#William Crandell

[current-words-publishing]

15 AND 5, AND WHY DO YOU CARE?

REVIEWS FOR 2023 SOLSTICE Fifteen written reviews (the kind that include words, not just clicking LIKE) and choosing five stars. That’s what we need if we want to be able to buy an advertisement for one of our books on Amazon. And why do you care? Well, if you have a story or poem in Solstice, and your name is on the book, what if you’re trying to publish your novel? Or your collection of…

[daimonclub]

Yoga teaching

Video yoga teaching with Sjana Elise Earp Yoga teaching, the importance of a good body fitness and a great mental form through great quotes, videos, links and tips about yoga, health, fitness, news and physical exercises. Yoga is not a work-out, it is a work-in. And this is the point of spiritual practice; to make us teachable; to open up our hearts and focus our awareness so that we can know what we already know and be who we already are. Rolf Gates Yoga is not a religion. It is a science, science of well-being, science of youthfulness, science of integrating body, mind and soul. Amit Ray Yoga is a way of life. Yoga is the way we think, move, eat, breathe, speak, act and live. Sjana Elise Earp In theory, practice and theory are the same. In practice they are not. Yogi Berra http://www.youtube.com/watch?v=BgSymYi6p1M Before you've practiced, the theory is useless. After you've practiced, the theory is obvious. David Williams The most important pieces of equipment you need for doing yoga are your body and your mind. Rodney Yee The nature of yoga is to shine the light of awareness into the darkest corners of the body. Jason Crandell Yoga is a mirror to look at ourselves from within. B.K.S. Iyengar REAL Peace is always unshakable... Bliss is unchanged by gain or loss. Yogi Bhajan http://www.youtube.com/watch?v=nP8sfHC5MyE Yoga is a light, which once lit, will never dim. The better your practice, the brighter the flame. B.K.S. Iyengar Yoga is the journey of the self, through the self, to the self. The Bhagavad Gita The yoga mat is a good place to turn when talk therapy and antidepressants aren't enough. Amy Weintraub What we see in the world around us is just a reflection of what is inside of us. Sharon Gannon Anyone who practices can obtain success in yoga but not one who is lazy. Constant practice alone is the secret of success. Svatmarama http://www.youtube.com/watch?v=4501xFXn15k Yoga is the practice of quieting the mind. Patanjali Yoga is the perfect opportunity to be curious about who you are. Jason Crandell Yoga exists in the world because everything is linked. Desikashar The rhythm of the body, the melody of the mind, and the harmony of the soul create the symphony of life. B.K.S. Iyengar Yoga is the fountain of youth. You’re only as young as your spine is flexible. Bob Harper Meditation is a way for nourishing and blossoming the divinity within you. Amit Ray https://www.youtube.com/watch?v=vMbol8JYe3M To keep fit and in a good mood you can also visit: The laws of wellness Wellness best quotes Wellness in Italy Cancer World News Hiv world News Health and fitness Yoga teaching Sports News Read the full article

[lwmessiah]

Readerly Exploration #4

November 13, 2023

Silverman & Crandell (2011), “Vocabulary Practices in Prekindergarten and Kindergarten Classrooms”

Williams, et. al. (2009), “Word Study Instruction in the K-2 Classroom”

Big takeaways

Silverman & Crandell: Effective ways teachers can incorporate effective use of vocabulary in the classroom.

William, et. al.: Teachers effective ways of incorporating word work in the classroom.

Nugget

Silverman & Crandell: Word study done that has made a positive impact on children's learning and been proven effective in the classroom. Students should have direct contact and exposure to unfamiliar words.

William, et. al.: Children need to learn more than just words. Knowledge and concepts surrounding the related words is very important. Similar knowledge of patterns and sounds specific to words or letters makes it easy to apply later and build off the previous skills.

