Article Reflection

In the article it goes over v steps to introduce vocabulary and to teach/ instruct it in a way that will in reality resonate with the students. The 5 steps can be compared to the drill and kill method often apply with vocabulary terms, which is exampleful some(prenominal) fourth dimensions, but the lasting knowledge is not as strong remembered. The first step, reveal characteristics of vocabulary instruction, deal with multiple exposures, freeloading key vocabulary, and nonlinguistic representations, which we do in furcate by means of the use of brain pops, pictures rain during notes, and posters created in class about specific topics.Step two, is using those tier 3 oral communication that are specific to our content with the mixture of tier 2 and tier 1 vocal. Step three, is a print rich environment where students make water their work on the walls representing terms learned as well as posters or chances to write/read. Step four is building on vocabulary strategies or, to put in simple terms, routine of studying vocal. Step five is having digital tools to support the previous steps. I have put these strategies o use in my class with a very good response from my students.Overall they reckon to be able to manipulate the terms and then reuse them in the proper way, but in any case using the term outside of the context learned. I consider this very good because most of the time students will simply use the examples giving in class which is more memorization than actual belongings and comprehension. Below I show you how use each step in class Step 1 Exposing students to vocabulary in multiple ways such as flash cards posters created/stories/videos/did gramsStep 2 In notes and explanations I use terms like infer, identityy, resolve, and other terms that can be used in other areas, but we partner them with tier 3 words that are specific to science. I have heard the students use words in multiple classes that we have studied in my class as well as others . For example they use infer a lot in both social studies and science. Step 3 Student have created their own print rich environment through creating posters, writing stories, giving explanation essays, and creating diagrams.Step 4 Students have learned what to expect when it comes to learning about saucily vocabulary in class. Typically it will be introduced in their notes along with a picture or demonstration so we may refer back to it. Then students will usually get some kind of worksheet that emphasizes the terms. Followed by hands on activity where they actually must apply those terms and manipulate. last step is usually creating flashcards or simply answer vocabulary terms.