Post on 12-Feb-2017
transcript
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Multi-Tiered Vocabulary Instruction:
Meeting the Needs of All Children
31st Annual KDEC Conference February 28, 2013 Wichita, Kansas
Chelie Nelson and Misty Goosen TASN – KITS
Agenda
v Vocabulary and Literacy
v Strategies to Support Vocabulary Development
v Multi-Tiered Support for Vocabulary Development
Zed and Isaac Definitions
v Emergent Literacy Perspective – emphasizes the social nature and meaningful use of literacy.
v Scientifically Based Reading Research Perspective – emphasizes skills and concepts that young children need to master to become proficient readers and the research-based strategies for teaching them.
Paulson, 2012
Critical Areas of Instruction in a Balanced Early Literacy Program
v Print Knowledge
v Phonological Processing
v Oral Language
NELP, 2008
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What is the link between Vocabulary and Literacy?
v A child’s vocabulary size at age 3 is one of the strongest predictors of their 3rd grade reading achievement.
v Vocabulary builds background knowledge
v Vocabulary is essential for reading comprehension
v Vocabulary is linked to decoding
Vocabulary
To Develop Vocabulary Knowledge
v Children need:
v To hear new words
v Self-motivation and engagement
v Multiple exposures to new words that give contextual and definitional information
v To learn to use independent word-learning strategies
Christ and Wang, 2010
Aperture
Four Research-Based Vocabulary Teaching Practices
1. Provide purposeful exposure to new words
2. Intentionally teach word meanings
3. Teach word-learning strategies
4. Offer opportunities to use newly learned words
Christ and Wang, 2010
Intentional Instruction for Vocabulary
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Selecting Vocabulary Words v Tier One consists of the most basic words – clock, baby,
happy – rarely requiring instruction in school.
v Tier Two are high frequency words for mature language users – coincidence, absurd, industrious – and thus instruction in these words can add productively to an individuals language ability
v Tier Three are words whose frequency of use is quite low, often being limited to specific domains – isotope, lathe, peninsula – and are probably best learned when needed in a content area.
Beck, McKeown, & Kucan, 2002)
Selecting Vocabulary Words
v Organize around topics or themes
v Calendar, calf, claws, carpenter, cucumber
v Hygienist, braces, cavity, saliva, x-ray
v Words that children may encounter in conversations or later in curriculum
v Words that can be pictured concretely and distinctly
v Words that will be useful in more than one context
v Words that are challenging
Your Turn Book Embedded Vocabulary Strategy (Florida VPK Lang & Voc)
Select a Book and 4-5 Vocabulary Words
Create Child Friendly Definitions
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Pre-teach the Words First & Second Book Reading
1. Pick one occurrence of the word (preferably on a page with the illustration). When you come to that word, remind children this is one of their new words and provide the definition.
“The tower is where the wizard lives” … “Tower is one of our new words; a tower is a tall building.”
Then continue reading the story
2. Second story reading, do the same but if possible pick a difference place in the story to recall the target word.
Observing the Strategy v http://www.flvpkonline.org/teachertoolkit/langVoc/
section_3/3c.htm
Think, Show, Tell, Talk Strategy
v Telescope - http://www.flvpkonline.org/teachertoolkit/langVoc/section_5/5c.htm
v Leap - http://www.flvpkonline.org/teachertoolkit/langVoc/section_5/5c_2.htm
In Play
Dickinson & Tabors 2001,239-40)
Teacher: Oh. So you’re going to get the sharks. Do you need to kill them, or do you move
them to a different place so they can’t hurt anybody?
Casey: Kill them. Teacher: Kill them. You have to kill them?
Bryan: Yeah. Casey: There’s water already in the cage.
Teacher: Oh, so they’re in cages that are filled with water?
Bryan: Yeah, it’s a water cage. . . . Teacher: You must be very brave and daring men to go
down there and take all these sharks back to this special place.
Casey: We’re protecting them.
Teacher: Do you have to wear special suits? What kind do you wear in the water?
Bryan: I wear climbing.
Teacher: A climbing suit? Casey: Yeah.
Teacher: What do you wear? Casey: A shark suit.
