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    Mandyadkins Article Review

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    This document provides a summary of an article on using informational text and developing vocabulary. It notes that being able to read informational text is critical for lifelong learning and that there is a strong relationship between vocabulary and reading comprehension. It recommends using informational text read alouds to explicitly teach new vocabulary words and having students engage with words through different texts and activities in order to improve comprehension. The document reflects on incorporating more informational text read alouds, explicit vocabulary instruction, and multiple opportunities for students to engage with new words.

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    Mandyadkins Article Review

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    api-301987462
    35 views3 pages
    This document provides a summary of an article on using informational text and developing vocabulary. It notes that being able to read informational text is critical for lifelong learning and that there is a strong relationship between vocabulary and reading comprehension. It recommends using informational text read alouds to explicitly teach new vocabulary words and having students engage with words through different texts and activities in order to improve comprehension. The document reflects on incorporating more informational text read alouds, explicit vocabulary instruction, and multiple opportunities for students to engage with new words.

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    This document provides a summary of an article on using informational text and developing vocabulary. It notes that being able to read informational text is critical for lifelong learning and that there is a strong relationship between vocabulary and reading comprehension. It recommends using informational text read alouds to explicitly teach new vocabulary words and having students engage with words through different texts and activities in order to improve comprehension. The document reflects on incorporating more informational text read alouds, explicit vocabulary instruction, and multiple opportunities for students to engage with new words.

    Copyright:

    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    35 views3 pages

    Mandyadkins Article Review

    Uploaded by

    api-301987462
    This document provides a summary of an article on using informational text and developing vocabulary. It notes that being able to read informational text is critical for lifelong learning and that there is a strong relationship between vocabulary and reading comprehension. It recommends using informational text read alouds to explicitly teach new vocabulary words and having students engage with words through different texts and activities in order to improve comprehension. The document reflects on incorporating more informational text read alouds, explicit vocabulary instruction, and multiple opportunities for students to engage with new words.

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    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    of 3

    VOCABULARY AND INFORMATIONAL TEXT

    Vocabulary and Informational Text

    Presented to
    Dr. Nancy Cherry
    In Partial Fulfillment of the Requirements for the Class
    EDU 612: Literacy Across the Curriculum

    Mandy Adkins
    Union University
    05/07/2015

    VOCABULARY AND INFORMATIONAL TEXT

    Mandy Adkins
    EDU 612
    Article Review
    Title/Citation:

    Chamberlin, J. (2008, May). Enhancing worker well-being:


    Occupational health psychologist convene to share their research
    on work, stress and health. Monitor on Psychology. 39(5), 26-29.

    Reading the Lines


    Being able to read and comprehend informational text is critical for life-long
    learning
    The relationship between vocabulary and reading supports development
    Children with limited reading and vocabulary exposure will struggle with reading
    comprehension
    Informational text read alouds provide opportunities for content vocabulary and
    concept development
    Find texts that support the curriculum and vocabulary development
    Do not expect students to develop a strong vocabulary just by listening to read
    alouds; teachers must have explicit vocabulary instruction and teach the words to
    the students
    Find informational text that contains graphical elements (text features)
    Create different opportunities to review and practice vocabulary through different
    informational text about the same topic
    Keep track of student learning through a variety of methods such as one-on-one
    conversations, checklists, word or picture sorts, etc
    Reading Between the Lines
    The significance of this article is to show the strong relationship between reading
    informational text and developing vocabulary and how both can have a great impact on
    comprehension development in the content areas. Students need to be exposed to
    vocabulary repeatedly through various texts and participate in discussions and writing
    activities to practice the words and their meanings. I particularly took note to the
    checklist that Ms. Garcia uses in her classroom. This is a great strategy to use to monitor
    a students learning. I use checklists in my own class, but not for vocabulary. Teachers
    need to allow opportunities for students to make connections between what they are
    reading and the vocabulary being taught or exposed to in the content areas. This article
    provides teachers with multiple strategies and ideas to use in their own classrooms to
    provide all students, no matter their learning ability, the opportunity to make connections
    between informational text, vocabulary, and comprehension of text through read alouds.
    Reading Beyond the Lines

    VOCABULARY AND INFORMATIONAL TEXT


    I will definitely be incorporating more informational text read alouds with my
    students even though they are in the fourth grade. I tend to have them read the text first
    and then we discuss. I now feel that the way I go about text is somewhat hindering their
    learning and comprehension ability of the text. Not every text needs to be a read aloud,
    but I need to focus more at the beginning versus the middle of learning. I need to spend
    more time review and allowing multiple opportunities for vocabulary exposure. This
    article has made me rethink how we complete our vocabulary interactive notebooks, so I
    will actively be researching new strategies to better help students this summer. My
    question is, is what I am currently doing with these notebooks helping or hindering their
    learning process? I plan to expose students to more informational text that contains text
    features rather than just a couple per topic. Usually have students read an article or text
    and have them highlight unfamiliar words and then we discuss. I think by providing
    students with a list of specific content words, whether familiar or unfamiliar, will aid the
    students for better success.

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