Exploration

This week for my exploration I was thinking of my field placement and the impact of families on children's development in literacy. As I was reading through these texts I thought of the parents of the students. In the articles, there was some vocabulary that stood out to me that would be a bit hard to comprehend if one was unfamiliar with the terms making this inaccessible to many with lower levels of education. Parents play a large role in the education of a child if topics are not being reaffirmed at home students are less likely to excel in that area. Repetition is an important part of learning and the process of remembering. A major theme that has stuck out to me in my placement is parental denial. By parent denial I mean families often believe their child does not need the extra instructional time. Lastly parental consent. Without consent from parents to pursue these types of reaffirming practices teachers are stuck on how to support students and are often subject to leaving them to fail.

[rocklandhistoryblog]

#FBF

October 25, 1974

50 YEARS AGO

Excerpt from The Journal News

THEY LEARN TO FIGHT ANOTHER TYPE OF FIRE

Fifty nuns with their habits flying manned the hoses Thursday night to fight an oil fire at the

Rockland Fire Training Center in Pomona.

It was a practice fire, and the nuns’ efforts were part of a wide-ranging firemanic program which included instruction in first aid and fire pump operation and meetings of a fire advisory board and an emergency helicopter agency.

The nuns, members of the Dominican Sisters in Blauvelt, were warned by county Fire Coordinator William Herman that fires could be sneaky and shifty and should be respected.

Then they were sent out to the fire pits.

County firemen were available to aid the sisters if the blazes got out of control.

The nuns are participating in a hospital fire safety course.

They live in a convent in Blauvelt which includes a home for 200 children and housing for 35 nuns, according to Sister Michaela Connolly. Dominican College is also part of the complex.

“We're here to learn about fires and how to extinguish them. Before we came here, we had a water extinguisher near electrical equipment, and we've learned that wouldn't do the job. You have to have a dry chemical to put electrical fires,” Sister Connolly said.

As the first of three pits was ignited, Sister Joan Clark and Alice Kirk approached the cardboard blaze, brandishing a water extinguisher.

Looking like real smoke eaters, the sisters quickly extinguished the blaze, but had trouble controlling the spray after the fire was out.

Herman and Anthony Coriro, a fire instructor, scampered about the area to avoid a drenching, while a round of applause rang out for the sisters.

After battling her first blaze, Sister Clark, a teacher in St. Dominics Home said, "I feel just great. Maybe someday we’ll be able to save a life after getting this experience.”

Her partner, Sister Kirk, said, with a laugh that she felt wet, but that actually using the equipment is good experience.

Sisters Eileen Tierney and Alberta Crandell had the privilege of extinguishing the night's first oil fire.

Approaching the 20-foot-high flames, the sisters found themselves forced back by the heat.

Coriro cautioned them to watch wind direction before going near the inferno.

When the wind shifted, they went in for a second time with veils waving in the early evening wind and smothered the ail fire with a dry chemical extinguisher.

“This training gives us the confidence needed if we should ever have to fight a fire. We need it if we're to save lives,” Sister Tierney, who works in the college library, said after the fire was out.

Sister Crandall said the training offers a good opportunity to learn how to fight a fire before it goes out of control. “We might be called pioneers in this, and if we succeed, it might give other groups confidence to take the courses,” said Sister Crandell, who works in the children's medical department.

While all this was going on outside the center's main building, inside, members of the Helicopter Emergency Lift Program (HELP) coordinated their plans after the county legislature voted Oct. 10 to fund the organization with $45,000 until 1975.

The meeting was attended by county police and chiefs, ambulance workers, and other emergency personnel.

Donald Hastings, chairman of the HELP board of directors, said the participants discussed obtaining equipment and developing a procedural manual to save time in emergencies.

The group, which will aid in search and rescue operations, as well as fighting fires from the air, has two Army surplus helicopters. They are now trying to get a water bucket which can hold up to 1,252 pounds of water, for battling blazes.

“We also need stretchers, radio and first aid equipment, cargo books, and rescue nets, said Hastings, who hoped that towns and villages would donate supplies

Every county, fire, police, and ambulance department is a unit member of HELP, said Hastings, a 44-year-old Spring Valley resident, who is a former village fire chief and now serves as county deputy fire coordinator.

