12:2 Promotive

When and Where did I Find it: I discovered this word while reading Teaching Reading in Social Studies by Doty, Cameron, and Barton (2003) for this course. This word was used in the context of cooperative learning.

What it means:  Doty, Cameron, and Barton (2003) uses the word terminology in the following statement; “face-to-face promotive interaction” (p. 16). According to dictionary.com, promotive is defined as “tending to promote.”

Level of familiarity: I have never heard this word before, but figured it had something to do with the word promote.    

            

 Do I want to know this word well and why: I do not see an imperative need to continue to explore this word. It is a nice addition to my vocabulary, but do not think it is essential to have a deeper understanding of this word.

Do I think others should know this word well...if so, who and why:  I do not think it is necessary for students or teachers to understand the meaning of this word. It is not essential to in the context of instruction. It could potentially be used by teachers when discussing progress monitoring and intervention techniques employed in the classroom.

Doty, J. K., Cameron, G. N., & Barton, M. L. (2003).  Teaching reading in social studies:  A

supplement to teaching reading in the content areas.    Aurora, CO:  Mid-continent Regional Educational Laboratory.

Promotive. (n.d.). Retrieved from http://www.dictionary.com/promotive

12:1 Terminology

When and Where did I Find it: I discovered this word while reading Teaching Reading in Social Studies by Doty, Cameron, and Barton (2003) for this course. I encountered this word when reviewing the rationale section of the text.

What it means:  Doty, Cameron, and Barton (2003) uses the word terminology in the following sentence; “The study of social studies is much more than memorizing historical facts; geographical statistics; or government, civic, and economic terminology” (p. v). According to dictionary.com, terminology is defined as “the body of specialized words relating to a particular subject.”

Level of familiarity: I have heard the word before in several different contexts.   

 

 (Our class wordle from earlier this semester retrieved from Dr. Jones’ vocabulary journal on November 29, 2010).

 

Do I want to know this word well and why: I would like to continue to develop my understanding of this word in the context of content area literacy instruction. I think this is an important word for me to understand because I can see myself using this word in the classroom, especially when discussing vocabulary. This word compliments the topics and themes we have been discussing in this course throughout the semester. It connects to Fisher and Frey’s (20060 exploration of “specialized vocabulary” (p. 12).

Do I think others should know this word well...if so, who and why:  Students and teachers should be familiar with this word because of its close connection to vocabulary and literacy development.  

Doty, J. K., Cameron, G. N., & Barton, M. L. (2003).  Teaching reading in social studies:  A

supplement to teaching reading in the content areas.    Aurora, CO:  Mid-continent Regional Educational Laboratory.

Fisher, D. & Frey, N. (2008).  Word wise and content rich:  Five essential steps to teaching academic vocabulary.  Portsmouth, NH: Heinemann.

Terminology. (n.d.). Retrieved from http://www.dictionary.com/ terminology

 

11:3 Axiom

When and Where did I Find it: I discovered this word while reading Using Technology to Support Expository Reading and Writing in Science Classes by Montelongo and Herter (2010) for Emily’s Reciprocal Teaching Session. I encountered this word when reading about cognitive processes involved in comprehension.

What it means:  Montelongo and Herter (2010) use the word axiom in the following sentence; “An axiom from cognitive psychology literature asserts that comprehension precedes production" (p. 93). According to dictionary.com, axiom is defined as “a self-evident truth that requires no proof.”

Level of familiarity: I may have come across this word several years ago when I took psychology classes in high school and as an undergrad, but I do not recall its meaning.   



Do not need this proof:  



Do I want to know this word well and why: This word may be interesting to know and use, but I am not sure about its application in the context of education and instruction. I do not foresee myself using this word very often, so it would be more for casual conversation.

Do I think others should know this word well...if so, who and why:  I do not think others need to know this word well. I could see this word being used in higher-level contexts surrounding theory and research, especially in the fields of psychology and sociology. I do not think it is necessary for teachers or students to know this word.  

Montelongo, J. A., & Herter, R. J. (2010). Using technology to support expository reading and writing in science classes. Science Activities, 47, 89-102.

Axiom. (n.d.). Retrieved from http://www.dictionary.com/axiom

11:2 Versatile

When and Where did I Find it: I discovered this word while reading Using Technology to Support Expository Reading and Writing in Science Classes by Montelongo and Herter (2010) for Emily’s Reciprocal Teaching Session. I encountered this word when reading about the modified sentence completion task.

