The Early Catastrophe: 30 Million Word Gap by Age 3 Hart & Risely (1995): University of Kansas (Meaningful Differences in the Everyday Experience of Young American Children)  42 young children from normal families (no drug, alcohol, or spouse abusers & non-transient)  3 SES groups: (1) welfare, (2) working class, (3) professional

 When the daily number of words for each group was projected across four years: 4- year old from professional group will have heard ___ million words, working class will have heard ___ million and the child from the welfare group will have only heard ___ million words  All 3 children will show up for kindergarten on the same day but one will have heard ___ million fewer words  When it is time to read, those numbers will play a big role: for the frequency with which a child has met a word will affect how quickly he/she can decode it AND understand it!!

Language Skills  Three language skills that should be included in the curriculum for instructionally naïve students __________________

Statement Repetition  Refers to a student’s ability to say _______________ a statement said by the teacher Test statement repetition ability during the first school week by asking students to repeat several _____ word sentences Students who are not able to repeat the sentence correctly within ___ trials will need practice on statement repetition

 Practice consists of short drills (3-5 min)  pg. 112 Table 11.4: Format for Statement Repetition Note: practice should start on sentences of a length a word or two longer than those a student can say without error

Sentence Comprehension  Introducing question words Who, what, when, where, and why? Students should be able to repeat ________________ statements (e.g., The boy ran in the park; The girl hit the ball) before question about sentences are introduced  New question words are introduced when students have mastered question involving previously introduced question words Who and what question presented first. Why?

Similarity Comparison  Involve examining several objects or actions and determining ways they may or may not be similar ___________: A knife and a saw are the same because they are both tools. _______: A knife and a saw are the same because they both cut. ________: A knife and a saw are the same because their blades are both made of metal.

__________: A knife and a saw are the same because they both have handles. ________: A toothbrush and a hairbrush are the same because they are both found in a bathroom. ________: Many objects are the same because of their shape, color, and texture

Strategies for Teaching Vocabulary Chapter 11

Three Methods of Teaching Vocabulary  Vocabulary can be taught orally by the use of ________

Modeling  Used when ____________ of a new word include words students do ____ understand e.g., When teaching “over”, the teacher cannot explain why something is over with using the term over or a synonym for over such as above  Used primarily to teach word labels for common objects, actions, and attributes

Synonyms  Used when a students know a __________ that can explain the meaning of a new, unknown word e.g., student know the word over but does not know above.  Initial Synonyms do not have to be _________ e.g., If a student knows the meaning of wet, the teacher can use a little wet to explain the meaning of damp

Definitions  Used when students have adequate _____________ to understand a longer explanation and when the concept is too complicated to be explained through a ___________ Construct a definition by specifying a small ___________ to which a new word belongs and then tell how the word ________ from other member of the class.  e.g., definition of “service station”: “a place where gasoline is sold and cars are repaired”

 A vehicle is something that takes you places.  My turn. Is this a vehicle? Yes. How do I know? It is something that takes you places.  My turn again. Is this a vehicle? Yes. How do I know? It is something that takes you places.  My turn again. Is this a vehicle? No. How do I know. It is not something that takes you places.

 Your turn. Is this a vehicle? How do you know?  Is this a vehicle? How do you know?