldn't say, "I will eat my chips with a fork."
Availability: "I need to remember that I can use the word fork in many ways. A fork is something that I use to eat with, but it also is something that can be on a road or in a forest. When there are two directions to go on the path, that is called a fork in the road, probably because the two paths together look like a fork."

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I think one way to help support our students who need more support in vocabulary is to have them "act out" words as much as they can. I think also relating those words to their own experiences will help them be more familiar and retain the meanings of words. Before COVID, I had started to have my students illustrate their vocabulary words throughout the week. They really enjoyed doing this and I think it helped them learn the word even more as they thought of different examples and shared them with others

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I liked the Frayer Model. I would like to try that with my students next year. I might have to modify it for my kindergarteners a little bit

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In my classroom for ELA our program lays out the vocabulary words we need to cover each day. I also have a word wall. We also just started using EPIC. I like it because I can go on and pick books that are on each students levels. I would like to look into Read Works.

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I would like to incorporate introducing new vocabulary words to my students regularly. I think it would be fun to introduce a new word and its meaning, and then reward students for using that word throughout the day- perhaps through giving out a Class Dojo point?

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One thing that I would like to look more into is Read Works. I know reading specialists in my school use this resource, but I have not taken much time yet to become familiar with it. I really like that you can find texts to meet the needs and interests of individual students.

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By creating a literacy rich environment. This helps by having stuff in your classroom labeled. We also need to expose them to new words and take the time to explain the words to them.

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I like to teach morphology through explaining what each suffix and prefix means. I find it not only helps the students understand the meaning of the words, but also helps them with sounding the words out. We work on this a lot during guided reading.

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Jam

Definition: an instance of a machine or thing seizing or becoming stuck

Application: Can I have some jam to put on my toast?

Breadth:
2. a sweet spread or preserve made from fruit and sugar boiled to a thick consistency
3.to squeeze or pack tightly into a specific place
4.an awkward situation or predicament
5.an informal gathering of musicians improvising together

Precision: I wouldn't say "The copier is jammed, we need to replace the ink."

Availability: We need to leave for the beach early to avoid a traffic jam.

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I really enjoyed your presentation. It reminded me just how important it is to incorporate vocabulary in each lesson. My school district uses Fundations program to teach phonics and vocabulary. I also like to teach vocabulary during my reading lessons. I would like to try a seasonal vocabulary poster. Each day we will add a new vocabulary word to the poster and discuss it
s meaning. The words will somewhat go with the season. By updating the posters and changing them up, my students will stay engaged and excited to learn each new vocabulary words.

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Drive

Definition: operate and control the direction and speed of a motor vehicle.

Application: Who will drive the car to the store?

Breadth:
2. propel or carry along by force in a specified direction.
3. a trip or journey in a car
4.  an innate, biologically determined urge to attain a goal or satisfy a need.
5. an organized effort by a number of people to achieve a particular purpose, often to raise money.
6. (in ball games) a forceful stroke made with a free swing of the bat, racket, or foot against the ball.

AND MORE!!

Precision: I wouldn't say "Drive this chair over there."

Availability: The bus driver drives the bus every morning to bring you to school.

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Creating a literacy rich environment is key! We also need to take the time to review new words and concepts. Teachers must know that not every child is exposed to the same levels of literature at a young age. Our goal as teachers is to bridge the word gap!

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I believe that a literacy rich environment is so important when it comes to supporting students who may not have had exposure to literacy before entering the classroom. Teacher modeling and classroom discussions about vocabulary words also play an important role in developing vocabulary skills. During read alouds, we can model what to do when we come across a new or unfamiliar vocab word, such as using context clues.

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Stump
Definition 1: noun: the lower end of a tree, branch or plant left after the main part falls or is cut off

Application:  While walking in the forest, the boy tripped over the stump because he was not looking where he was walking.

