https://padlet.com/catherinewolowiec/egel0y8mud86 What does this make you think about? Make you want to change in your instruction? Learn more about? en-us 2018-11-14 22:44:20 UTC 2018-11-29 21:01:52 UTC hello@padlet.com https://padlet.com/catherinewolowiec/egel0y8mud86/wish/305084149 I feel that I will use the strategy of picking just two words to work on for the week. Really diving into those words so that the students have a clear and precise understanding of the word. Typically I usually try to pre teach ALL of the important vocabulary words. ]]> 2018-11-16 00:56:46 UTC https://padlet.com/catherinewolowiec/egel0y8mud86/wish/305084149 https://padlet.com/catherinewolowiec/egel0y8mud86/wish/305084522 We have been talking about Tier 1-2-3 vocabulary as a grade level this year, and my PLC is working with our ISC to continue developing more strategies to help all students with these, especially Tier 2. This was kind of neat to see & have it reinforce that our efforts will be worthwhile and helpful]]> 2018-11-16 00:58:43 UTC https://padlet.com/catherinewolowiec/egel0y8mud86/wish/305084522 lisa_kuryla https://padlet.com/catherinewolowiec/egel0y8mud86/wish/305298596 Tier 2 vocabulary words definitely have the most bang for their buck, as these are words that students commonly see in assignment directions and on classroom and standardized assessments. A good chunk of the students I see have language goals related to semantics and we work on fostering independent use of strategies (i.e. activating background knowledge, utilizing context clues, looking at text features, accessing online resources) to tackle novel vocabulary and nonliteral language. I like Marzano's 6 steps for vocabulary learning and will utilize this more.]]> 2018-11-16 15:31:20 UTC https://padlet.com/catherinewolowiec/egel0y8mud86/wish/305298596 catherinewolowiec https://padlet.com/catherinewolowiec/egel0y8mud86/wish/307455543 I like this idea a lot. Too many times we focus on breadth instead of depth and wind up pulling out our own hair in the process!]]> 2018-11-25 03:08:22 UTC https://padlet.com/catherinewolowiec/egel0y8mud86/wish/307455543 catherinewolowiec https://padlet.com/catherinewolowiec/egel0y8mud86/wish/307455595 How great! Have you investigated using any type of structure ? Is everyone teaching the same words, or deciding on their own from week to week?]]> 2018-11-25 03:09:44 UTC https://padlet.com/catherinewolowiec/egel0y8mud86/wish/307455595 catherinewolowiec https://padlet.com/catherinewolowiec/egel0y8mud86/wish/307455622 While those strategies are extremely useful for most students, there are those that will simply require explicit teaching of specific words. I have some of Marzano's work if you are interested in seeing it!]]> 2018-11-25 03:10:28 UTC https://padlet.com/catherinewolowiec/egel0y8mud86/wish/307455622 https://padlet.com/catherinewolowiec/egel0y8mud86/wish/308490222 As a science & social studies teacher, vocabulary is essential to understanding these content concepts. I've spent some time rethinking the ways I've pre-taught, taught, reviewed & assessed vocabulary acquisition. I'm really working hard to model the correct use of the words while encouraging the students to do the same. I'm interested in learning more about Marzano's 6 steps for learning vocabulary.]]> 2018-11-27 19:30:37 UTC https://padlet.com/catherinewolowiec/egel0y8mud86/wish/308490222 https://padlet.com/catherinewolowiec/egel0y8mud86/wish/308496597 This makes me really think about how I should spend more time focusing on those Tier 2 vocabulary words. I feel like these words usually come when students are reading directions/following instructions, so I may quickly explain them in the moment. However, this really isn't doing the students any good. The words are so important to know and student need to have a solid understanding of them, so I need to make sure i am talking the instructional time to teach them.]]> 2018-11-27 19:40:36 UTC https://padlet.com/catherinewolowiec/egel0y8mud86/wish/308496597 https://padlet.com/catherinewolowiec/egel0y8mud86/wish/308772754 My focus for the early childhood students is within Tier 1 because some of my students are nonverbal and just starting to communicate their wants and needs. I have been focusing more on Tier 2 vocabulary with the students in my ASD classrooms. We use a core vocabulary board that has 77 words on it with more concepts and words that they encounter with following direction tasks. I have been trying to focus on these words to increase students understanding within the classroom. ]]> 2018-11-28 14:03:41 UTC https://padlet.com/catherinewolowiec/egel0y8mud86/wish/308772754 elizabeth_peter https://padlet.com/catherinewolowiec/egel0y8mud86/wish/309038142 When I taught fourth grade we learned a ton about Tiered Vocabulary and even used some of the strategies we talked about in class. In Kindergarten we do create word banks with pictures, and preteach, for Tier 3 science words. I have also found myself using these word/picture charts to support all students in writing. These word banks tend to be Tier 1-Tier 2. When practicing oral language I see the benefit of modeling and teaching Tier 2 words. It is certainly more useful especially for those learning a second langauge.]]> 2018-11-28 20:33:34 UTC https://padlet.com/catherinewolowiec/egel0y8mud86/wish/309038142 https://padlet.com/catherinewolowiec/egel0y8mud86/wish/309116806 2018-11-29 02:17:05 UTC https://padlet.com/catherinewolowiec/egel0y8mud86/wish/309116806 michelle_schmidt3 https://padlet.com/catherinewolowiec/egel0y8mud86/wish/309125013 I really enjoyed reading and listening to the videos about academic vocabulary.  In kindergarten, we often come across this vocabulary within directions given to students from our Math and Science curriculum.  Typically these are words that the children just are not aware of as of yet. So this gives me the opportunity to explain and use terms they may understand while still using the "new" vocabulary presented within the directions.  I feel as though we have an advantage in kindergarten with being able to teach not only our E.L. children but all 5/6 year olds this vocabulary with understanding simply because it is fresh and new for all of them! So I am always aware when I'm teaching as to how these young ones are understanding and how can I hellp them. Then we LOVE to use those "big" words within our learning!


]]> 2018-11-29 03:08:07 UTC https://padlet.com/catherinewolowiec/egel0y8mud86/wish/309125013 https://padlet.com/catherinewolowiec/egel0y8mud86/wish/309128152 In Kindergarten academic language is always at the forefront of my lessons. With five and six year olds just starting to learn new math, science, and writing vocabulary I try to give them visuals and movement to help them gain a better understanding of what each word means. The repetition and the ability to practice these terms for them is also important. I feel it is always time well spent now, so that we can all be on the same playing field with our new learning.]]> 2018-11-29 03:27:16 UTC https://padlet.com/catherinewolowiec/egel0y8mud86/wish/309128152 https://padlet.com/catherinewolowiec/egel0y8mud86/wish/309387796 2018-11-29 16:26:48 UTC https://padlet.com/catherinewolowiec/egel0y8mud86/wish/309387796 https://padlet.com/catherinewolowiec/egel0y8mud86/wish/309550408 In kindergarten I make a word picture chart for each letter we focus on and students refer to this for writing. I find this helps all students at the kindergarten level as it's new for most. In science we use word banks with pictures again that benefit all students at this age. In math there is a lot of repetition and movement with manipulatives for the math academic language we are learning. 

]]> 2018-11-29 20:44:37 UTC https://padlet.com/catherinewolowiec/egel0y8mud86/wish/309550408 https://padlet.com/catherinewolowiec/egel0y8mud86/wish/309552801 I like this idea too. I believe that teaching students two words at a time is the best way for the students to understand the words.  ]]> 2018-11-29 20:50:30 UTC https://padlet.com/catherinewolowiec/egel0y8mud86/wish/309552801