Chapter 9 is titled "Home-School Connections to Support Word Learning" and focuses on activities and programs (some for purchase) the classroom teacher can employ with parents to support word learning. The core message I inferred from this chapter: teachers should find ways to involve families in vocabulary learning. The current research supports teachers and parents working together to support the learning happening at school to carryover at home for better student outcomes in regards to increasing vocabulary and oral language.
As a special education teacher, I believe my students have been successful because of a close partnership with parents. Just as I believe my students are successful when they are able to communicate, I believe communication with parents is paramount for developing a strong working relationship. I communicate by sending daily notes home about each students day. After reading this chapter, I realize I can do a better job of trying to connect what we do at school to home. On page 200-201 are ways teachers can involve parents in vocabulary instruction at school. Do you use any of these practices in your classroom? Melinda, as an SLPa, how do you involve parents besides IEP meetings and progress notes? How do you as a classroom teacher involve ELL students and families? Are any of the recommendations for involving parents in vocabulary in the chapter ones you currently use?
Your synopsis of S&H9 reminded me of the passage in DS&G3 on Dialogic Reading (p.34). As this form of a read-aloud is practiced in school, it is highly suggested for families to understand its objectives and how to continue its practice outside of school for best results of expressive and receptive vocabulary, print concept awareness, much more. A suggestion from the text was creating a video provided to parents to train and inform how to recreate the learning experience at home. This can be a great way to bridge the learning gap between school and home.
ReplyDeleteTo keep my families involved and informed with what is happening in the classroom, I send home a weekly newsletter every Thursday. My newsletters include learning skills, important dates, quick notes, and my contact information. I could definitely do a better job with involving the families that are ESL. I will send home translated papers that have been provided for me, but do not translate my newsletters. I would love to hear how you all include these families and keep them updated with classroom occurrences!
Theresa,
ReplyDeleteCh 9 also includes Dialogic Reading (page 202) as one tool to increase vocabulary and oral language in students while also including the family. There is a program for purchase, Read Together, Talk Together published by Pearson which helps parents know how to use dialogic reading in young children (page 203). However, I don't know if a purchased program is necessary? I am not sure how much this program costs ( I looked it up) and I think this would depend on the district. How feasible is it for a classroom teacher to train parents in Dialogic Reading? A handout? A demonstration at parent/teacher night? Just thinking out loud.
Karen, you are so right. I don't think purchasing a program to educate families on Dialogic Reading would be my best choice, especially if they are not fluent in English at home. A quick demonstration or video at a curriculum night, or even sent through email, could be an option. I was also even thinking sending home a bookmark that had the acronym CROWD (completion, recall, open-ended, wh-, and distancing) with a quick description would be a useful resource and is easily accessible. Thanks for the suggestions!!
DeleteTheresa,
DeleteI like the bookmark/acronym idea--easy and purposeful! I did find it interesting there is a program for purchase--its created by one of the primary researchers on dialogic reading.
Karen,
DeleteIn our special education classroom, we play jeopardy to practice vocabulary. We also play charades for kinesthetic learning styles.
Other than IEP meetings and progress reports, I have a school website with "generic" language and articulation activities that my students can practice at home. I do not have a weekly newsletter or anything of that sort but I freely give out my number and email and encourage parents to contact me with any concerns or requests. I try to make it a point to send home a short note or email the parents every now and then with something positive- especially if those parents are constantly hearing negatives about their children. There is always something positive to say! For my nonverbal students especially- I encourage parents to send pictures of all family members, pets, of themselves doing various activities, etc. Any way that I can use and build upon vocabulary that they already know I will definitely try it! I am always looking for ways to encourage carry over during the school year as well as during the summer. In May we give out a summer calendar with various activities (always vocabulary rich) to do for every day of the summer.
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteKaren, my biggest take away from this lesson was also that I need to do more in the classroom to support my student's development of vocabulary breadth and depth. In my own classroom, I send out weekly newsletters like the author suggested doing to help bridge the home to school gap. In regards, to vocabulary though I only type the words for the week. After reading this chapter, I realized that I need to not only include the words, but also the specific themes and suggested activities that parents can do to help build children's knowledge of words. In the middle of reading this chapter, I literally wanted to put the book down and start typing up some of the routines and activities to send home with parents. I also usually post my newsletter on an app called Bloomz that are school uses, and thought about posting those tonight!
ReplyDeleteOne activity that the book mentioned that I play in my own classroom is Guess my Word. We usually play it when the kids have 5 mins of time to kill before PE or lunch. I play the game pretty much in the same way as the author described on page 197. I have one student sit in the "hot seat" with their back to the smart board. I post a word that we've been studying in one of our subjects. The student in the hot seat, pulls out numbered Popsicle sticks. If a student's number is called, they have to give clues to the person sitting in the hot seat as to what the word may be. The students have been instructed not to use clues like: it's a four letter word, or it starts with a b. Instead they really do try to use language that describes its meaning. When the student figures out a word, a new word and player are picked. The kids really enjoy this game. The author pointed out how these activities really promote the students to think semantically about the words and use descriptive language while doing so. The uses of those skills are definitely evident when my students participate in this game.
Jamie,
DeleteI love your explanation of that game--Guess My Word--we are going to try it tomorrow!
Jamie,
DeleteWhat a great game to practice vocabulary! I may have to steal this activity from you as well! Thanks for the share! In my classroom, we play charades with the vocabulary words. Some words can be a little difficult to act out, but I provide them with a word bank and they usually do pretty well! It's a great way to keep them attentive and analyzing possible words their friends are acting out.
There are also other great suggestions on how to include parents into the class and help with building vocabulary (p. 200). I especially liked the mystery word activity. I know a handful of my families that would love to volunteer and come to the class to give clues about a mystery word and read to the class.
Love your examples of relating ideas from the readings to what you do or what you would like to do. Thanks also for making connections across the texts as well.
ReplyDeleteWe do an activity that I learned from Dr. Griffith about funds of knowledge. It uses students background knowledge to differentiate instruction. Students brainstorm then write responses on paper. C&R, p. 178 Spelling instruction can be differentiated based on the type or set of words that matches each student's spelling needs. In the absence of validated screening measure, teachers must use informal assessment procedures to identify students who may need additional instruction. This ties back to parents as the children's first vocabulary teachers. (S & H p. 194) Parents are asked to write introduction letters to the teacher at the beginning of the year, they tell how students best learn, what their strengths and weaknesses are, they share any helpful information needed to teach their child. Children write to introduce themselves and their families. I write to introduce myself, background and expectations We use relevant vocabulary words to write in every subject everyday. Parents are encouraged to support children’s writing at home for a variety of purposes. Students blossom before the writing test. It is liberating and rewarding.
ReplyDelete