The meeting meeting of the Rockland County Fire Advisory Board, composed of 21 area volunteer firemen, discussed funding for the center and charging groups like the Dominican Sisters for use of the facilities.

Organizations can now enter programs for free. A final decision on the matter has not been made, but county firemen will be able to continue their free use of the center.

Gov. Malcolm Wilsons' pledge to appoint a state deputy fire commissioner was viewed favorably. “Local firemen have been petitioning for the re-establishment of this office for a long time,” said Stuart Gates, board chairman.

The deputy commissioner would be responsible for developing a state fire prevention code, expanding training programs, and exploring the creation of a state arson investigating agency. Arson is now investigated on a local level with assistance from the Bureau of Criminal Identification, Gates said.

_____

Flashback Friday appears every Friday. To receive it in your email inbox, enter your email address at the bottom of the HSRC’s website landing page, or call the HSRC office to register your email at 845-634-9629.

Read this week’s report here:

#RocklandCountyNY #RocklandCounty #RocklandHistory #LocalHistory #NYSHistory #HudsonRiverValley #HudsonValley #LowerHudsonValley #HSRC #HistoricalSocietyofRocklandCounty #HistoricalSociety #HistoryMuseum #Blauveltdominicans #firefighting #rocklandfires @rocklandfirebuffs @rocklandfire

[awinfield1589]

November 13, 2023

November 13, 2023

Vocabulary Practice in Prekindergarten and Kindergarten Classrooms

Silverman & Crandell (2011)

Word Study Instruction in the K-2 Classroom

Williams et al. (2009)

Silverman & Crandell Big Takeaway: Although there are many practices for teaching vocabulary in kindergarten and prekindergarten classrooms, some strategies are more effective than others depending on students’ initial vocabulary level, when during a literacy block vocabulary instruction is taking place, and how vocabulary is assessed.

Williams et al. Big Takeaway: Word study is an approach to bring students to meaningful understanding of the layers of English orthography through explicit small group instruction with application to extensive authentic reading and writing experiences. 

Silverman & Crandell Nugget: One thing I found particularly interesting in this article is that the most universally recommended strategy for vocabulary instruction is explicit instruction. What was most interesting about the discussion of explicit instruction is that when not used during read alouds, it was most beneficial for students who already had a higher vocabulary knowledge. For students who had lower vocabulary knowledge, they benefited from more scaffolding since they did not have the context of a story to understand the word being taught. 

For my readerly exploration, I chose to make a concept map of my comprehension from when I started reading to when I finished. I made this concept map as I read, and made a culminating map at the end of my reading. Doing this really helped me see the development of my understanding of word studies, going from my basic knowledge at the beginning of the reading to a much more robust understanding by the end. I moved my concept map through the different sections of the article and color coded it to see the breakdown visually, and doing so helps me see the progression of my understanding. As I read, I was better able to make connections to things said earlier in the article, likely because I had taken the time to write it down and think about it before reading further. I think what was most influential to my learning was how I was able to see the progression of my understanding as I made connections between the sections within the article. Sometimes I lack patience when reading scholarly articles, but giving myself the task of making a content map of my understanding helped me to stay focused and ultimately better comprehend the article.

[anna-jowanowitch]

Silverman and Crandell (2011) & Williams, et. al. (2009)

Big Takeaways: In the first reading, Silverman and Crandell (2011), they talk about the benefits or lack of benefits to vocabulary practice during read-aloud time. They say that non-read-aloud activities are very beneficial for vocabulary support and students' growth in vocabulary skills. In the second reading, it gives tips on how to implement a word study program in the classroom that works for all students. They come to the conclusion that implementing these tips will help students with hands-on activities that promote inquiry.

