Making Words Real for Young Children Presented by Lynn Hoover, M.Ed., CALT-QI Assistant Director Rawson-Saunders School Austin, Texas

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 Teach high 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 ducktophissdoll gullhenjacksbuzz honkpeckyapbat Categories They Have WingsToysAnimal Sounds

Sorting Activities fuzzkisssinktank puffboxwelltub bitsiplickmuff

Word Scales Mad Words angry furious livid annoyedirritatedupset 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 gorgeous plainattractive uglyhomely 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: curiousstingydelightful 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).