Breadth:  Definition 2: verb to reduce to a stump; truncate; lop.
Definition 3: to easily confuse

Precision:  Wouldn't say- I will make make that couch into a stump.

Availability: We can count the rings on that tree stump to see how old it was.

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I really liked the Shout Out video. I have asked students to fill out compliment cards in my classroom. I think using the daily shout outs would be a great addition because students could be recognized more times. This also allows the students time to work on different vocabulary and giving details in their sentences.

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I would like to incorporate learning new words. In the past, I used word of the day cards. It was a word the class word be told the definition and how it was used in a sentence. The students would then free write or draw a picture after we discussed the meaning of the word. I think using this would be very beneficial to the students.

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Exposure to new words is very important.  Our book talked about how these students may have less exposure to words.  Without this exposure, the students will not make new connections and learn new words.  I think teaching words that are viewed as "common" is important.  The teacher may think that the students know that word but they really don't.  Exposure to oral vocabulary and vocabulary in print is so important.

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I think focusing on the affixes of words is so important. I would break down words and focus on the prefix/suffix and root. Then have students create their own words using those same prefixes and suffixes.

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We have worked with multiple meaning words a lot in my classroom. I have the students choose a word and then we write two meanings on M&M's cutout and include a sentence using it correctly in context.

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Students from lower socioeconomic status backgrounds and/or DLL students need explicit instruction to help guide them with vocabulary. We have to be understanding and aware that not all students are going to be exposed to the same rich vocabulary and we need to infuse it into our daily lessons.

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When practicing vocabulary through context clues, provide the students with a passage or a short story. GIve them a list of specific words to look for within the text. They would use the context clues to identify the meaning of the word.
I love the idea of letting the students do most of the talking so they can build on work knowledge.
Another fun activity to practice is a game like activity. GIve the students 3 words that they have to identify in the text. They will figure out the meaning and act as the specialists of those words. They will explain and teach the word to the class. They will tell the word, tell the meaning, and show illustrations of the word. This is a great way to have the students take control of their own learning.

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There were a lot of ideas presented in this module. I do plan on incorporating a new vocabulary daily in my classroom. My idea is to present it to my students in the morning and if it is used correctly during the day in the classroom, a song or a cheering sound will play. I will keep these words on the board and review the each day. On Friday I will play a game with my students reviewing the new vocabulary words and see what they remember. I will also label my classroom to help increase my students word knowledge. You spoke about Read Works. I never used that, but I did use Raz Kids on Reading a-z. I loved that I could choose a book to meet my kids need and it incorporated all the same elements you were speaking of. For word practice, I have used Spelling City. I have only used the trial portion, but you can type in specific words and there are a number of activites the student can play that will help them practice the words listed.

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Buckle
noun: a flat, typically rectangular frame with a hinged pin, used for joining the ends of a belt or strap.
verb: (1) fasten or decorate with a buckle. (2) bend and give way under pressure or strain.
Application: My shoe has a buckle.
He buckled his belt.
Her knees buckled under the pressure.
Breadth: Know that there are multiple meanings for this word as listed above.
Precision: Know when to use and not use the word buckle.
(Y)I will not drive until you buckle your seatbelt. (N)Buckle your coat, it is cold outside. (you would zip or button your coat, not buckle)
Availability: Do you think he will buckle under the pressure of the exam?

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In teaching context clues, this presentation suggested developing a routine and modeling for our students by using a think aloud strategy.  I plan on taking the following steps from the presentation into consideration when teaching contexting clues.
1. Rephrasing the word's meaning.
2. Compare using similes or metaphors.
3. Contrasts

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One of the ideas in the presentation talked about Readworks. I have used Readworks for some of my lessons in our Reading classes, but I have not yet incorporated them into my classroom. I think this would be a great, new strategy that I can put some focus on for next year, possibly for ELA centers. I love how you can find texts to meet the students interests and lexile levels. Thank you!

