Joining Leigh Anne and Terje’s Favorite Five Party
What would I bring?
Here is what I would bring to share with all of you:
- Chuck Berry’s Top 10 Songs because a party has to have good music. link
- A “make your own s’mores” snack that includes something healthy, something fun, and something sinfully chocolate because a party needs to meet the food needs of lots of folks and you can create the one that matches YOU!
- My laptop, my iPad, paper and flair pens for everyone in a variety of colors so everyone can write/create while at the party.
- Space in my heart to create new memories because that’s what friends do!
- Comfy shoes because my toes like to be comfortable when I dance around from here to there and sometimes with the music.
Thank you, Betsy, Beth, Deb, Kathleen, Lanny, Lisa, Melanie, and Stacey for this weekly forum and the #SOLSC that runs from March 1 to the 31st. Check out the writers, readers and teachers here.
Additional DigiLit posts can be found at Margaret Simon’s blog, Reflections on the Teche. Check them out here!
I have thoroughly enjoyed seeing “feral” posted in a variety of tweets and blogs over the last year. I know what I thought it meant but before writing this morning, I decided to “see” what a definition really looked like! Here’s what I found!
What if our students were encouraged to have feral vocabulary experiences?
Would that be too extreme?
What if students were thinking users of vocabulary?
That was the premise of a session led by Katy Wischow (@kw625) at the 89th #TCRWP Saturday Reunion that was summarized in this post. Vocabulary is complicated. It cannot all be taught through context. But when do we KNOW that a student really knows a word?
I believe that it’s when a student owns the word and uses it in his/her writing and quietly sit and wait for the teacher response after the word is found. It’s also when the student says, “Ms. M, I tried out “plethora”. I think it works; please check it out for me!”
I gained an even deeper understanding of vocabulary at #NCTE16 with a presentation by Valerie Geschwind, Shana Frazin, Katy Wischow, and Char Shylock summarized here.
What do you believe about vocabulary instruction?
Does it “WORK” for all students to “study” the same words on a list?
When it comes to Vocabulary, I have more questions than answers. If I am a “wide reader”, I have exposure to more words. I can still remember my first exposure to “supercalifragilisticexpealidocious”! Such a fun word that over shadowed the plot in “Mary Poppins” for days! And words like “loquacious”, “accolade”, “capricious”, and “ubiquitous” add fun and joy to my life! None of those words were ever on a vocabulary list for me to memorize or write in a sentence! (Just sayin’.)
What words do you like to USE?
How do you collect and use new words?
For those of you who coach others or provide PD, here’s an example of a Vocabulary Hyperdoc created by members of our literacy team for our local coaches designed to help teachers reflect on their vocabulary instruction and assessment practices. (Content + Technology)