Teacher: Those things on your back. Are those the oxygen tanks? To help you breathe
underwater?
Bryan: They can breathe underwater.
Teacher: Wow, that’s a special trick to learn how to do
Florida’s VPK Teacher Tool Kit
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PAVEd for Success
v Teach Vocabulary
v Read More
v Talk More
Hamilton, C. E., & Schwanenflugel, P. J. (2011).
New VEhicles (Teach Vocabulary)
Strategy 1
v Introduce new vocabulary using Novel Name-Nameless category (N3C)
New VEhicles (Teach Vocabulary)
Strategy 2
v Provide a quick definition
v Immediately following the introduction of each word during N3C
v During whole-group review of vocabulary
v During reading of books following the mention of each vocabulary word with in the text
New VEhicles (Teach Vocabulary)
Strategy 3
v Review New Vocabulary Words Daily with Picture Cards
New VEhicles (Teach Vocabulary)
Strategy 4
v Read Topic-Related Books (with embedded vocabulary Using CAR Quest)
Strategy 5
v Reinforce New Vocabulary with Extension Activities
New VEhicles (Teach Vocabulary)
Strategy 6
v Post the Vocabulary List
Strategy 7
v Share New Vocabulary Words and Unit Topics with Families
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CAR Quest (Read More)
Guidelines
v Read each book more than once during the week
v Read books in both small and large group settings
v Introduce books by taking a book walk
v Read the book interactively by using the CAR Quest prompts (6 questions per story)
v Choose an additional topic-related book with good vocabulary
CAR Quest (Read More)
CAR Quest Prompts What it does Examples
Competence Allows children to demonstrate concepts they already know
“What color is the boy’s shirt in this picture?” “Who is riding in that car?”
Abstract Requires children to infer information not immediately present in the story or pictures
“What is the boy thinking?” “How did that make him feel”
Relate Encourage children to relate the information to their own experiences
“When was the last time you went somewhere in a car?” “Did you do something special the last time it snowed?”
CAR Quest (Read More)
CAR Quest Prompts Target words Examples
Competence Nurse Carpenter
“What is the nurse wearing?” “ What is the carpenter doing?”
Abstract Judge Veterinarian
“The judge is pounding her gavel and saying, “Order in the court.”. Why does the judge need order?” “ Why is the veterinarian looking at the dog?
Relate Crossing Guard Artist
“ When have you seen a crossing guard outside your school?” “Would you want to be an artist when you grow up?”
Your Turn
Building Bridges (Talk More)
How to Implement
v 15 minutes per week/per group (all at once or three 5 minute groups)
v In small groups of 5 to 7 students
v Build into schedule
v Select groups
Building Bridges (Talk More)
Guidelines
v Let the children select the topic
v Allow adequate wait time
v Listen with genuine interest
v Keep the conversation positive
v Encourage turn-taking among the children
v Hold linguistically complex conversations with children
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Building Bridges (Talk More)
Strategies for Linguistically Complex Conversations
v Respond with alternative and more sophisticated words (vocabulary recast)
C-”She ain’t got no bike” T – “I wonder why there are insufficient tricycles.”
v Expand on what the children say
C- “My sister there.” T- “Your sister is hanging upside down on the jungle gym.”
v Ask open-ended questions
C- “ My Mom’s car is nasty.” T – “Your Mom’s car is dirty? Why do you think that is?”
Building Bridges (Talk More)
Jonathan: “Bigger!”
Teacher: “Bigger? What’s another word for big?” (teacher blows up a balloon). “Should I make it gargantuan?”
Jonathan: “Yeah!”
Teacher: “Even more gargantuan?”
Jonathon: “Make it gargantuan?”
Building Bridges (Talk More)
Adaptations for Students who are English Learners and/or those with disabilities
v Reduce group size to 2 or 3
v Hold conversations during child-directed times about activities the child is doing (puzzles, digging in the sand)
v Use gestures and visuals to support comprehension
v Use parallel talk, but provide opportunities for child to take a turn.
v Increase wait time.
