Overview Project WORLD Words of Oral Reading and Language Development A Vocabulary and Knowledge Building Curriculum 2010-2014.

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Presentation transcript:

Overview Project WORLD Words of Oral Reading and Language Development A Vocabulary and Knowledge Building Curriculum

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

Graduate Research Assistants ( ) Mathew Davis-TAMU Tamara Bravo-TAMUDakota Seale- UTPA Leonor Avila-TAMU Brenda Gamez-TAMUNallely Garcia-UTPA Lisa Lockwood-TAMUPatricia Lerma-UTPA Sophia Tani-Prado-TAMUMaricruz Luna-UTPA Becky Haynes-TAMURica Ramirez-UTPA Minjun Kim-TAMUIris Vasquen-UTPA Leina Zhu-TAMUMiguel Montemayor-UTPA Heather Davis-TAMUMegan Jove-UTPA Laura Frame-TAMUSonia Torres-UTPA Juanita Vaquero-TAMUGloria Cardona-UTPA

Acknowledgements IES CFDA 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 A IES Education Research Grants IES Early Learning and Policies Efficacy and Replication Goal grants that: Aim: Provide support for the development of interventions that address specific sources of reading comprehension difficulties. Award Period: June 2011 – May 2015

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

Scope and Sequence Dual text structures 5-day instructional cycles Focus on vocabulary and comprehension talk of varying complexity 20 minutes per day Small group

8 8 Standards Themes Topics Books Concepts (Derived from Books and Concepts) Comprehension (Selected High Priority Skills) Vocabulary Lexical Sets (liquid, frozen, snow, garden, plant, leaf) Places Where We Live and Go Nature PreK Guidelines: Science, Vocabulary, Social Studies, Listening Comprehension CitiesHomesSchoolWaterSnow Seasons Light Narrative (story) Informational (non- fiction) Where people live How plants help people Where animals live SequencingRetellAssociations

Book Selection  Illustrations and text structure can be used to scaffold story narration, make predictions, and introduce new content information.  Target words are depicted in the text.  Content and text length are age appropriate.  Content related to science/social studies themes.  Developmentally appropriate and sensitive.

Vocabulary Selection  Content-Related (theme/topic; science, social studies)  Important to story/informational book.  Important for later learning.  Depictable (and depicted) in the book.

Visuals that Teach Concepts Theme – Places Where We Live and Go 14

Receptive Language

Y02 Vocabulary Outcomes

Y03 Vocabulary Outcomes

Overview of Student Outcomes Receptive Language Expressive Language Listening Comprehension Conceptual Knowledge NPrePostPrePostPrePostPrePost Y01 Standardized Measure Outcomes Project WORLD Business-as-Usual Y02 Standardized Measure Outcomes Project WORLD Books Y03 Standardized Measure Outcomes Project WORLD Vocabulary

Video Clip