Vocabulary

What We Know Betty S. Bardige notes in her new book, “Talk to Me, Baby, 2009’’ the amount of playful talk a child experiences before age 3 better predicts later school success than family income or race or social status.

Vocabulary What We Know “the most important aspect to evaluate in child care settings for very young children is the amount of talk actually going on, moment by moment, between children and their caregivers.” Hart and Risley, 2002

Vocabulary What We Know In one week a child in a high SES family may hear 60,000 more words than a child in a welfare family. Hart and Risley, ,150 1, p. 132

Vocabulary Dearing, E., McCartney, K., & Taylor, B., 2009 Quality of Pre-school Programs Make a Difference in Middle Childhood high levels of language stimulation Access to developmentally appropriate learning materials A positive emotional climate with sensitive and responsive caregivers Opportunities for children to explore their environments

Vocabulary Partatore, Cassano, & Schickedanz, 2010 Latest Research Impacts grade 3, 4, and beyond, needs to be integral Early gap in vocabulary rarely closed Talk must be rich, high quality pre-school programs can make a difference Books– Unfamiliar topics, complex syntax Reading words not enough, elaborate discussions, enriching information, providing children with the opportunity to use the words

Vocabulary A child who cannot read proficiently by the end of third grade is destined to a lifetime of educational failures and, research shows, is more likely to end up in prison. The National Institutes of Health considers the nation's reading problem so pernicious, researchers there have labeled it a major threat to public health.

Vocabulary Why?? Hemmerschnickle I know how to play hemmerschnickle.

Vocabulary Why?? Dumblewhazzle Please hand me the dumblewhazzle.

Vocabulary Levels of Knowledge Stage 1--Not familiar with the word Stage 2--Have seen or heard the word Stage 3--Know something about it, can relate to it in a situation Stage 4--Know it well, can explain it and use it Beck, McKeowen, Kucan (2002)

Vocabulary Which words to teach?

Vocabulary Which words to teach? Tier 1 Words Words We Know Well Run Dog Playground Beck, McKeowen, Kucan (2002)

Vocabulary Which Words to Teach? Tier 2 Words 4-5 per week High frequency, used in mature language, found in many contexts 4-5 per week Above Amazing Below Search

Vocabulary Which words to teach? Tier 3 Words Low frequency, used in mature language, used in limited contexts Knight Kazoo Kayak Beck, McKeowen, Kucan (2002)

Vocabulary Beck, McKeowen, Kucan (2002) How Do We Teach? Rich Instruction Frequent and varied opportunities Enhanced language comprehension and production + =

Vocabulary Beck, McKeowen, Kucan (2002) How Do We Teach? Your New Words for Tonight TIER 1,2,3 words

Vocabulary Coyne, Simmons, Kame’enui, 2004 How Do We Teach Using Storybooks? Before, During and After book discussions and activities Present words before reading Define words while reading Extended discussion and activities Provide opportunities for children to use words repeatedly Repeated Readings

Vocabulary

Now you select a book from your classroom. Identify three to five new words that you would like to teach this week. Develop center-based activities to help children learn these new words. Share your ideas with your colleagues