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The first thing I noticed about the video is that Dr. Freddy relates the Matthew effect to the concept of the rich getting richer and the poor getting poorer. In other words, students who have stronger reading skills early on are more likely to continue excelling in reading as they expand their vocabulary and develop their reading comprehension. Those who struggle early on are more likely to avoid reading and fall further behind. Dr. Freddy says that the only way to prevent the gap from widdening is by closely atttending to what is being taught to each child. As she states, in schools the goal is to allow the rich to get richer, but also allow the poor to get richer as well through equal opportunities.

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The purpose of this lesson is to assess the students understanding of new vocabulary words as they prepare for their new story. She also encourages the students to further their learning through a challenge. Ms. Casey does a good job at providing the students with the most effecient strategies to figure out a word. She easily recognizes when she needs to step in and provide support. She also makes sure to acknowledge students answers, even if they are not what she is looking for. This helps the students remain confident and continue participating in discussion, as seen in the video around 1:35.

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Vocabulary is taught through being immersed in a word-rich environment, through lots of daily independent reading, teacher read-alouds, and explicit instruction. They learn most words incidentally through reading and family activities, but teachers expand students’ vocabulary by teaching specific words and word-learning strategies and by fostering students’ interest in words. I think this approach is a great way to expand a students vocabulary because it is a more engaging way and ensures they are contributing. The teacher also explained how it is a way for them to get a break during the day while also learning more vocabulary. I also like how she teaches the vocabulary words before they read the chapter because this allows the students to focus on the information they are supposed to be learning over being confused on what the word actually means.

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I learned about the most effective things for teaching strategies to have while teaching vocabulary words. One of them is for the student to think more deeply about the words. This means coming up with more than just the dictionary definition of the word. For example, can you act it out, draw a picture, create a symbol, or find real word examples. This makes it so you are learning a network of meanings and connecting word meanings. Good classroom instruction and vocabulary keeps coming back to the same words over and over throughout the year. This is why it is so important for students to deeply understand what words mean.

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Ms. Casey is teaching vocabulary by encouraging her students to actively engage with new words. She asks each student to choose a word and explore it in several ways. For example, students draw a picture to represent the word and write a sentence using it correctly. In addition, Ms. Casey asks them to include a synonym and an antonym. This approach is important because it helps students deepen their understanding of word meanings and relationships. By connecting visuals, examples, and related words, students build stronger vocabulary skills and improve their ability to use new words in different contexts.

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I learned that vocabulary doesn’t always need to be a written assignment in order for it to be taught and then learned. Every student learns differently which is why it’s important to have different teaching methods for the students. One reason I really enjoyed the vocabulary movement activity is because of sports. Thinking about movement in learning makes a lot of sense when thinking about how students in football remember their plays way easier than they may remember the rules around vocab or vocabulary words.

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Vocabulary is taught through a lot of visual approaches. This includes having alphabet charts, using labels on bins and drawers, as well as having posters all over with new vocabulary for students to learn. As well as visual approaches vocabulary is also taught through making sure the classroom is filled with words not just from a visual standpoint. For example, having the teacher read aloud, have silent reading time, as well as having books for every student that will fit what they enjoy is another important aspect to teaching vocabulary. I think this approach helps to fit many types of learning methods which is important.

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The purpose of the lesson is to assess the students and see where everyone is vocabulary wise before starting a new story. This is helpful because it shows what the class may be struggling with and assists the teacher into being more aware of what she may need to spend more time on. Ms. Casey also uses this time to understand her students more as individuals, that way she can help to make sure the lessons are supporting her students.

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In this video, Ms. Casey provides the students with a sentence featuring the vocabulary word they are struggling with. This allows them to use context clues to gather an understanding of how the word is used. The students also slowly sounded out the words to figure out what they were. Ms. Casey also reminds them of the long "o" in the word "coaxed" to help the students sound it out properly.

