Making Words Real for Young Children Presented by Lynn Hoover, M.Ed., CALT-QI Assistant Director...
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Transcript of Making Words Real for Young Children Presented by Lynn Hoover, M.Ed., CALT-QI Assistant Director...
Making Words Real for Young Children
Presented by Lynn Hoover, M.Ed., CALT-QIAssistant DirectorRawson-Saunders SchoolAustin, [email protected]
Understanding Word Meanings is Critical to Comprehension
Vocabulary knowledge is strongly related to proficient reading comprehension.
A word may be decoded accurately but without meaning knowledge comprehension is limited.
Knowledge of word meaning facilitates accurate word recognition.
Vocabulary is the body of words known by the speaker of a language.
Receptive vocabulary is the word meanings recognized in context.
Expressive vocabulary is the word meanings known well enough that they can be used appropriately.
What we know about research with younger students
Even in the primary grades the range in vocabulary between children with smaller and bigger vocabularies is large.
(Biemiller & Slonim, 2001)
Children with weaker vocabularies are less likely to learn new words from incidental exposure than children with larger vocabularies.
(Nicholson & Whyte, 1992; Penno et al., 2002; Robbins & Ehri, 1994)
Words in Text
107 words account for 50% of the words in running text.
5,000 more words account for an additional 45% of the words in running text.
Infrequent words (5% of total) carry the most unique meaning in a passage.
Nagy and Anderson (1984)
How We Learn Words
Through many exposures to examples in context, both spoken and written
Through explicit instruction: Constructing definitions and using a dictionary Analyzing word structure Exploring word relationships Learning sounds and morphemes of a word Learning word origins Learning a word’s usage and multiple meanings.
Using a Dictionary is Not Enough
Reading a definition does not tell us how a word is actually used
We need examples in context Dictionary definitions can be incomplete Being able to define a word is an end result of
knowing the word very well
3-Tier Model for Choosing Vocabulary Words from Text
Developed by Isabel Beck
Tier 1
Tier 2
Tier 3
Low-frequency words;Technical words
Words to Teachhigh frequency, high utility
Known, common words
Words to Teach Directly
•Words critical to understanding the text
•Words with that are likely to be encountered many times
•Difficult words that need interpretation• metaphorical, abstract, nuanced
Beck & McKeown, 2002
Embedded Instruction
Simple explanation of target words provided within the context of the story. Provides both definitional and contextual information.
(Biemiller, 2004)
Explain meanings in everyday language.
Uses clear sentences and doesn’t use a lot of big words to define words.
Harper Collins Publisher
Reinforce definitions with:
Gestures
Pictures
Objects
Examples and Non-examples
Developing Oral Language
Naming as an oral activity
Describing activity
Describing Objects or Pictures
Using a structured hierarchy is helpful.
•Name the object.•Name the category in which it belongs.•Name the function, use, or purpose.•State the color, size, and shape. •Make a comparison. •Make a simile or metaphor.
Neuhaus Education Center
Repeated Read-Aloud
Use literature to maximize children’s vocabulary growth. Pre-reading discussion focused on key vocabulary and
concepts that may be unfamiliar During first reading allow children to follow the story
thread without frequent interruptions. Repeated reading sessions stop to discuss vocabulary
and concepts Read each story at least 3 times
Provide repeated exposures to new words in the classroom
Text Talk for Young Children
Direct instruction in vocabulary occurs after a story has been read and discussed. (If needed for comprehension, teacher gives brief explanation for the word during reading.)
Beck & McKeown, 2001
An Example of Direct Instruction
Word used in context of story. Children repeat the word with teacher. Meaning of the word is explained in a student friendly
way. Examples given by teacher in contexts other than the one
in the story. Children interact with examples or provide their own
examples. Finally, children say the word again to reinforce its
phonological representation. T. “What is the word?”
Activities for Students to Interact with Words
Questions, reasons, and examples Making choices Relating words Children creating examples
Sorting Activities
duck top hiss doll
gull hen jacks buzz
honk peck yap bat
Categories
They Have Wings Toys Animal Sounds
Sorting Activities
fuzz kiss sink tank
puff box well tub
bit sip lick muff
Word Scales
Mad Wordsangry furious livid annoyed irritated upset
A little bit mad
Really mad
Word Scales
Big Words
A little bit big
Really big
Antonym Pairs and Scaling
dead - alive hot - cold fat - skinny straight - bent honest - devious winner - loser angry - delighted
Take a gradable antonym pair and fill out the scale from one extreme to the other with words that show degrees of meaning.
hideous gorgeousplain attractiveugly homely beautiful
Engaging students with word meanings through discussion
Word Associations Students associate a new word with a presented word or
phrase.Example:Frog and Toad are Friends by Arnold Lobel
Vocabulary introduced: shiver, sparrow, envelope
Which word goes with a party invitation? Which word goes with a cold, windy day?
Have you ever…?
Describe a time when you might shiver.
When might you envy someone?
Beck, McKeown, 2002
Applause, Applause!
Students are asked to clap in order to indicate how much they would like to be described by the target words:
curious stingy delightful
Not at all A little bit A lot
Beck, McKeown, 2002
Idea Completions
The children said that the man was stingy because…
The audience thought the play was delightful because…
Beck, McKeown, 2002
Simple Questions to Engage Learners
When might you…?
How might you…?
Why might you…?
Beck, McKeown, 2002
Maintaining Words
Post target words and tally when used by
teacher or students.
Apply learned words to new stories.
Use words in reading and writing.
References
Baumann, James F. & Kame’enui, Edward J. (2004). Vocabulary instruction: Research to practice. New York: Guilford Press.Baker, Scott K., Simmons, Deborah C., Kame’enui, Edward J. (2005). Vocabulary acquisition: Synthesis of the research. University of Oregon.Beck, Isabel. & McKeown, Margaret G. (2002). Bringing words to life:
Robust vocabulary instruction. New York: Guilford Press.Eberhardt, Nancy & Sorese, Denise. (1999). Language categories: Phonetically vocabulary to read, classify, and spell. Longmont, CO: Sopris West.Lubliner, Shira. (2005). Getting into words: Vocabulary instruction that
strengthens comprehension. Baltimore, Maryland: Brookes Publishing.Neuhaus Education Center. Developing metacognitive skills: Vocabulary
and comprehension. (2004). www.neuhaus.org