Pytash- Chapter 2

One of the many reasons students get frustrated when it comes to literature, is the vocabulary. Why would students want to read something like Shakespeare and not understand the story because of the vocab? However, for students to build a vocabulary they need to read books that have challenging words. That is where I have gained a majority of my vocabulary. Seeing it in books and in context helps me not only read better, but apply vocab to my writing.


"We can only reasonably teach about 300-400 words per year through direct instruction"(p. 22)


I like the bookmark activity that was presented with Poe's "The Fall of the House of Usher." I think it is important for vocab to be taught based on the students. I do not get the purpose of giving a list of words for students to look up in the dictionary. Then have a test on them. This method does not help with the learning process, it just ensures that the students know how to use a dictionary! Making words students bring to class the focus of instruction, helps students get more involved in the text. 


Jago has a good modeling technique to help teach new words. Teaching prefixes, suffixes, and roots, derive meaning through context, and semantic groupings. This help students form habits on how to gain definitions when they are reading alone. I found this to be a problem at Firestone. The students I worked with had trouble finding meaning through context or with root words. Once I modeled how to do it, the students understood the word immediately. By breaking the word apart, I think this helps make it not so intimidating.


"I almost always know the words but struggle to find the right phrase to explain what the word means." (p. 29).


I have this problem too. However, I find that it is easier for me to say synonyms and generate a definition from those. As Jago states, it isn't about if a students can state the definition of a word, but if they can use it in context. She continues to say that the only way students are going to learn and understand new words is through schools and the "daily exposure to quality literature combined with strategic instruction" (p. 31). Now if only we can convince our government of that!


I believe writing is a true test of how well students understand words. My sister is in eighth grade and she had to write a  story for her English class. She wanted me to proofread it, and I was thouroughly impressed with her vocabulary. As I read it, the story was much more interesting because she used quality vocab. I asked her why she chose those words, and she said she wanted to "sound smarter." With students writing, it allows them to demonstrate their interpretation of words and how to use them in context.