Planning Using PAVed v Select a theme and two target books
Planning Using PAVed
1. Calf – a baby cow, elephant, whale or seal
2. Chick – a baby chicken or bird
3. Cub – a baby animal that eats meet, like a lion, tiger, bear or wolf
4. Fawn – a baby dear
5. Feathers – what’s on the outside of birds
6. Foal – a baby horse, mule or zebra
7. Fur – the hairy coat covering some animals
8. Hatch – to break out of an egg
9. Parents – people who take care of children
10. Whiskers – the long, stiff hairs growing around an animals mouth
Select 10 vocabulary words and create definitions
Planning Using PAVed v Create picture cards for vocabulary words and the
Novel-Name-Nameless Category (N3C) strategy
PAVEd for Success: Building Vocabulary and Language Development in Young Learners, by Claire E. Hamilton & Paula J. Schwanenflugel. Copyright © 2011 by Paul H. Brookes Publishing Co., Inc. All rights reserved.
foal
a baby horse, mule, or zebra
!!!!
!!!!!!!!!!!!"#$!
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Planning Using PAVed v Write CAR Quest questions prompts for books
Location Type Question
Mama swan on baby swan back
C What do the baby’s feather’s look like?
Mama cow with calf C What does the calf look like?
Mama seal with baby A These are the seal’s whiskers, what other animals have whiskers?
Brown llama talking to white llama
A How do you think a llama’s fur feels?
R Would you want to have fur?
Baby llamas running with their mothers
R These baby’s are talking about their mamas, how would you describe your parents?
Planning Using PAVed v Plan two or more extension activities
v Animal Matching Concentration Game
v Guess the Animal
Language and Vocabulary Activities
v Classification Games – Most preschool children can name common foods such as apples, hamburgers, and pizza, but they have difficulty coming up with a name for what we call them together: Food. Use sorting games to help children learn category names (i.e. packing a suitcase, a picnic basket, doing laundry).
v Thinking or I Spy Games- take turns having children guess or describe things in the environment or in a picture.
v Storytelling – collect a mixture of pictures some familiar, some target words or some not familiar. Look at the pictures together, name and define unfamiliar pictures then have children try to tell a short story with 2 or 3 of the pictures together.
Language and Vocabulary Activities
v Vocabulary Art - ask students to draw, collage or paint pictures of new vocabulary words.
v Compare and Contrast - using two objects that have some similarities, talk about what is the same and what is different. Use real objects whenever possible.
v Photographic Dictionaries – let preschoolers use digital cameras to take pictures of things of interest to them, print and make class or individual books.
v What in the Bag – fill bag with vocabulary objects. Chant – “What’s in the bag, What’s in the bag, _____ tell me What’s in the bag” Let child pull an item and name.
Planning Using PAVed
v Develop Building Bridges Topic Starters
v We’ve been talking about animal families. Tell me about your family.
v Post Vocabulary List in Room so everyone knows the target words
Planning Using PAVed v Write Parent Communication Letter UNIT
SCIEN
CE
PAVEd for Success: Building Vocabulary and Language Development in Young Learners, by Claire E. Hamilton & Paula J. Schwanenflugel. Copyright © 2011 by Paul H. Brookes Publishing Co., Inc. All rights reserved.
Dear Parents:
This week we will be focusing on vocabulary words for Animal Babies. We will be reading stories and carrying out activities to help your child learn the meanings of these words. By pointing out examples of these words at home and in the community, you can help your child expand his or her vocabulary. This week’s words (with simple definitions that children can understand) are as follows:
calf a baby cow, elephant, whale, or seal
chick a baby chicken or bird
cub a baby animal that eats meat, like a lion, tiger, bear, or wolf
fawn a baby deer
feathers what’s on the outside of birds
foal a baby horse, mule, or zebra
fur the hairy coat covering many animals (mammals, in particular)
hatch to break out of an egg
parents people who take care of children
whiskers the long, stiff hairs growing around an animal’s mouth
Please post this where you and your child can see it. Thanks!
Sincerely,
Your child’s teacher
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PAVEd for Success
Hamilton, C. E., & Schwanenflugel, P. J. (2011). Paved for success: building vocabulary and language development in young learners. Baltimore: Paul H. Brookes.