Nuggets: Growing up, I learned best with hands-on or artistic styles of assignments. I did not even know there was a way to incorporate illustration into vocabulary learning. As a kid, I was always told to make flashcards and memorize them. I would have learned more effectively if I had been able to draw and interact with the vocabulary words. For the second reading, I didn't know that there were so many different ways to incorporate word study. It was interesting to see the methods that they presented and think about how I would have responded to them when I was younger.

. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Reflect on the contributions of reading experiences to reader identity in an effort to better articulate who he or she is as a reader.

Based on your successes and struggles reading this text, write down two or three goals for yourself as a reader for your next reading assignment.

I was successful at comprehending what the readings were about and applying them to myself as a student. I had some difficulty focusing while reading these, especially the one that was 24 pages long. I think I had a lot of trouble because of the length and the amount of data that was throughout the reading that was difficult for me to comprehend.

Here are my goals:

To get less discouraged by large amounts of reading to do.

To stay engaged in the reading even when there are a lot of numbers.

[kb112212]

week 12: Silverman & Crandell and Williams (due Dec 4th)

 Big Takeaway Williams : Word study activities resulted in improved spelling ability by students and revealed limitations to whole-group teaching approaches.

Teaching Literacy in the classroom can be a challenge and sometimes hard to get students to fully learn what they need too, especially with words. This article talks about how using word study improves students ability to learn literacy. With word studies it helps students learn the alphabet, patterns within letters, as well as decoding. Throughout this article it discusses how whole group instruction has limitations because you cannot do as many things with a class whole group as you can small groups, such as ensuring that the students are speaking the right sounds, and pronouncing words correctly. 

Big Takeaway Silverman and Crandell: Results suggest that there are particular practices that are generally associated with higher vocabulary performance.

This article shows that there are practices that help to make vocab performances become higher within the classroom. Increasing the practice of vocabulary and utilizing different practices such as drills can help students to learn quicker. Along with this, it shows how practice is super important in order to help students understand the material especially in literacy. 

 Nugget Silverman and Crandell: Reading to your students is super important because it not only allows them to have a story to listen to but allows them to learn about vocabulary and the use of the vocabulary in sentences, as well as related to pictures 

 Nugget Williams : While working with literacy in the classroom we have to make sure that we are using both whole group and small group instruction to make sure that the students are learning what they need to. Along with this, word studies should be used in the classroom to make sure that the students are learning all that they can. 

Activity: Choose an excerpt from your assigned course reading(s) and reach out to a former teacher to get his or her insight and perspective on it. 

After allowing my past teacher to read this article she was able to give me a couple of tips as well as just agree with things the article said. She said that especially in kindergarten it is important to do auditory drills where students are repeating and hearing what you say so that they are able to understand the correct pronunciation of letters and words. Along with that she said that when reading, being able to pause and talk about the words that the book is saying with the students is also important. 

[mu1167]

November 13

Title: 

Silverman & Crandell (2011),

“Vocabulary Practices in

Prekindergarten and

Kindergarten Classrooms”

Williams, et. al. (2009),

“Word Study Instruction in

the K-2 Classroom”

(Used reading rockets version because it wouldn’t open for me for some reason)

Takeaway of Author: 

Silverman & Crandell: The key takeaway of the authors is that there is a lot of research being done  on pre-kindergarten and kindergarten age vocabulary. But even though there is a lot of research and a lot of good effective strategies and teaching curricula, that there still needs to be more research done. The authors say that it is on the teachers to decide what is best for their students. 

Williams: The key takeaway of the author is that based on the research, educators need to focus on the 9 tips when utilizing word study in their classrooms. This author also believes that educators should use word study other than traditional teaching of spelling  and sight words, instead we should teach the rules for transfer.

Nugget: 

Research on vocabulary has shown that young children learn words from interactions with adults, just talking to them, hearing them talk and explain what words mean, and through being read to. Children also learn words through direct instruction, meaning as a teacher you’re explicitly explaining what words mean and how we use them. They also learn through combining vocab instruction practices, not one size fits all but having multiple opportunities. 

