Part 1: Strategy 1

This podcast was a great reminder of the importance of expanding a child's vocabulary.  It's important to begin at a young age.  "Word knowledge is key for reading comprehension.  Kindergarten word knowledge predicts second grade comprehension and first grade vocabulary predicts 11th grade comprehension."  I found this information very eye opening.  Our first grade team is piloting UFLI, a phonic program.  During the lessons we are exposing students to a variety of words.  The students are constantly asking me for the meaning of the words during our blending activities.   They are not only seeing them with magnets, they are blending them together, many times asking for meanings and then using it a sentence.  The students are very engaged during these lessons.

I feel like 'incidental learning' definitely takes place in my classroom. I really enjoy having fun, informal conversations with my students either at the beginning or end of the class period. And sometimes, even organically, the informal conversations take shape/place during the actual lesson. This is definitely a great way for ALL students, especially ENL students to learn, try and grow their vocabulary. Most times in these settings, students feel more comfortable and possibly more confident to try these words in their own conversations, ask questions... which leads to even more conversations and attempts to build their own individual vocabulary.

Even though the podcast revolves around vocabulary within the ELA (reading and writing) portion of the school day, I believe that Math class does a tremendous job of peppering vocabulary and vocabulary strategies into daily lessons. There are many mathematical concepts that are very abstract to little minds. Teachers  make a models of the concepts, describe the concepts, allow students to share ideas about how they see/understand the concept. We will often find examples and non-examples of the concepts. Students enjoy this activity and it really helps to solidify what the concept is versus what it isn't. Geometry and measurement are strands within math that these incidental vocabulary conversations can be had. 

I really appreciated her insight on how having informal conversations can lead to learning vocabulary especially when working this students with limited English Proficiency. Taking the time to have these conversations not only builds their vocabulary but allows them to take risks using new words with people they feel safe with. I love how these conversations lead to asking more questions about understanding new words or even helping them make connections from simpler words that they may know and more complex words that they hear or read. 

Learning about how important the informal conversations that not only we have with students, but that students have with each other, was extremely mind opening. Learning how teachers, specifically the one who spoke in this podcast, can grow vocabulary informally but just conversing with their students. I think sometimes it feels, and is difficult, to have those informal conversations that allow us to sneak in new words or different words. The days feel fast with so much to teach and get in, but even the example she gave by finding synonyms for walking or talking are ways that we can slowly start to informally grow their vocabulary.

As a math teacher of primary school children incidental learning of vocabulary happens through conversation organically, while walking in the hallway or meeting at the math table. For example, my kindergarten students struggle with the concept of before and after, and 1 more and 1 less. These vocabulary words imply order and are confusing to young learners. The lesson of before and after is often very explicit. I say "Let's line up.  I want Angel to get in line before Muhammad." We repeat this exercise regularly, to grow the concept of order and position. An explicit lesson using numbers sounds like, “Does 2 come before or after 1?” We use counters and number lines to find out.  For math vocabulary, I have posted on my bulletin board, vocab cards very much like the T.I.P chart. We are constantly introducing and reinforcing vocabulary meanings with young learners.

Peppering your every day conversations with students with a wide variety of vocabulary is an excellent way to help grow their vocabulary. Having conversations about topics you enjoy with your students is an easy way to teach them a number of synonyms and words that they typically would not hear or use. It’s amazing when you hear them start to use the same words correctly. I’ve always done this with my own 2 children (now 11 & 13). They have grown to be good readers and have a pretty good vocabulary  compared to many of their peers. 
I’ve explicitly done some of this work in my ELA and Social Studies classes by teach Greek and Latin roots to try and show students how they can gain a better understanding of what they are hearing or reading simply by dissecting what they are exposed to. Seemed to help many students. 

I appreciate Angela Peery and the tips she gives around Incidental Learning. I have always tried to use these informal conversations as a way to build relationships with students and sprinkle in some vocabulary or new words whenever possible because it allows students to access these terms from a different POV. Oftentimes I'll try to connect the new word I'm purposefully putting into the conversation with a word that I think the student will know so that it doesn't leave theme feeling confused. So for example I would say "Can you go walk, or saunter, to the office to deliver this item?" if I was to use Peery's own model. 
Sometimes I'll also try to incorporate prefixes or basewords into as many conversations as possible too. My 9th graders were reading "Romeo and Juliet" and discuss the character of Benvolio and I reminded them that "Bene" in Latin means "Good" and to have that remind them that Benvolio is a very peaceful, good hearted character. It was connected to their classroom content but done in an informal way that hopefully stuck with them. 

I love how it is as simple as increasing conversation throughout the day. By using synonyms we have already increased the students' vocabulary.  Incidental teaching and learning is a way to get students to expand their knowledge on a daily basis.  The tip chart is also such a valuable resource for students that need picture cues to remember word meanings.  I use picture cues with many of my students with disabilities. 

I loved this podcast so much, that I listened to the whole thing to gain as much knowledge about increasing vocabulary as I could with my students. I love the fact that half of the exposure to new vocabulary doesn't even include a lesson. It's increasing conversation, using synonyms, having the students analyze their own vocabulary and words they use, and fun sites such as flocabulary. These are the ways to get students talking and engaged and expand their knowledge of different words they are and can use on a more daily basis. 

Incorporating vocabulary into informal conversations is a relatively fun way of providing exposure to new words.  My mom was a master at this while I was growing up.  She'd call my siblings and I "uncouth" at the dinner table or reprimand us for acting like "banshees." We'd rush to the giant dictionary in the living room, and return to the table,  guffawing over her creative criticisms.  

Of course I try to model a broad vocabulary with my students during informal conversations in kinder ways than my mother did, but I'm not sure it always comes naturally for me.  I feel like I could prep a better arsenal of words to use in these situations.  One thing I often find myself doing with students is brainstorming synonyms.  So, if I ask a student how they're doing and they respond, "fabulous," I might say, "Are you having a phenomenal day?" Then they say, "yes, magnificent," and respond with something like, "That's stupendous, absolutely marvelous." It's a little silly, but I suppose the concept can work in a lot of contexts.    
   

One of my favorite parts of the day is when I co-teach 5th grade reading. Part of the model we use calls for flexibility and student-led learning--this incidental learning happens every day when students are learning and exploring on their own. One example of incidental learning occurred when our students were digging into texts about Matter. One student came across new learning on the law of conservation of mass and asked to create an anchor chart. We didn't have a formal lesson plan on this topic for another week, but it opened a window for conversations. The student created her anchor chart and then shared it with her guided reading group. That group then dug into the law of conservation of mass together and taught it to the whole class. This created more conversations, deeper understandings, more engagement, and rich language opportunities.