Project WORLD Teacher Questioning Before, During and After Shared Book Reading: Questions that Accelerate Vocabulary

WORLD Project Team Dr. Jorge E. González, P.I. (2006-2014) Texas A&M University Dr. Sharolyn D. Pollard-Durodola, Co-P.I (2006-2014) University of Denver Dr. Laura Saenz, Co-P.I. (2010-2014) University of Texas Pan American Heather Davis, Project Coordinator, Nora Resendez, Project Coordinator

Graduate Research Assistants (2006-2014) Mathew Davis-TAMU Tamara Bravo-TAMU Dakota Seale-UTPA Leonor Avila-TAMU Brenda Gamez-TAMU Nallely Garcia-UTPA Lisa Lockwood-TAMU Patricia Lerma-UTPA Sophia Tani-Prado-TAMU Maricruz Luna-UTPA Becky Haynes-TAMU Rica Ramirez-UTPA Minjun Kim-TAMU Iris Vasquez-UTPA Leina Zhu-TAMU Miguel Montemayor-UTPA Heather Davis-TAMU Megan Jove-UTPA Laura Frame-TAMU Sonia Torres-UTPA Juanita Vaquero-TAMU Gloria Cardona-UTPA

Acknowledgements IES CFDA 84.305 IES Education Research Grants IES Goal Two: Development Grant Reading comprehension and reading scale-up research grants: Aim: Provide support for the development of interventions that address specific sources of reading comprehension difficulties. Award Period: June 2005 – May 2009 IES CFDA 84.305A IES Early Learning and Policies Efficacy and Replication Goal grants that: Award Period: June 2011 – May 2015

Overview Project WORLD Shared book reading benefits How to read books with young children to build vocabulary Type of reading styles Types of questions to ask Activity Summary

Project WORLD Overview Word Knowledge World Knowledge Pre-School Language Development Knowledge of Text and Structure

Shared Book Reading Whether in Spanish or English, reading books to children is one of the most popular, enduring and effective methods adults use to develop young children’s language. It is considered a developmentally appropriate practice for preschoolers

Benefits of Shared Reading Actively participate in reading Learn to predict how a story will progress Understand that illustrations can help construct meaning Increase and develop new vocabulary Discover and implement reading strategies Recognize letters and sounds in the context of the words of the story Understand concepts of the printed word Sequence story events (K12Reader, 2014)

How to Read Books with Young Children Introduce the story by discussing the title, cover, and author/illustrator. Ask the students to make predictions regarding what they think the story might be about. Read the story aloud to the students using appropriate inflection and tone. Pause and ask the students to make predictions. Ask brief questions to determine students' comprehension level. Conclude the reading by reserving time for reactions and comments. Ask questions about the story and relate the story to the students' similar experiences. Ask the children to retell the story in their own words. Re-read the story and/or allow time for independent reading. Conduct follow-up activities such as making crafts related to the story (Reading Rockets, 2014)

Books and Vocabulary Growth Shared reading provides a good place to talk about words (Dickinson & Porche, 2011) Read books using demanding (asking prediction questions) reading styles that assist children in processing information helps most to build vocabulary Asking questions together with discussions helps: Children’s learning Focus attention Encourages thinking about what is being read

Rich Interactive Teacher Talk Matters Begin by choosing a picture book that will spur a lot of questions Children’s vocabulary grows when teacher talk requires them to reflect upon or analyze the words they hear Teacher talk during shared reading benefits children when it moves beyond (labeling: “What is this?,” “What color is it?”) to more analytical questions (“What do you think is going to happen next?”)

Label/Identify/Recall Questions: To name; to identify or designate with a label Recall a previous day’s information Examples: Teacher: “Look at this picture. This is a shadow Teacher: “What new word did we learn yesterday? Teacher: “Who is the character in the story?” Teacher: “The title of our book is The Rainy Day.” Teacher: “What is all over the ground?”

What Labeling Question Can You Ask? This is a city, a city is a place with lots of people and buildings. What is this everyone? What are some things you have seen in a city?

Define/Explain/Describe Questions: A statement or explanation that communicates critical attributes or meaning of the target vocabulary word A definition or explanation that communicates understanding of the term “A liquid is something wet, like water or juice.” “Who can tell me what frozen means? “What do you think will melt on this page?” “What was the big thing that happened to Moonbear in the story?”

What Define/Explain/Describe Questions? What does it look like if something is blowing in the wind? Who can tell me what is happening in the picture? Who can tell me what wind looks like?

Associate/Connect/Expand/Relate Questions: Make a logical connection of the new word with other words. Compare words and connected concepts with other words and concepts, to extend knowledge Connect concepts discussed in the story with life experiences “Could we be in the shade if we felt the hot sun? Why or why not?” “What is the difference between standing in the shade and standing in the sun?” “Are there schools and apartments on the earth? “Lets pretend we are sitting outside in the dark. Since you can’t see anything in the dark, tell me what you hear?”

What Associate/Connect/Expand Questions? Where have you seen a shadow? Could we have a shadow if we were standing in the sun?

In summary Three important types of questions Label/identify/recall Define/Explain/Describe Associate/Connect/Expand/Relate

Thank you!