The 9 tips that came out of the study are, assessing students word knowledge using multiple assessments, using homogenous small group instruction and differentiated these, making sure to make time to prepare these lessons especially when differentiating them for different levels of students, teaching word knowledge not just words so that they can transfer, demonstrate how word study can be used in reading and writing, teach strategies that are helpful, make word wall work and accessible, and word work should work and be Hands-on. 

Activity:  The activity I decided to do for this assignment was to take a field trip off campus, specifically to my field placement. Here I utilized one of the strategies mentioned in the Word Study Instruction in the K-2 Classroom. I decided to do this because after reading this I wanted to get more hands on experience and try out  the strategies. One of the tips listed was to demonstrate how word study can be used in reading and writing. In their ELA time, science is sometimes combined in our kindergarten class. I read aloud a non-fiction book about isopods because we had isopods in our classroom for our science unit. After the book, which talked about the isopods body parts, I made a giant sticky of the different parts. To make it more interactive and fun for the students instead of them telling me the part and me writing the words, I allowed them to do it. We spelled it out and each student got to come up and write what sounds they heard and have been working on. This shows that the students were engaging in learning how word study can be used in reading and writing. I said the word, we read the word and then they wrote it out. This was 2  months into kindergarten, when most came in without knowing their letters or sounds. After reading this article I wanted to utilize the strategies, we have a word study walls called trick words that have king of -ing, are, and, I, and is. My mentor teacher teaches these new words during center time in small groups and then as a whole group we learn more about the word and utilize it in kid-writing. I wanted to try out this strategy in my lesson. I haven’t seen my teacher do this strategy of interactive writing, so I wanted to see how it went. I didn’t tell them how to spell anything or  give them any hints other than tapping it out with them. This was their spelling, most of them weren’t far off! 

Reflection: When I was creating my lesson plan at the same time as reading this article, I asked myself ,“How could I utilize one of these strategies in my read-aloud?” I knew we were going to identify the parts together and then it hit me to allow them to sound it out and write it themselves. This helped me to explore the world through reading of the text and helped me generate new questions about this topic. Doing this helped me understand more about the author and more about the topic of word study in the early years. This allowed me to get hands-on experience trying to do the tips that came out from all of the studies. I got to see how studying the alphabetic layer that students then examine the relationship between letters and their sounds; phonemes to graphemes. 

[gingersnap33sposts]

Reading Exploration: Due 11/13/23

Titles: Silverman & Crandell (2011), “Vocabulary Practices in Prekindergarten and Kindergarten Classrooms”; Williams, et. al. (2009), “Word Study Instruction in the K-2 Classroom”

Main Takeaways:

Article 1: Early vocabulary consistently predicts children’s later reading achievement so finding ways to promote the vocabulary development of young children is very important. Research has shown that young children learn words from interactions with adults, direct instruction of vocabulary words can be an effective method to support children’s word learning, and combining vocabulary instruction practices is more effective than using one practice alone.

Article 2: The primary goal of word study is to support students’ development of a working knowledge of the orthography—knowledge that students can apply as they are reading and writing.

Nuggets:

Article 1: I thought it was really interesting when they talked about how it is important to work on vocabulary in other times outside of just read-alouds. She says that "even the best read-aloud interventions have yielded only 20%–40% improvement in learning target words (i.e., words taught in the intervention) and few read-aloud interventions have shown effects on general vocabulary knowledge as measured on a norm referenced assessment." It is important to explicitly teach vocabulary to students in many different ways and contexts.

Article 2: I thought it was fascinating when the authors said, "Examining each layer of the orthography helps students to see the regularities, patterns, and derivations in English words—how words work in our writing system." Many times we may introduce a word to students and simply teach them how to spell it and what the word means without looking deeper into the orthography of the word. When we do that, students are missing an opportunity to understand the root of the word and learn how that word works in the English language which is a complex but important skill to learn.

