Reading Matters Winter 2018

collecting words on their own during independent reading from their own books that are on their level. They are finding descriptive words and words that they had never thought to use before. Rich discussions are taking place about vivid, detailed words and what they mean and also thinking about why authors choose specific language in their writing.

descriptive, detailed word choice in the beginning paragraph of her narrative writing: “It was a beautiful day, not disturbed by any dull clouds, a classic barn in view of a shimmering, pristine pond located in Paris Mountain State Park. A big day was approaching.” She also used a word from our Words We Love Google slide that another student added: casting. “I approached all the loved friends and family casting upon me.” In just a few weeks, my students are exploring new words and learning new vocabulary. They are using these new words in their writing and sharing them with their peers.

Reading Matters Vocabulary Matters

Figure 3. A student’s slide for a new word

Building a community of readers and writers is essential in growing all students’ vocabulary knowledge. Personalizing the process by also having students record their own words and share with their classmates meets learners on their level and gives them ownership of their learning. After analyzing student data and researching word choice, I wanted to improve all students’ vocabulary knowledge in order to enhance their word choice in their writing. I wanted to give my struggling readers and writers a language foundation that they can utilize during writing through a reading community where we learn about words together. It is also essential to meet students where they are and provide opportunities for them to learn new words on their level. Sharing these words allows the different levels of students in my classroom to learn from each other and grow as word learners. By cultivating students’ vocabulary knowledge, I continue to hope to improve their word choice in their writing and build a community of students who love language. Resources Beck, I. L., & McKeown, M. G. (2001). Text Talk: Capturing the benefits of read- aloud experiences for young children. (Cover story). Reading Teacher, 55(1), 10.

Figure 1. Our class “Words We Love” chart

Figure 2. A student’s “Words We Love” chart Students have also been taking their favorite word for the week and adding it to our class google slide to share with their peers. Engagement and interest is high when students are adding their words to our class google slide. They are able to see each other’s words and learn new language from their peers. This strategy has started to develop a love of words and language in our classroom. Students are excited to share new words and use them in their writing. I have already started to see excellent word choice in students’ writing and anticipate that it will continue to improve. One of my students uses

Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: robust vocabulary instruction . New York: Guilford Press

Culham, R. (2003). 6 1 Traits of Writing: the Complete Guide. New York, NY: Scholastic Professional Books.

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