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adjective: capable of moving or being moved readily
noun: mobile phone
Application: The table was very mobile once we had the wheels on it unlocked.
I lost my mobile in the backseat of the car.

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We can help children from lower socioeconomic status backgrounds and DLL students by first being sensitive to their needs.  Setting up a classroom environment where they will feel safe and appreciated would be a big first step in helping them to be set up for success!  DLL students should be allowed to use their native language in the classroom while they are learning English as well.  Provide them with the opportunity to share their native language as well.

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We can help children from lower socioeconomic status backgrounds and DLL students by first being sensitive to their needs.  Setting up a classroom environment where they will feel safe and appreciated would be a big first step in helping them to be set up for success!  DLL students should be allowed to use their native language in the classroom while they are learning English as well.  Provide them with the opportunity to share their native language as well.

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The first thing is to provide a literacy-rich environment. Make the classroom inviting and feel comfortable that the students want to learn. Next make sure that items within the classroom is labeled. We can label these items with the picture the English word and the ELL native language. We also need to have explicit instruction in the classroom. These students are coming into our classroom at a much lower level than those that have the support and background knowledge. Also, read to the students. Let them hear language and how a book is read. Kids love when you read to them, so model this for them.

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As I watched and listened to the presentation this new idea popped into my mind:

Weekly Spelling Patterns:  Choose an "million dollar word" that has that week's spelling pattern inside it, teach it to the students and encourage them to bring another "million dollar word" with the practiced spelling pattern to share with the class.  At the end of the week, the students can vote on the best "million dollar word of the week".  For example, for the oi spelling pattern, introduce the word boisterous.

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I consistently infuse vocabulary instruction into all aspects of our first grade day. We play games where we develop continuum of words to explore shades of meaning (and thus introduce synonyms); we do "opposite day" once a month on Wacky Wednesday to practice antonyms; and I allow the children to explore vocabulary through splat mats to teach our 5 weekly vocabulary words where students can draw pictures, write a synonym, antonym, definition or use it in a sentence then share out.

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SPECIAL
Generalization:
adjective

1. better, greater, or otherwise different from what is usual.

noun

1. a thing, such as an event, product, or broadcast, that is designed or organized for a particular occasion or purpose.

Application:
They always made a special effort at Christmas.
Our Valentine's Day menu specials include filet mignon, lobster, and linguini with clam sauce.
Breadth:
Refer to generalization where I included both meanings.
Precision:
Know when and when not to use the word.
For example:  Today is my brother's special day; He is graduating from college.

You would NOT use special in this case:  Today is my brother's special day; he's eating cereal for breakfast.  (this is routine, not unique)
Availability:
As a class, we could plan a special Mother's Day tea at our school to help our mother's feel special.

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In order to help children from low-socioeconomic backgrounds and ELLs learn vocabulary thoroughly and well, there are several things teachers should pay attention to::
1. Provide strong, intentional and explicit instruction.
2. Pair the English word with their native language word so they see the connection.
3. Hold students to high expectations, asking challenging questions and involving the student in learning.
4.  Model good reading habits
5. Increase student access to books through community literacy nights, summer reading program, etc.

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Again, using the Frayer model, also using word webs and semantic mapping. I've also used word bursts similar to VIctoria's Word Splats.

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set: verb-lay something down. I will set the remote on the table.
set: noun-a collection of things. I have a set of rocks.
*These are just two examples of many different forms of this word. The more you can understand the variations and use in a correct context, the deeper knowledge of the word you have.

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With context clues I can teach my students to use the pictures because they cannot read yet. I can also explain in simple terms some homophones and homographs, as well as some parts of the structure of words. We can then add them to their notebooks, word wall, etc.

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I will be using vocabulary notebooks next year, in addition to a word wall and a ring of index cards that I will put together. I liked the idea of the Frayer Model and plan on using more graphic organizers for vocabulary.