Activity: I chose to do the activity where you choose one resource in the citations of the assigned reading(s), track it down and read it. I chose to read the study called "Strategy instruction during word study and interactive writing activities." I chose to read this one because it looked interesting and related to the article itself which was about word work and studies. This study had some of the data that the article mentioned and supported the use of both word study and interactive writing instruction in the early literacy program.

Multimedia Documentation: The citation I chose to read from the 2nd article -

Williams, C., & Lundstrom, R. (2007). Strategy instruction during word study and interactive writing activities. The Reading Teacher, 61(3), 204–212. doi:10.1598/RT.61.3.1

[current-words-publishing]

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[cstarling924]

Carly S. Readerly Explorations #5

Due: 11/13/2023

Titles: “Vocabulary Practices in Prekindergarten and Kindergarten Classrooms” by Rebecca Silverman and Jennifer DiBara Crandell

“Word Study Instruction in the K-2 Classroom” by Cheri Williams, Colleen Phillips-Birdsong, Krissy Hufnagel, Diane Hungler, and Ruth P. Lundstorm

Big Take-Away:

1)When developing curriculum for vocabulary instruction, teachers need to keep in mind children who do not have much vocabulary knowledge. Depending on what all they know, not all vocabulary instruction will be beneficial to them.

2)The 9 tips for implementing word study are

Assess students’ word knowledge using multiple assessment tools

Use a homogeneous small group approach to instruction

Carve out time to prepare for word study instruction

Teach word knowledge, not just words

Demonstrate how word study can be used during reading and writing

Teach strategies that support students’ use of word study instruction

Make your word wall work

“Word work” should work, too!

Engage students in extensice “real” reading and writing

Nugget:

The graphs on pages 15 and 17 were interesting to see. Every strategy used the combined word work with vocabulary instruction showed improvement in the students from the pretest to the post test.

The first tip was interesting to me, assessing students word knowledge using multiple assessment tools. This seems like a very simple idea, but it was one I hadn’t thought of before. I always just thought along the lines of assessment, not thinking outside the box on how to get the most reliable data.

The task I chose to do is go through and highlight excerpts that reflect the authors purpose. I printed out the most important pages and attached them as my multimedia extension. The most important purpose statement I found for the first article was found in the conclusion. It says, “In sum, this study suggests that certain vocabulary instruction practices, when implemented by teachers in the absence of a highly specified intervention, are related to improved vocabulary outcomes for children. However, the effects of some practices may differ according to the initial vocabulary knowledge of the child, when the teacher uses the practice during the language arts block, and how the vocabulary is measured” (Silverman and Crandle, pp. 19). After having gone through and reading all about the study, which compared different strategies and levels of students, I recognized that this sentence took all of the conclusions found in the article and tied it up into a neat little bow. For the second article, I took a quote from tip 6, teach strategies tat support students’ use of word study instruction. This quote says, “If we want students to use word study independently and strategically when they are reading and writing, thn we must teach them how to do so” (Williams, pp. 6). This quote directly ties into the first article as well, putting the whole focus of word study on the student and helping them grow as thinkers during ELA practice.

Multimedia Extension:

[cbuck215]

Readerly Exploration 5 - Week 12 - 11/12/23

Silverman & Crandell (2011), “Vocabulary Practices in Prekindergarten and Kindergarten Classrooms” (CANVAS)

Williams, et. al. (2009), “Word Study Instruction in the K-2 Classroom” (CANVAS)

The main topic I think is how different ways of teaching can really forward how well students learn letters and thus vocabulary, whether during read aloud or general class study time. Specifically how the 5 strategies in the first one help with engaging and explaining to students, and the second one explaining how to forward spelling understanding of the vocabulary they might be learning or already know.

I learned what a word study was, or at least more in depth as to what it was and looked like, and it made a lot more sense once I read the second article because I’ve heard it talked about in class and in my school I teach at, which allowed me to understand why my teacher was focusing more on the word families and strategies to identify them instead of plain word identification based on memorization.

