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OVERVIEW

CLASS FIVE (July 19):


Lecture: Prior Knowledge and Meaning Vocabulary
Course Reading Discussions.  Chapter Five (CMCM)
Reading Lesson Presentations - time in class to plan

 

"My Family"   http://www.naturalchild.org/gallery

 

**Friendly reminder**  The Reading Logs are due next class (class 6 - Thursday, July 21)  Please e-mail them to me, if you are able.  I would like to have them by the end of class or as close as possible.   I will be looking for your quality of thoughts as you respond to the readings, our in-class activities and/or discussions.  This time I will not assign a grade but will give you feedback that will indicate what kind of grade you might receive in the future, in addition to any suggestions I might have.  I'm really looking forward to reading them!

 

 

CLASS FIVE (July 19):  Prior Knowledge and Meaning Vocabulary

 

1)     Video and discussion

Marilyn Jager Adams, narrator.  What Children Need in Order to Read. 

-        What ideas did she review that we’ve talked about in class?

-        What reading strategies did you see, what activities were the children doing to back up certain skills?

-        What did you learn that you didn’t know before?

 

 

2)      Lecture on Chap. 5 (CMCM)

-         Harry Potter – modeling a reading lesson that covers the lesson template.

Before:  How did the "hook" opening raise interest while at the same time introduce the main ideas?  How were prior knowledge and meaning vocabulary brought in?  In how many different ways? Was the purpose of the lesson stated clearly?  (In the hook, "By the end of this lesson, everyone will understand Prior Knowledge and Meaning Vocabulary!")

During:  Reading HP aloud to class.  Brief asides on vocabulary, not disrupting the flow of the reading.   Modeling fluency, reading with expression.  Teacher's enthusiasm for the story.  Small groups discuss CMCM text sections.  Groups present ideas to the class.  Each person invited to speak, bring in personal experiences.  Class makes comments.  Teacher checks for comprehension of the reading and extends some ideas.

After:  Following up on the purpose.   Using the practical example of the Harry Potter mini-lesson, how was Prior Knowledge activated?  Meaning Vocabulary covered?  (Were there really bat ears in the potion?  No!  Just vinegar, baking soda and blue food coloring!)   Students revisit their knowledge on the topic, decide if this lesson was helpful.   Are they conscious of having made progress in their understanding of the subject?   Do they think they will be able to apply it in the future?

 

CMCM Chapter 5 – Sub-headings:

 

1)  ACTIVATE PRIOR KNOWLEDGE WHEN PRESENTING NEW IDEAS:

-        Brainstorming

-        Questioning

-        Predicting

-        Writing

-        Discussing

-         

2)      INTRODUCE VOCABULARY IN MEANINGFUL SETTINGS

-        Associating meaning with corresponding printed words

-        Relate words to students’ worlds; i.e., connection to interests and concerns = relevant

-        Teacher models enthusiasm for new vocabulary

-        Engage in wide reading and listening

-        Do theme studies

-         

3)     SELECT VOCABULARY FOR SPECIAL ATTENTION

-        The number of words introduced depends on factors such as grade and age, language and proficiency

-        Allow students to select words for special attention

-        Teacher selects words based on need – is the word unfamiliar to most students?  Will they need the word to understand the passage?

-        Teach words:  before guided reading, during any “teachable moment”, judge whether introducing new words will disrupt the flow of the lesson

-        Display selected words:  topic boards, word books, journal vocabulary section

 

4)     REPRESENT WORD MEANINGS IN MULTIPLE WAYS

-        Let students encounter new words in a variety of ways: 

-        direct experience,

-        media,

-        dramatization,

-        making connections,

-        categorization

 

5)     DEVELOP INDEPENDENCE IN VOCABULARY LEARNING

-        Using contexts

-        Using morphemes

-        Using the dictionary

-        Let students teach each other key words

 

6)     PROMOTE VOCABULARY IN ALL SUBJECTS

-        Use all subjects to promote rich concepts of events, places, people and phenomena

-        Preparing for field trips

-        Non-fiction, videos, DVDs, CD-ROMS, etc.

-        Special displays, theme boards, scavenger hunts

 

7)     THEORY AND RESEARCH BASE FOR PRIOR KNOWLEDGE ACTIVATION AND VOCABULARY INSTRUCTION

-        Prior knowledge provides a schema, a framework for knowledge

-        Can assimilate knowledge more readily.  Adding to pre-existing ideas.

-        Readers more able to “fill in the blanks”

-        Does not explain how we make images, or apprehend ideas

-        Will not help students if they are not motivated – need curiosity, appreciation and pleasure

 

 

Time for groups – planning lessons

-        Discussion about presentations:   consider it an opportunity to practice with a sympathetic audience.  The main point is to share ideas. 

 

****Next class***  Please bring a children’s book that you feel has an important story or has some special meaning to you.   If you cannot get the book, jot down what you can remember about the story.  What was the story about, why did it make an impression on you?  What was the "message" you got from this book?  In this case we are not looking at reading strategies per se, but the quality of the fiction, what it can teach us about our lives and what it means to be human.  We will be talking about the value of children’s literature and examining the importance of quality fiction in the emotional development of children.