This is a professional development blog for Nottingham Elementary. We'll be discussing books we have read as a group. Our discussions will be focused on gifted children.
I would like to apply to reading class to accommodate gifted students is building vocabulary on page 109. GT students have a passion for words and challenging them with coming up for samples based on categories can really heighten their interest in learning. There is a great vocabulary resource on page 112.
I agree with Annie Mitchell's comment on June 8th regarding using the building vocabulary activities. It really deepens students' knowledge of vocabulary words when they get a chance to increase their participation in such activities. It's more than using it in a sentence or writing it down 10 times each.
I also like this idea of Vocabulary Builders, as mentioned in Annie Mitchell's comment on June 8. It would be a great challenge for some of my students. Also, very engaging.
Annie, I agree with you. I think learning more about words is very interesting for GT students. Especially those that have mastered spelling. I had a couple students last year that have pretty much mastered the derivational relations spelling book so I turned their spelling lists into more of word study and tried to expand their knowledge of words and build their vocabulary rather than only focusing on the spelling. The resources on pages 109 -112 would have helped me in this endeavor.
From Chapter 5, I would like to apply the vocabulary web model to a math/ reading class to accommodate gifted students. It's discussed on page 113 and there's a reproducible on page 119! We already use a Fray Model to help deepen their understanding on math vocabulary words, but the web model really extends that even further by adding origin, stems, and word families to help them identify and truly understand it.
I agree with Sarah Chu's excitement that the book provides a reproducible. I keep finding them very helpful from the book. I have been reflecting on my teaching of vocabulary and I do like the web model as well. I have found this fun site for vocabulary called Flocabulary. Here is a great math one. https://www.flocabulary.com/unit/divide-fractions/video/
@sarah @annie I love the vocabulary web on page 119, too. I have used it before, but not enough. I especially like the way it incorporates Word Origin, which is fascinating in the English language. It would help the horrible spellers to understand the origins.
I agree with Sarah Chu from June 13th and the vocabulary web model. Last year I used a math vocabulary word wall for the first time. It was interactive and the students lead it. I love the Web and breaking it down into stems, origins and more like Sarah said. Really gives them a deeper understanding of the words.
I agree with Sarah C on June 13, like of the "Vocabulary Web" model. This model would help students use the word correctly when writing. I often see students inappropriately using the synonym of a word.
I intend to apply the suggestions on page 104 Keeping Tabs on Individualized Readers. I like these to go with CCP:How does the author get you to feel close to the characters?Which character is most developed?Were there any parts of the book that didn't seem to belong?What did you admire about the author's style that you might use in your own writing?
@Melanie-This would be great to use during independent reading conferences.
I would like to use the vocabulary activities mentioned on page 109-112. I don't spend enough time on vocabulary and this book provided a multitude of ideas I can try in my class. The silly sentences would really challenge GT students and other students who enjoy words.
I, like Jchoy posted on the 20th, would like to use the vocabulary practices mentioned in the chapter, especially the vocabulary web that is described on pg.113. When going over vocab, I have often stopped at the definition of a word, and with the web, a student can get into more depth.
I would also work on vocabulary builders. We have a word wall and we talk and break down words, but it is very teacher driven therefore the words are not remembered. I need to put the responsibility onto the students and come up with fun and different ways for them to learn the meanings of all these different words. I love the vocabulary builders suggestions on page 112.
I would like to apply the Circle of Books activity page 105 to my classroom. I have found that I have those students who tend to reread genres over and over (especially in series). It is hard sometimes to get kids to try different genres, but I think having this chart and being able to see that they read or turn towards only one genre would be great self-reflection. Hopefully it would open up their eyes to other genres they aren't as familiar with.
I agree with Dayries on July 12. The Circle of Books activity would encourage students to read different genres and perhaps find one that they truly like and expand in terms of breadth and depth.
There are many strategies I want to apply to my reading class from this chapter. I wish I had The Contract for Permission to Read Ahead (p 93) last year! I had a guided reading group of gifted students and this was always a struggle for me to plan. They were always very polite about the fact that they had read ahead and would smile and politely apologize for going further. I also had a gifted student in a group where the others weren’t gifted; she would always read ahead, want to participate in discussions and inadvertently spoil something because she pretended she did not read ahead. This contract would have really helped me handle this situation! I think I probably could have used the Reading Activities Menu (p 96) in conjunction with the Contract for Permission to Read Ahead (p 93) for this particular girl. I can see her reading the required pages, possibly only reading ahead a few pages, then stopping to work on one of these reading activities. These activities are right up her ally with regard to creativity and challenge. Furthermore, I wish I had the Strategy: Using Trade Books for Self-Selected Reading (p 97). I will use this in my class and I think it would have been awesome for that group of gifted readers I had. During discussions they tended to talk over each other and not piggy back and have a dialogue (became something that group worked on frequently) because they were enthusiastic about sharing what they read with me. I can see them practicing dialogue much better through discussions on different books they were reading. Also, I like the list of ideas that go with Strategy: Using Trade Books for Self-Selected Reading (p 97) regardless of the approach used (same novel, different books of same genre, or books by same author) this would have provided this group with challenging reading activitiesAlso, I really like The Circle of Books chart on page 105. I think this could be used for all students. I often see all students limit their book choices, or get stuck in reading ruts and are reluctant to branch out.
I would apply building vocabularies using "Etymologies" on page 111. Some of our gifted students are also English Language Learners. They can take one word and build several words; hence increasing their vocabularies. For example, the word "port" in Latin means "to carry." The number of words students can build and learn from that one word is unimaginable (portable, import, export, deport, portfolio, porter, rapport, support, etc.).
The first thing that caught my attention in this chapter was the contract for permission to read ahead on page 93. I have found that in my reading group with the highest level readers, they often want to move through their novels at a much faster pace than I can meet with them. I like the idea of giving the group a study guide like the one on pg. 98 where they can work together to master the key topics within each checkpoint listed. I also liked to see the variety of blackline masters throughout this chapter to help students view what they are learning. I have used reading logs in previous years, but I think the circle of books on pg. 105 or the reading response sheet on pg. 106 gives the student more of a context for their reading (and the reading response strays away from the students simply doing a retell of what they read that day.)