First, I laid out the design of my flow chart time line, and then I decided how I wanted to interact with it and the literature, which I decided was doing a pre reading, during reading, post reading, and post reflection to fully track my timeline of how I read and what way I organize the reading process. Then I went through it, making sure to accurately follow and fill out as needed. Finally I reflected and filled in the last segment as I recapped and worked to comprehend the articles. Something interesting to me was the recap of what vocabulary is - that its a socially mediated process - because I remember talking about this in South Korea in one of my classes as well as in previous messiah classes, where both instances were talking about the theory of language acquisition and how it has developed, and how children copying or learning from social interaction, with those fluent or adults helps them acquire language. Engaging in this activity helped me understand the flow of how I read, as well help understand working with the process it takes to comprehend literature, whether at an elementary level or current as an adult reader.

Reflect on the contributions of reading experiences to reader identity in an effort to better articulate who he or she is as a reader - Make a concept map or timeline of your comprehension of this text from  when you started reading to when you read the last word.

(See pic)

[alixgates03]

Vocabulary Instruction

11/13/2023

“Vocabulary Practices in Prekindergarten and Kindergarten Classrooms” (Silverman & Crandell, 2011)

There are particular strategies that result in a stronger association and understanding of vocabulary words for younger students. The strategies include, acting out and illustrating words, analyzing words semantically applying words in new contexts, defining words explicitly in rich context, word study, and read aloud/ non-read-aloud times.

I found it interesting that the way that a book is read to a child influences their understanding of what certain vocabulary words mean.

“Word Study Instruction in the K-2 Classroom” (Williams, 2009)

"When integrated with a comprehensive literacy program, word study can help support young children's literacy development"

Word work is not the same thing as spelling instruction through memorization. Instead, it involves the teacher utilizing a variety of hands on activities for the students to explore and examine the relationship between words and letters.

Reflection:

For this readerly exploration I decided to identify a current event happening at the time the article was published to consider how the text might have been conceived or received. At the time that this article was written, the PBS tv show “Martha Speaks” was newly released. It was created because researchers learned that there is a huge gap between preschoolers of high and low socioeconomic status in terms of the amount of vocabulary words that they learn at home. The tv show was adapted from the book called “Martha” and was about a family dog who gains the power of speech after the letters in some alphabet soup wind up misrouted to her brain instead of her stomach. Researchers provided the input to the creators of the show about which words to introduce and teach to the young viewers of “Martha Speaks,” whose age range was 4-7 years old. The information discussed in this article definitely correlates to the goal of “Martha Speaks.” I think that the authors of these articles and the creators of “Martha Speaks” definitely would have agreed on the importance of vocabulary instruction for young children based on the goals they seemed to be aiming for through their writing and cartoon creation. 

[yvette21]

Readerly Exploration #6

Due: November 13, 2023

Silverman & Crandell (2011), “Vocabulary Practices in Prekindergarten and Kindergarten Classrooms” 

Williams, et. al. (2009), “Word Study Instruction in the K-2 Classroom”

Big Takeaway: 

Silverman & Crandell: One takeaway from the article is that certain vocabulary instruction practices, when implemented by teachers without intervention, are related to improved vocabulary outcomes for children.

Williams: Integrating strategy instruction into our word study lessons and engaging students in guided practice in using what they have learned is very important for students' early literacy.

Nuggets:

Silverman & Crandell: One idea that stood out to me from this article was that teachers' use of vocabulary practice during read aloud times positively affects students' vocabulary knowledge.  

Williams: One idea that stood out to me from this article was that it is important to teach students about consistencies within the English spelling system so that they can apply that knowledge in different situations. 

Readerly Exploration

Based on your successes and struggles reading this text, write down two or three goals for yourself as a reader for your next reading assignment.