What it means:  Montelongo and Herter (2010) use the word versatile when discussing the sentence-completion task in the following sentence; “It is a more versatile form of the common fill-in-the-blanks activity found at every grade level" (p. 91). According to dictionary.com, versatile is defined as “capable or adapted for many different uses, skills, etc.”

Level of familiarity: I have heard the word before, but never considered it in the context of instruction and learning strategies.   

            

 Do I want to know this word well and why: I would like to continue to develop my understanding of this word in the context of instruction. As an educator, this word has a clear connection to the concept of modification and being able to adapt learning experiences to help meet the needs of all students. This word would be helpful to keep in mind when designing instruction and differentiating learning materials.

Do I think others should know this word well...if so, who and why:  I think it would be beneficial for other teachers to understand the meaning of this word. Understanding this word will help them to remember the importance of designing purposeful instruction and differentiating materials for all students.  

Montelongo, J. A., & Herter, R. J. (2010). Using technology to support expository reading and writing in science classes. Science Activities, 47, 89-102.

Versatile. (n.d.). Retrieved from http://www.dictionary.com/versatile

11:1 Proposition

When and Where did I Find it: I discovered this word while reading Teaching Reading in Social Studies by Doty, Cameron, and Barton (2003) for this course. I encountered this word when reading about and preparing to use the proposition/support outline for the strategy 6 part of my SCATP project.

What it means:  Doty, Cameron, and Barton (2003) uses the word proposition in the following sentence; “Introduce the term ‘proposition’ – a statement that can be argued as true" (p. 137). According to dictionary.com, proposition is defined as “the act of offering or suggesting something to be considered, accepted, adopted, or done.”

Level of familiarity: I have heard the word before, but never considered it in the context of a learning strategy or experience.   

            

 Do I want to know this word well and why: I would like to continue to develop my understanding of this word in the context of this strategy and how it can be employed to enhance student learning in the classroom. As an educator, I can see myself using this word in a variety of contexts, but especially when problem solving for my students. Changes to procedures and schedules are consistently offered and discussed, so I can use this word in those contexts. Knowing and using this word is not essential to my success as an educator.

Do I think others should know this word well...if so, who and why:  I do not believe this word is essential for others to know. It can be used in the education setting when engaging in debates and other discussion techniques.  

Doty, J. K., Cameron, G. N., & Barton, M. L. (2003).  Teaching reading in social studies:  A supplement to teaching reading in the content areas.    Aurora, CO:  Mid-continent Regional Educational Laboratory.

Proposition. (n.d.). Retrieved from http://www.dictionary.com/proposition

10:3 Traverse

When and Where did I Find it: I discovered this word while reading Writing for the Instant Messaging and Text Messaging Generation: Using New Literacies to Support Writing Instruction by Sheelah Sweeny (2010) for my LTED 612 course. I encountered this word when reading about new literacies.

What it means:  Sweeny (2010) uses the word traverse in the following sentence; “Not only is the concept of literacy expanding, but also literacy events or practices are evolving in such a way that they 'traverse accustomed national, cultural, linguistic, and producer-consumer boundaries' beacuse of the Internet" (p. 122). According to dictionary.com, traverse is defined as “to pass or move over.”

Level of familiarity: I have heard the word before, but never considered it in this context.   

            

 Do I want to know this word well and why: I think it would be interesting to continue to explore the meaning of this word, but it is not essential. I like the word and may continue to think about how it can connect to my job as an educator. Perhaps when providing "hurdle help" to my students, I can refer to it as helping them traverse the problem.

Do I think others should know this word well...if so, who and why:  I do not believe this word is essential to know. It can be used in casual conversations, but does not have an obvious place in the education setting. 

Sweeny, S. M. (2010). Writing for the instant messaging and text messaging generation: Using new literacies to support writing instruction. Journal of Adolescent and Adult Literacy, 54(2), 121-130.

Traverse. (n.d.). Retrieved from http://www.dictionary.com/traverse

10:2 Trove

When and Where did I Find it: I discovered this word while reading When Mama Can't Read: Counteracting Intergenerational Illiteracy by Kathleen Cooter (2006) for my LTED 612 course. I encountered this word when reading about family reading traditions.

What it means:  Cooter (2006) uses the word trove in the following sentence; “Every family has a treasure trove of imginative stories that they can adapt to picture books and make a story come alive" (p. 701). According to dictionary.com, trove is defined as “a collection of objects.”

Level of familiarity: I have heard the word before, but never bothered to look up the actual meaning.   

