This is a great resource, but there seems to be a typo in your definition of leered. Leer is a verb so the definition we give students should be in verb form so they can use the word correctly.
You are certainly not wrong! Kerr is a verb and a noun. While I didn’t have the parts of speech present on my slides, you would certainly want to point out which part of speech is being utilized and use a variety of examples to show both. The goal is to widen their understanding while also teaching to the word in the text. The paper organizer would have a space to plan for that. ☺️ but yes…. I should have written to at the beginning of my definition. Thank you for the correction.
Hello. I have really been enjoying your videos as we are teaching while using CKLA whis is brand new to our district. My new challenge is because it often has a speaking / listening part with about 6 vocab words and it has a reading part with about 6 words. As you probably know this happens almost every day. It is a lot. So do I need to do an annotated version of this of focus on 1-2 words each day.
I recently heard of Marzano's Taxonomy, but I'm still confused on it's difference from Bloom’s Taxonomy when Bloom's wasn't meant to be a rigid hierarchy
Choosing words depends on the knowledge of students and how the words are being used in the text. For example, if the word contributes to understanding the overarching storyline then you want to explicitly teach it. If the word has good context clues and doesn’t necessarily add to comprehending the storyline then you can simply fast-map and move on.
Thank you!
Great help!
So glad you enjoyed the video. Thank you for watching.
This is a great resource, but there seems to be a typo in your definition of leered. Leer is a verb so the definition we give students should be in verb form so they can use the word correctly.
You are certainly not wrong! Kerr is a verb and a noun. While I didn’t have the parts of speech present on my slides, you would certainly want to point out which part of speech is being utilized and use a variety of examples to show both. The goal is to widen their understanding while also teaching to the word in the text. The paper organizer would have a space to plan for that. ☺️ but yes…. I should have written to at the beginning of my definition. Thank you for the correction.
Hello. I have really been enjoying your videos as we are teaching while using CKLA whis is brand new to our district. My new challenge is because it often has a speaking / listening part with about 6 vocab words and it has a reading part with about 6 words. As you probably know this happens almost every day. It is a lot. So do I need to do an annotated version of this of focus on 1-2 words each day.
I recently heard of Marzano's Taxonomy, but I'm still confused on it's difference from Bloom’s Taxonomy when Bloom's wasn't meant to be a rigid hierarchy
How do you decide between explicit and face mapping?
Choosing words depends on the knowledge of students and how the words are being used in the text. For example, if the word contributes to understanding the overarching storyline then you want to explicitly teach it. If the word has good context clues and doesn’t necessarily add to comprehending the storyline then you can simply fast-map and move on.
Hi