For this readerly exploration I decided to make some goals for myself as a reader for the next assignment. To do this first I read both of the readings and considered some struggles and success that I encountered while reading. The first struggle that I noticed was that during the longer of the two articles I found myself skimming a lot more and not taking as much time to read carefully. This led me to my first goal of breaking down large readings into chunks to have a closer reading experience. I think that this will also help me to not get overwhelmed by the amount of pages in a reading. Another goal that I have for myself for the next reading is to take notes or to highlight aspects that stand out to me as I read. This goal will help me to stay focused on the main points of the reading and help me to gain a summary of the text as I read over the highlights or notes after finishing the article. Engaging in this readerly exploration helped me to deepen my understanding of the reading by helping me to consider how I would implement these goals to today's readings. I was able to look back through the texts and pick out things that I struggled with as well as consider why I struggled with those items. As I made my goals I was able to go back and try out some of them to help me better understand the text and to look closer at the readings.

[pisutal02]

Readerly exploration 7 due November 13

Text: Silverman & Crandell (2011), “Vocabulary Practices in Prekindergarten and Kindergarten Classrooms”

Williams, et. al. (2009), “Word Study Instruction in the K-2 Classroom”

Big takeaway: Particular practices are associated with higher vocab performance in children with teachers instruction being explicit and combined with other strategies is most effective.

Word study instruction is an approach for spelling that is less focused on memorization and use a lot of hands on work and deep understanding of the meaning to achieve this.

Nugget: "Gradually, through meaningful practice, children come to control specific knowledge and skills, and they assume new roles and responsibilities within particular learning contexts" (Cambourne, 1995; Vygotsky, 1978).

" In this study, acting out and illustrating words during read- aloud time was positively related to vocabulary growth on a standardized measure for children with low initial vocabulary knowledge, but this practice was negatively related to growth in vocabulary for children with high initial vocabulary knowledge" (Silverman, 2011).

Experience: For this experience I practiced the readerly habit of reading deeply in order to interpret, critique and analyze the various layers of meaning a text might offer a reader. I did this by learning something about the author Cheri Williams of the assigned reading and using that to draw a conclusion about the motivation behind the reading. Cheri Williams has been an educator for over 40 years and currently teaches graduate level courses in research methods and literacy education. The most interesting thing I found out about her was she has a special interest in children who are hard of hearing writing development. Researching the author gave me more interest in reading her work because I felt she was more personal and could put more reason into what gives it purpose with that being a population I also find myself having a heart for.

Media:

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Readerly 4

Readerly Explorations 

Week 12

Readerly Habit: Read a wide variety of genresand formats of texts to grow in their knowledge and experience as a reader

Task: Identify a song that communicates the same message or similar big ideas of the assigned reading and choose an excerpt that represents those shares ideas. 

Findings: This is a phonics song that shoes the different ways letters can sound and help sthe students understand the difference so when they are doing extended writing they are prepared. https://www.youtube.com/watch?v=EjOd6uPj_6c This goes with the except; We observed many kindergarten and first-grade students using word study to support their independent writing endeavors–including the children who struggles with literacy learning.

BIG TAKE AWAY: From this article I was able to take away that teaching target words does help the students when they are writing as they apply the orthographic features to oher words that they want to write that they may not have learned how to spell in class yet. However there are still a handful of students who need specific instruction when it comes to connecting the word study to their extended writing. 

NUGGET: Teach word knowledge, Not just words (very different from when I was in school)

BIG TAKEAWAY: From this article I was able to take away that teaching practices and times at which the practices are taught can effect a learners capability to learn general vocabulary knowledge and target word knowledge. 

NUGGET: Acting out and illustrating words was linked to vocabulary growth both in high vocabulary starting levels and thos with initially low levels because it gets them to engage with the vocabulary. 

Resources: 

Silverman, R., & Crandell, J. D. (2010). Vocabulary Practices in Prekindergarten and Kindergarten Classrooms. Reading Research Quarterly, 45(3), 318–340. https://doi.org/10.1598/RRQ.45.3.3

Williams, C., Phillips-Birdsong, C., Hufnagel, K., Hungler, D., & Lundstrom, R. P. (2009). Word Study Instruction in the K-2 Classroom. Reading Teacher, 62(7), 570–578. https://doi.org/10.1598/RT.62.7.3