EXPLICIT CONTEXTUALIZED VOCABULARY ......2019/11/13 · SHAMELESS PLUG Vocabulary Instruction...
Transcript of EXPLICIT CONTEXTUALIZED VOCABULARY ......2019/11/13 · SHAMELESS PLUG Vocabulary Instruction...
Jenni fer Catalano
Flagler Col lege
Center on Li teracy and Deafness
TALive!
November 13, 2019
EXPLICIT
CONTEXTUALIZED
VOCABULARY
INTERVENTION
FOR DHH
Funding for this project provided by the
Institute of Education Sciences
Grant # R24C12001
http://clad.education.gsu.edu/
A LITTLE BIT ABOUT ME
Dr. Jennifer Catalano
Director of Master’s in Education of the DHH Program
(904) 819-6297 voice
(904) 438-3431 VP
SHAMELESS PLUG
Vocabulary Instruction
Importance of vocabulary learning
Connections between vocabulary and literacy
Components of good vocabulary instruction
ECV-DHH
Components of instruction
Overview of the intervention implementation steps
WHAT WILL YOU LEARN?
WHY VOCABULARY?
Share why you think learning vocabulary is
important.
Why Vocabulary?
• The Matthew Effect
• Language Flexibility
• Higher Order Thinking
• Reading Comprehension
The Simple View of Reading
Vocabulary
Language comprehension
Reading comprehension
Vocabulary growth
Share why you think DHH children are at risk
for learning age-appropriate vocabulary.
WHY ARE DHH CHILDREN AT RISK?
Vocabulary Delays in
DHH Children
•Limited ability to access vocabulary incidentally
•Impoverished vocabulary environment
•Adults are new learners of ASL
•Adults who engage in “linguistic overprotection”
What does it mean to know a word?
What words should be taught?
What are components of good vocabulary
instruction?
VOCABULARY INSTRUCTION 101
Recognition
“I’ve seen or heard this word”
Comprehension
“I understand the word”
Expression
“I say/sign
the word”
Generalization
“I can use the word appropriately”
WHAT DOES IT MEAN TO KNOW A WORD?
Narrow knowledge in one context only
Rich de-contextualized knowledge
Multiple meanings
HAVING A DEEPER UNDERSTANDING
Tier 3:
Low Frequency
highly specific
Tier 2: High frequency
“mature”, but not limited to a specific domain
Tier 1: High Frequency
basic, general everyday use
WHAT WORDS SHOULD BE TAUGHT?
ocean
fierce
anemone
(Beck & McKeown, 2007)
HOW DOES THIS HELP STUDENTS READ?
Increased vocabulary
Increased schemata
Decreases cognitive
load
(McVee, Dunsmore, & Gavelek, 2005; Sweller, 1994)
The Bonferroni multiple-comparison procedure has a number of variations. Although these are mentioned here in the context of the analysis of variance, they can be applied equally well whenever we have multiple hypotheses tests for which we wish to control the family -wise error rate. These procedures have the advantage of setting a limit on the FW error rate at α against any set of possible null-hypothesis, as does the Tukey HSD, …… while at the same time being less conservative than Tukey’s test when our interest is in a specific subset of contrasts . In general, however, Bonferroni procedures would not be used as a substitute when making all pairwise comparisons among a set of means, though the multistage procedures, which change the critical value as null hypotheses are rejected, can be used for that purpose (Howell, 2013, p. 386)
AN EXAMPLE
How do you teach vocabulary to DHH children?
What strategies do you think are most
effective?
WHAT ARE COMPONENTS OF GOOD
VOCABULARY INSTRUCTION?
Connects to a theme
Includes choosing appropriate words
Provides child-friendly definitions
Provides multiple exposures and gets students
to use the words
Balances explicit and implicit instruction
COMPONENTS OF GOOD VOCABULARY
INSTRUCTION
Intentional and planned
Focus is on new words
Metacognitive skills
Repetition
Contextualized
Focus is on word meanings
Learned unconsciously through interactions
Implicit Instruction
Explicit Instruction
Adapted from PAVEd for Success (Hamilton & Schwanenflugel, 2013).
Designed as a supplemental intervention for DHH children grades K-2 (≈20 mins/day)
Centered around a content area:
Science
Social Studies
Formerly known as V4S
Research supports intervention
ECV-DHH
Fast Mapping
Interactive Book
ReadingConversation
Extension Activities
FOUR COMPONENTS
ECV-DHH
Explicit Instruction
Fast Mapping
Extension Activity:
Drill and Practice
Implicit Instruction
Interactive Book Reading
Teacher-Student Conversations
Extension Activity:
Conceptual
BALANCED VOCABULARY INSTRUCTION
Choose 5-8 target words
Tier 1, 2, and 3 words
Combination of nouns, verbs, and adjectives
Decide on the signs for the words
Decide which words should be fingerspelled
Choose a child-friendly definition for each word
Screen student to make sure the words are unknown
ASL
Spoken Language
PRIOR TO INSTRUCTION
EXAMPLE: OCEAN UNIT
Target
Words
Definitions
Can you guess the tier?
