Chapter 8 of Content Area Reading helps us gain understanding as to why the language of an academic discipline should be taught within the context of concept development, and how we as teachers can activate what students know about words and help them to make connections among related words. The parts that I found most useful and interesting in this chapter are the use of graphic organizers, activating what students know about words, and reinforcing and extending vocabulary knowledge and concepts.
This chapter gives us tips to effectively using graphic organizers in the classroom. We should evaluate the organizer, introduce students to the learning task by showing them the scheme, relate new information to the organizer where it seems appropriate. It is important to be consistent when implementing graphic organizers, and use them to coherently depict relationships among concepts. In my future Spanish classroom, I plan to use graphic organizers as a tool to help connect different stages of my lessons/units.
O Our text also offers many strategies to activate what students already know about words, which will help them to understand new concepts and connections that we are trying to introduce. We can use word exploration, brainstorming, word sorts, knowledge rating, and list-group-label/ list-group-label-write. It also gives us tools to help our students reinforce and extend vocabulary knowledge and concepts. We can use semantic feature analysis, characterization activities, concept circles, and context-and definition- related activities for this.
Developing vocabulary and concepts is essential for student learning. Before we can introduce new topics and ideas, we must ensure that all of our students fully understand the vocabulary that is involved. I plan to use many of the strategies from our text to ensure that my future students are ready to dive into our lessons.
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