Multi-Tiered Vocabulary Support
Kansas Multi-Tiered System of Supports
(MTSS)
v Core Instruction (ALL)
v Supplemental Instruction (Some)
v Intensive Instruction (Few)
Charlie Greenwood, Elizabeth Spencer, Howard Goldstein, & Judy Carta
Center for Response to Intervention in Early Childhood�
�Division of Early Childhood�
October 30, 2012��
Using Programmatic Research to Develop
Feasible, Effective Language and Early
Literacy Interventions
http://www.crtiec.org �
Story Friends Program
Small groups of children par=cipate in ‘listening centers.’
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Prerecorded storybooks and explicit embedded lessons are delivered under headphones.
Ellie’s First Day Leo’s Brave Face Jungle Friends Go
to the Beach
Vocabulary Words
enormous brave soaked
different grin gorgeous
Comprehension Questions
How do you think Ellie feels about mee=ng new friends? [Why?]
How do you think Leo feels about going to the
den=st? [Why?]
What do you think will happen in this story?
Where did Ellie go in our story?
What did Leo learn from the dentist?
How did Tanisha feel when the wave
knocked over her sandcastle?
At the end of the story, Ellie was
happy. Why was Ellie happy?
At the beginning of the story, Leo was
afraid of the dentist. What do you do
when you are afraid?
Do you think the Jungle Friends will
go to the beach again? [Why or why
not?]
Narrator’s Script with Embedded Instruction
Table 2. Narrator’s Instructional Prompts for the Book “Ellie Gets Stuck” (Regular font = Task Management, Italic Font = Target Word Content)
1. Put finger under first word of title 2. Follow the arrows 3. Open book 4. Turn page 5. Turn page 6. Turn page 7. Say " leap" 8. What word means" to jump"”? 9. What are things that leap? 10. Pretend hand can leap like a frog 11. What does leap mean? 12. Turn page
13. Turn page 14. Turn page 15. Turn page 16. Turn page 17. Turn page 18. Say " pause" 19. What word means " to stop"”? 20. Tap finger 21. Tap finger again 22. Pause! 23. What does “pause"” mean? 24. Turn page 25. Turn page 26, Say " between“ 27. Pretend hands stuck
between knees 28. Turn page 29. Turn page 30. Turn page 31. Turn page 32. Turn page 33. Turn page 34. Turn page 35. Say " leap" 36. What does " leap" mean? 37. Say " pause" 38. What does " pause" mean? 39. Turn page 40. Where is Marquez? 41. Raise your hand
Resources
Kansas Guide to Learning: Literacy- Birth to Five
http://www.ksde.org/Default.aspx?tabid=4678
Kansas Guide to Learning: Literacy Birth to Five
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Kansas Early Learning Standards Resources
v Virtual KIT- Learning to Read: Early Literacy Birth to Fivehttp://www.kskits.org/ta/virtualKits/learningToReadEarlyLiteracy0to5.shtml
v Kansas Kids Ready for Learning http://readyforlearning.net/
v TASN - http://ksdetasn.org/cms/
Questions? References v Christ, T., & Wang, X. C. (2010). Bridging the
vocabulary gap: What the research tells us about
vocabulary instruction in early childhood. Young Children, July, 84-91.
v Farstrup, A. E., & Samuel, S. J. (Eds.). (2008). What research has to say about vocabulary instruction. Newark,
DE: International Reading Association.
References v National Early Literacy Panel. (2008). Developing
early literacy: Report of the National Early Literacy Panel. Washington DC: National Institute for Literacy.
v Roskos, K. A., Tabors, P., O. , & Lenhart, L. A. (2009). Oral Language and Early Literacy in Preschool. Newark, DE: International Reading Association.
References v Vukelich, C., & Christie, J. F. (2009). Building
foundations for preschool literacy. Nerwark, DE: International Reading Association.Two theoretical perspectives on early reading and writing: emergent literacy and scientifically based reading research (SBRR)
v Vukelich, C., & Christie, J. F. (2009). Building foundations for preschool literacy. Nerwark, DE: International Reading Association.
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