Ocean A large body of salt water that covers most of the
Earth
Urchin A sea animal with sharp spikes on its body
Dim Dark or unclear
Fierce Mean, angry, or very strong
Coral Bones left by a sea animal
OCEAN: WORDS AND DEFINITIONS
Tier
1
3
2
2
3
Fast-mapping is the term used to describe the speed and ease with which young children learn new words (Carey, 1978).
Helps students attach meaning to a new word when it is presented within a set along with words that they already know.
ASL
Spoken Language
FAST MAPPING
Which is the
urchin?How did you
know that?
You know this is a ball
and this is a banana, so
this has to be the urchin
Introduce each book with a bookwalk
Read each book twice
Ask 3 questions per reading (competence, abstract, relate)
Include target words in the question or potentially in the
answer
Write questions on sticky notes
Draw attention to the new words
Display the target words during book reading
INTERACTIVE BOOK READING
Type of question Description Ocean Examples
Competence Answers found in
the book
Where do all of these animals live?
Abstract Inferences need to
be made
Looks like those fish are hiding in
some coral. Why do you think they
are hiding there?
Relate Relate to own
experience
Those little fish made one big fish to
hide. Tell me about a time you
played a game where you hide.
QUESTIONS DURING BOOK READING
Provides opportunities for:
student and teacher to use target words and express
concepts
teacher to model complex language
teacher to expand student’s language
CONVERSATION
Prompt should elicit the use of target words
Start with an open-ended question or a “tell me” statement.
For example:
In the book, how could Swimmy make friends with an urchin without
getting poked?
I went to the beach last weekend and swam in the ocean. Tell me
about a time you went to the ocean.
It is helpful to provide a prop such as: an object, picture,
video, or book.
CONVERSATION PROMPTS
Acknowledgements
Open-ended questions
Vocabulary
recasts
Contributions“Tell-me”
statements
Linguistic
expansions
Follow student’s lead
CONVERSATION STRATEGIES
Adult Conversation Move Example
Open ended question Why do you think the urchins have spikes?
“Tell me” statements Tell me about a time you went to the ocean.
Acknowledgement You are right!
Contribution I saw an urchin at the aquarium too.
Expansions and recasts Student: Me no like urchins.
Teacher: You don’t like urchins because the
spikes can poke you.
PRODUCTIVE CONVERSATIONAL MOVES
Break down the content; the student may not
understand what you are asking.
Give an example.
Expand student sentences as a model and have
the student repeat back from your model.
Keep student on topic by letting him speak and
then bring him/her back.
CONVERSATION IS CHALLENGING!
Drill and Practice
(explicit)
Repeated opportunities for practice
Receptive and Expressive
Conceptual
(implicit)
Extends and enriches concepts
Provides opportunities to
use words in context
EXTENSION ACTIVITIES
Memory
Bingo
Go Fish
Slap Jack
Headbands
DRILL AND PRACTICE EXAMPLES
Arts and Crafts
Role Playing
Experiments
CONCEPTUAL ACTIVITY EXAMPLES
Science Experiment:
tasting salt water
Arts & Crafts:
salt water paintings
DAY 1 DAY 2
• Screen for target and known words
• Select target words
• Fast mapping activity
• Bookwalk: Expository Book
DAY 3 DAY 4
• IBR 1: Expository book (first reading)
• Conversation 1
• Drill and Practice 1
• Bookwalk: Narrative Book
DAY 5 DAY 6
• IBR 2: Narrative book (first reading)
• Conversation 2
• Conceptual Activity 1 with Conversation
DAY 7 DAY 8
• IBR 3: Expository book (second reading)
• Drill and Practice 2
• IBR 4: Narrative book (second reading)
• Conversation 3
DAY 9 DAY 10
• Conceptual Activity 2 with Conversation • Post-intervention Assessment
OVERVIEW
OF UNIT
Use a Sample Unit Develop Your Own Unit
IMPLEMENTING A VOCABULARY UNIT
SAMPLE
UNIT
1. Choose a theme
2. Choose two related books (at least one should be expository)
3. Select target words from the books
4. Create a child-friendly definition for each word
5. Create word picture cards
6. Make known word cards for Fast Mapping (one time)
7. Create CAR questions for each book reading
8. Develop 3 conversational prompts, 2 drill and practice activities, and 2 conceptual activities
9. Create scripts for conversations and conceptual activities
PLANNING A VOCABULARY UNIT
Child-friendly definitions:
http://www.learnersdictionary.com/
http://www.yourdictionary.com/
Science-related signs:
https://wiki.rit.edu/display/sciencelexicon/Science+
Signs+Lexicon
RESOURCES
Vocabulary can be caught, but it should also
be taught, especially to DHH children.
Successful vocabulary teaching for young DHH
children involves purposeful planning.
TAKE-AWAY MESSAGES
How might you use the components of ECV-DHH
with your students?
ECV-DHH IN YOUR CLASSROOM
WHAT: NE FL ToDHH Roundtable & Explicit Contextualized
Vocabulary Instruction for DHH
WHEN: Friday, December 6 th from 8-4
WHERE: Flagler College
HOW: Register online
WANT TO LEARN MORE?
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