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You can provide a lot of opportunities for interaction with others and their environment. You can also use graphic organizers. In addition, read aloud time is very beneficial. Explain words as needed, use visuals, hand motions, etc. Also give students opportunities to take books home and talk with parents and give tips to help them support their child.

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Vocabulary is taught in context in the upper grades.  Sometimes teachers will frontload a few tricky words before having students read a passage containing those words.  Many teachers use the Frayer model as a way of having students familiarize themselves with words by finding synonyms, antonyms, Greek or Latin roots, etc.  

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Vocabulary is taught in context in the upper grades.  Sometimes teachers will frontload a few tricky words before having students read a passage containing those words.  Many teachers use the Frayer model as a way of having students familiarize themselves with words by finding synonyms, antonyms, Greek or Latin roots, etc.  

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We can help them by providing rich literacy environments, through teacher-student and peer-peer interactions and conversations, and by providing word study.  Make sure the word study is accompanied by great visuals so DLLs can make connections.

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To teach individual words, we make word splats. I learned this strategy during my student teaching experience and have loved it since. You write the vocabulary word in the center of a blank piece of paper. You do this for each vocabulary and place the sheets around the room with markers at each station. You split the students into small groups and have them at one vocabulary station. Set the timer and they work together to write a definition, example, or anything that they can connect to that vocabulary word. Then, when time is up, they switch to the next. It is very engaging and excellent assessment to see what they are learning and where they still need to go.

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Each week, I teach 7 vocabulary words. I introduce the words one by one, with pictures, definitions, and examples. As part of the curriculum, there is an interactive read aloud that goes hand-in-hand with the vocabulary words and theme of the week. During this read aloud, students listen carefully for our new vocabulary words and we discuss how it was used in the story. This story is usually read twice in the week to provide time for digging deeper into the text. If voices are appropriate to the story, I use them, along with gestures. The students really get into the interactive read aloud because they are part of the reading process!

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Circular: Taking the form of a circle. The basketball has a circular shape. Circular also means a store advertisement. Typically, you would use the word circular when discussing the shape of something, but could use it when discussing advertisements. Context clues would be important to determining the meaning. Let’s categorize circular items and other shaped items.

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We can help children from lower socioeconomic backgrounds and DLL’s develop vocabulary by using explicit instruction and using strong rich language throughout the entire day, not just during a set time. I also think providing visuals and many clear examples will help lead to success.

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Habitat: the natural home or environment of an animal, plant, or other organism.The natural habitat of the sloth is the tropical rainforest. Another meaning for the word habitat is: the typical place of residence of a person or a group. It is important that humans do not disrupt the habitats of animals in order to maintain their species existence. Fish and elephants do not have the same habitat.

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To teach morphology when working with prefixes and suffixed I set up a center in which the students manipulate tiles and right the meaning of the new work with the prefix. I also review the meaning of the base words and the prefix or suffix that the center focuses on. I like that students manipulate the tiles and word cards and form meaning on their own once they have understanding of the two separate meanings they enjoy creating the new meaning.

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Vocabulary is incorporated in morning meeting, vocabulary focus wall, and in content area discussions. I am absolutely planning on incorporating the Shout Outs into my classroom community. I thought this was a great way to foster relationship and build a community of active and engaged learners.

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We can help children from lower socioeconomic status backgrounds develop vocabulary skills by providing "strong, intentional, and explicit" instruction. To do this it is important to use rich language and hold students to high expectations.

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handle
verb:
1. feel or manipulate with the hands
2. manage (a situation or problem)
3. drive or control a vehicle
noun:
1. the part by which a thing is held, carried, or controlled
2. a name or a nickname
3. the total amount of money bet over a particular time or at a particular sporting event
4. a large bottle in which liquor is sold, holding  one half gallon

The stressful situation was difficult for the child to handle.
The handle on the door is hot from being in the sun all day.

We could ask someone to pull a door closed by a handle, but we could not have someone fasten their seatbelt by pulling a handle.

We could teach the children how to handle a situation by using storyboards.