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Something that notice is that it relate, teaching students to the Bible. And even though I agree with it, I thought it was interesting that that is what they decided to use to relate the teaching of children too. With the phrase, the rich get richer and the poor get poor. It does really a lot to teaching students because if they do understand, they will keep growing and get a better understanding where if children don’t understand, they tend to get left behind.

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I noticed that this video related teaching to a common phrase “the rich get richer and the poor get poorer” I think this is a really great comparison especially today. As kids are pushed through to the next grade while not having learned the foundational skills they need they will struggle more and more, mirroring the poor getting poorer.

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These students encounter new vocabulary through every different subject they are taught. This teacher helps the students learn and remember vocabulary by having them say it, then act it out in some way. I think this is great as it creates an association of the word to a motion that demonstrates the meaning of the word. This is also great for kids who don’t learn well simply by reading or listening.

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In this video the teacher introduces the words by having the students read it first. After the students read it she asks what they think the word might mean. If the students aren’t sure what the word might mean she gives them an example of how the word might be used then asks what they think it could mean again.

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It’s important for kids to think beyond just the textbook definition of a word and think about what it really means, find synonyms and antonyms, be able to act the word out, find real world examples and ways to apply the word. It’s also important to build off of the words they’ve learned and come back to them over and over throughout the year.

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Ms. Casey is teaching the kids the vocabulary words by having them think deeply about it. She has them pick a word, write a sentence with it, draw a picture for it, and as a goal write a synonym and antonym.

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The purpose of this lesson is to help her students understand why its important to learn vocabulary, and think deeply about what their new vocabulary words mean. She does this very well by asking the students what they think the word might mean and once they know the meaning, asking them to use it in a sentence or create a drawing based on it.

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The first thing I noticed was that she compared the effect to the rich getting richer while the poor gets poorer. I also noticed, however, that she explained that students who struggle with reading from the beginning sort of plateau in their reading and writing skills, while the other students continue to grow. She explained how those who struggle in the beginning of their school years, are more likely to avoid working on their skills and fall behind. The closest way to lessen this gap would be to closely watch what each child is being taught. This way, they all get equal opportunities to growing as readers no matter what level they are at.

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Vocabulary is taught in each subject. In this video, the teacher has the students learn the vocabulary and then create an action that correlates with the definition of the word. I think that this approach is good because it helps give them movements that can help students remember what the word means.

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In this video, she provided the students with the vocabulary word. She then asked them what they thought the word meant, and if they didn't have any guesses, she used it in a sentence. This allowed them to be able to use context clues to figure out the definitions of words.

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Vocabulary is taught through explicit instruction, word-learning strategies, and experience (independent reading or general exposure to new words). I think this approach is good because it allows the student to work independently while allowing the teacher to get a measured look at how fluent a student is. I think the only drawback I can see is the amount of pressure having the teacher actively watch and listen to you read maybe causing some sort of performance anxiety.

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She introduces the vocabulary in different sentences and also makes them read with expression. Using vocabulary in different contexts or situations makes the words mean more to a reader or helps them to decode the word and identify it better. Using expression helps the teacher to better identify students who are struggling with fluency because they will typically struggle to read with emphasis since they are going from word to word.

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I learned that vocabulary can be taught in a multitude of different ways and can be worked on without direct instruction. I found it really interesting that students could work on their vocab just by reading a book on their own if taught properly.

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I noticed that the teacher talks about the analogy "the rich get richer, and the poor get poorer" in relation to students who excel in learning vocabulary versus those who plateau. I think that using an analogy called the "Matthew effect" is very interesting and relates well to what can happen in the classroom.

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I noticed that the teacher first starts by saying that they are going to be learning some new vocabulary words. Then, she asks one of the students to read the word and what they think it means. When they don't know what a word means, she uses it in a sentence. I think that is a very beneficial approach and helps the students figure out the meaning of the word using context clues.

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The teacher is having the students do word work with vocabulary words. I think that it is beneficial to have the students work through each word one by one and use them in sentences, sketches, and finding similar words. I've learned that repetition and review are key to vocabulary instruction.