Word work is something they learn in primary grades… but is it?
No. Learning words is constant. Even at my age I am learning new words and often I tell my students I am not a human dictionary and there are words in context that I need to learn as well.
-How do we support students who did not master “breaking the code”?
I really liked the pages on scaffolding using semantic mapping. I liked the idea of giving a student a word to break down and then doing a carousel activity to look at new words. We do a research unit in which the students pick their own topics. Their is a wide variety of choice and I think it would be helpful to have a day of word work where we do semantic mapping to help them understand words they do not know.
-What did you learn in this chapter and how will you apply it to your instruction?
I learned about the different types of scaffolding and explained how i will apply it. I am going to dedicate one day a week to a small amount of word work as well, and during some of my units pull small groups for word work especially students who struggle as readers.
-Name & Summarize (a few sentences) about the “other” chapter you read.
I have issues with reading chapters out of sync so I simply read chapter 11 on scaffolding for vocabulary acquisition. I liked the various types of maps that she showed us and plan to use them in my classroom to further help students expand their use of vocabulary.