Slice of Life: Day 23 - Word Choice Matters #SOL22 #TWTBlog
“I don’t know that word.”
I can’t count the number of times I hear a young reader say these words. These words focus on deficits and over time may contribute to a stance that isn’t helpful. When a younger reader stops reading, looks up at me, and says, “I don’t know this word” I respond with,
Rather than saying, I don’t know this word … as I deliberately back my body away from the text … try saying, what do I know about this word … as I deliberately move my body toward the text and put my fingers in the word. Try it … say what do I know and get your fingers in there.
In this moment, readers sit up a bit straighter and move toward the text as a small smile and sigh of relief are expressed. Their fingers identify a letter they know, a part they know, a sound they know, even a shape they know. The anxiety of not knowing is transformed. Once we begin, it is always easier to take the next step and problem solve. There is always something we know, always something we can do.
Our readers need to have an active, confident, problem-solving stance. This doesn’t mean they have to be right or perfect, they just need to believe they have what it takes to give it a go. How we talk about ourselves – our internal feedback loop – has a significant impact on how we respond when faced with difficulty. Word choice and language is so important for us to note and notice as teachers. There is a huge difference between don’t know and what do I know. We need to make sure our learners know and feel the difference.
Thank you, Betsy, Beth, Deb, Kathleen, Lanny, Melanie, and Stacey for this weekly forum. Check out the writers, readers, and teachers here.
