Chapter 7 Reflection
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4303
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Arts Humanities
Date
Jan 9, 2024
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READING REFLECTION ANNOTATION LOG
Chapter 7 - Expanding Academic Vocabulary
Annotations
Quotes
Reflections
♡
- content that AGREES with my
thinking
“It’s not enough to have students memorize one
definition of a word; to develop forward knowledge, they
need to learn more about a word (Stahl & Nagy, 2006).”
(Tompkins, 2017, pg 225)
Oftentimes, people forget that words can have
more than one meaning. If we teach students
to just memorize one definition, they will not be
able to use that word to its full potential. Thus,
I agree with this statement and believe we as
teachers should encourage students to learn
more about a word, its origin, and the multiple
definitions behind it.
△
- a point I want to REMEMBER
”Modeling is the best way to teach students about
context clues. When teachers read aloud, they stop at
difficult words and do a think-aloud to show students
how to use context clues to figure out its meaning.“
(Tompkins, 2017, pg 242)
Students tend to look up to adults and
oftentimes those adults are their teachers.
Teachers act as models for the students and
should guide them towards the right direction.
This point specifically, is something I want to
remember when helping my future students
improve their vocabulary. It is something that I
can look back to when reflecting on my
instruction and see if I am modeling
appropriately.
⍰
- an element I DISAGREE with
“Because dictionary definitions are most useful when a
person is vaguely familiar with the words meaning,
teachers play an important role in dictionary work: they
teach students how to read a dictionary entry and
decide which definitions makes sense, and they model
the strategy when they’re reading aloud and come
across a word that’s unfamiliar to most students.“
(Tompkins, 2017, pg 243)
I disagree with the statement based on my
experience with my previous teachers. From
what I can remember, rarely did any of my
teachers go through this process with us. It is
possible that other students may have gone
through it, but I believe the majority did not.
For the most part, my teachers would simply
References
Tompkins, G. E. (2017).
Literacy for the 21st century: A Balanced Approach (7th ed.)
. Upper Saddle River, NJ: Prentice
Hall.
READING REFLECTION ANNOTATION LOG
give us the dictionary and expect us to know
what to do and what to look for.
☆
- an idea I want to SHARE
“Posting new words on word walls and encouraging
students to refer to the word wall and use the words as
a collaborate in small groups, participate in discussions,
and listen to the teacher read aloud stories and
nonfiction books are examples of a word-rich
environment“
(Tompkins, 2017, pg 244)
It is important to know what a word rich
environment looks like. This quote does a
good job at describing what the teachers
responsibilities are when trying to create this
type of environment. That is why I think this is
a great idea to share with my peers as we are
all looking forward to becoming great teachers.
References
Tompkins, G. E. (2017).
Literacy for the 21st century: A Balanced Approach (7th ed.)
. Upper Saddle River, NJ: Prentice
Hall.
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