            

 Do I want to know this word well and why: I think it would be interesting to continue to explore the meaning of this word, but it is not essential. It could be a neat way to refer to my "teacher toolbox!" Teacher strategy trove, anyone?  


Do I think others should know this word well...if so, who and why:  I do not believe this word is essential to know. It is just another fun and different word to use to "spice up" a conversation. 

Cooter, K. S. (2006). When mama can't read: Counteracting intergeneraltion illiteracy. The Reading Teacher, 59(7), 698-702.

Trove. (n.d.). Retrieved from http://www.dictionary.com/trovetrove

10:1 Utterance

When and Where did I Find it: I discovered this word while reading When Mama Can't Read: Counteracting Intergenerational Illiteracy by Kathleen Cooter (2006) for my LTED 612 course. I encountered this word when reading about a strategy called dialogic reading.

What it means:  Cooter (2006) uses the word utterance in the following sentence; “In this strategy, the child directs and leads a conversation around the pictures of a book; the parent listens to the child talk, uses "what" questions, and rephrases and extends the child's utterances, but remains at all times the follower in the dialogue” (p. 699). According to dictionary.com, utterance is defined as “a amanner of speaking; any speech sequence consisting of one or more words preceded and followed by silence.”

Level of familiarity: I have heard the word before, but never took the time to consider its deeper meaning.   

Do I want to know this word well and why: I think it would be interesting to explore the meaning of this word in the context of instruction. I associate this word more with elementary education, so I do not think it is imperative to know this word well. I am able to use the word casually and in the appropriate context.   


Do I think others should know this word well...if so, who and why: I think elementary teachers and students should be familiar with this word. It is a useful word to employ in those classrooms, but is, once again, not essential.

Cooter, K. S. (2006). When mama can't read: Counteracting intergeneraltion illiteracy. The Reading Teacher, 59(7), 698-702.

Utterance. (n.d.). Retrieved from http://www.dictionary.com/utterance

9:2 Logograph

When and Where did I Find it: I discovered this word while reading When Kids Can't Read: What Teachers Can Do by Kylene Beers (2003) for my LTED 612 course. I encountered this word when reading about vocabulary instruction.

What it means:  Beers (2003) uses the word logograph in the following sentence; “A vocabulary logograph can be anything that helps a student remember the meaning of a word…” (p. 195). According to dictionary.com, logograph is defined as “a single symbol representing a word or phrase.”

Level of familiarity: I have heard the word logo before, but never heard of this version of the word.   

            

 

 

 

Do I want to know this word well and why: I think it would be interesting to explore the meaning of this word in the context of instruction. This concept can be employed in the classroom to encourage student comprehension and retention of complex course concepts. Students should be encouraged to utilize logograhs as a learning tool to help them develop their understanding. I will use this learning tool in my classroom, especially when introducing new concepts and vocabulary terms.  


Do I think others should know this word well...if so, who and why: I think teachers and students should be familiar with this word. It is a useful tool to use in the classroom to encourage and aid comprehension.

Beers, K. (2003). When kids can’t read: What teachers can do. Portsmouth, NH: Heinemann.

Logograph. (n.d.). Retrieved from http://www.dictionary.com/logograph

9:1 Distillation

When and Where did I Find it: I discovered this word while reading Teaching Expository Text Structures Through Information Trade Book Retellings by Barbara Moss (2004) for Melissa's Reciprocal Teaching session.

What it means:  Moss (2004) uses the word distillation in the following sentence; “Conversely, a summary represents a short, to-the-point distillation of the main ideas in the text” (p. 711). If I rely on context clues, I would define distillation as refining. According to dictionary.com, distillation is defined as the “act of obtaining the essence of a substance.”

Level of familiarity: I have heard the word distill before, but never heard of this version of the word.   

 

 

 

Do I want to know this word well and why: I think it would be interesting to continue to explore the meaning of this word in the context of instruction. Essentially, this concept can be linked to the idea of pulling out the essential concepts and topics associated with this course content. I think I could use this word in the classroom, especially when planning with colleagues.  


Do I think others should know this word well...if so, who and why: I think teachers can be familiar with this word, but it is not necessary for them to have a deep understanding of this word. It may also benefit students to be familiar with this word, which will help encourage them to focus on the essential information and how it connects to course themes.  

Distillation. (n.d.). Retrieved from http://www.dictionary.com/distillation  

Moss, B. (2004). Teaching expository text structures through information trade book retellings. The Reading Teacher, 57(8), 710-718.