Chapter 7 is about vocabulary knowledge and how we comprehend the vocabulary. Individuals have many vocabularies as stated in the chapter, and as a teacher we must keep that in mind. In the beginning conceptual vocabulary is broken down, and set apart from sight words, and high frequency words, to make a connection with how these are not alike. Conceptual vocabulary is gained throughout life whereas, sight and high frequency words are ones we are familiar with quite early. Also discussed are the complexity of word knowledge and the challenges assessing vocabulary. There are five different aspects of word knowledge: incrementality, polysemy, interrelatedness, multidimensionality and heterogeneity. Comprehension and vocabulary are discussed
…show more content…
One personal connection I made was from the beginning of the chapter when it discusses the differences in recognizing vocabulary (sight, high frequency, and conceptual) words. I am currently tutoring so I can make these connections with the text. My tutee is using picture and word sorts at the moment. I can see how with sight words, he quickly sees the word with the pictures, his being familiar with the words from hearing them often. We use frayer models for words that are a little more complex for them that they might hear, or need to know for future use (impress). I think of these as conceptual vocabulary words. A content connection made with the text is when it discusses comprehension and vocabulary. It is “important to recognize children’s individual differences in both prior knowledge and cognitive abilities. The four stages that happen with word knowledge are similar to what we learn about in my block one course for Lity, from the lectures in the class about comprehension. Words that children are so familiar with they can understand them better by creating open ended questions that require higher thinking. We have several opportunities to do this when we do read alouds or when we are discussing new lessons. For example I used a KWL chart to help us connect with text or new information. “What we KNOW, What we WANT to know, What we LEARNED”, I really enjoy making these charts because it helps the students create solutions to understanding new text with previous knowledge and
One personal connection I made was from the beginning of the chapter when it discusses the differences in recognizing vocabulary (sight, high frequency, and conceptual) words. I am currently tutoring so I can make these connections with the text. My tutee is using picture and word sorts at the moment. I can see how with sight words, he quickly sees the word with the pictures, his being familiar with the words from hearing them often. We use frayer models for words that are a little more complex for them that they might hear, or need to know for future use (impress). I think of these as conceptual vocabulary words. A content connection made with the text is when it discusses comprehension and vocabulary. It is “important to recognize children’s individual differences in both prior knowledge and cognitive abilities. The four stages that happen with word knowledge are similar to what we learn about in my block one course for Lity, from the lectures in the class about comprehension. Words that children are so familiar with they can understand them better by creating open ended questions that require higher thinking. We have several opportunities to do this when we do read alouds or when we are discussing new lessons. For example I used a KWL chart to help us connect with text or new information. “What we KNOW, What we WANT to know, What we LEARNED”, I really enjoy making these charts because it helps the students create solutions to understanding new text with previous knowledge and