1. Choosing, Introducing, and Using Words to Build Vocabulary during Read-Alouds Some ideas from: Beck, I., McKeown, M., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford.

2. Agenda Review Quiz 2 Review Text-Talk Discussion Prompts from Homework Review Reading Guide and Connect to Activities –Choosing Words –Student Friendly Definitions –Using/Engaging With Words Review Text-Talk Assignment

3. Make Way for Ducklings #3 Just as they were getting ready to start on their way, a strange enormous bird came by. It was pushing a boat full of people, and there was a man sitting on its back. “Good morning,” quacked Mr. Mallard, being polite. The big bird was too proud to answer. (pages 7-8) Where’s the possible confusion? (inference needed?) How will your questions encourage active building of understanding?

4. Text Talk Example #3 Initial: (0pen) Response: Follow-up: Response: Follow-up: Response:

5. Make Way for Ducklings #4 “I like this place,” said Mrs. Mallard as they climbed out on the bank and waddled along… “There are no foxes and no turtles, and the people feed us peanuts. What could be better?” But… ”Look out!” squawked Mrs. Mallard, all of a dither. “You’ll get run over!” And when she got her breath, she added, “This is no place for babies, with all those horrid things rushing about. We’ll have to look somewhere else. ” Where’s the possible confusion? (inference needed?) How will your questions encourage active building of understanding?

6. Text Talk Example #4 Initial: (0pen) Response: Follow-up: Response: Follow-up: Response:

7. Reading Guide 2: Vocabulary

8. Direct & Rich Vocabulary Instruction What do Beck & McKeown argue is problem with relying on word learning solely from context clues? What do they propose instead for explicitly teaching the meanings of words?

9. Context cues CAN help, but not always “Rebecca, come back and eat your Cheerios, they’re getting soggy.” Rebecca (4 years old) inferred soggy meant sad and lonely. And then, she later used it in her own language… I don’t want to go to bed – I feel soggy!” – When context clues do work, for every 100 words, only learn 3-15 of them.

10. How helpful are context clues? It depends… Directive contexts: likely to lead to correct inference about meaning –Nora grew smaller and smaller and finally vanished. (disappeared) General contexts: enough clues to infer the general category of meaning –Brian said morosely, “This miserable town will be the death of us!” (bad, negatively – but specifics are undefined)

11. How helpful are context clues? It depends… Non-Directive contexts: little assistance in helping to define meaning –Freddy look at the team members. Each looked more hapless than the next. (Happy? Untrained? But descriptive…) Misdirective contexts: direct to incorrect meaning of word – John was exhilarated after his first experience mountain climbing.

12. Choosing Words

13. Choosing Words To Teach There are too many words to teach! –Students encounter so many new words in reading, how could we teach them all? Not all words need attention Not all words should be treated equally What do Beck & McKeown recommend?

14. Choosing words to teach Tier One words: Most basic words, rarely require instruction (cake, street, walk, jump) Tier Three words: Words that are low frequency, or are domain specific (isotope, woof, peninsula), probably learned best when needed in content

15. Tier Two words High frequency words for mature language users Words that would be found across a variety of domains Words that can be worked with in a variety of ways so that students can build rich representations of them and their connections to other words and concepts Words for which students understand the general concept, but would provide more precision in use e.g. astonished, coincidence, absurd, scrumptious – Mad: frustrated, angry, disturbed …

16. Choosing Words Try it Out…. Ruby the CopyCat Listen for examples of… Tier 1 words Tier 2 words Tier 3 words

17. Introducing Words

18. Why don’t definitions work? Weak differentiation: Definition does not differentiate how the word is different from other words (e.g. conspicuous = “easily seen.” How does that differentiate from visible?) Vague language (typical = “being a type”) More likely interpretation: Definition uses familiar words in unfamiliar ways (e.g. devious = “straying from the right course, not straightforward.” Students could interpret as walking. Multiple pieces of information: definition gives no help in how to integrate pieces (e.g. exotic = “foreign, strange, not native”)

19. What Works Better? Develop Student-Friendly Explanations Two Key Strategies Characterize the word and how it is typically used Explain the meaning in everyday language

20. Student-Friendly Definitions Characterize the Word Explanation should be as particular as possible (When do I use this word particularly? Why do we have such a word?) –Tamper: Defined as, “to interfere in a secret or incorrect way.” Could be construed as meddling. Does not get at the idea of messing something up in a sinister way. –Student friendly explanation: “to change something secretly so that it doesn’t work properly or becomes harmful.”

21. Ally: Defined as, “one associated with another” –What is association? Student friendly explanation: “somebody who does things with you” Does that characterize “ally”? –Doesn’t get at main characteristic of helping in a common cause Better student friendly explanation: “Someone who helps you in what you are trying to do, especially when there are other people who are against you.” Student-Friendly Definitions Explain Meaning in an Everyday Way

22. Are the words too hard? If the words that you use to explain the target word to the students are too hard, the word is too hard. Will the students be likely to use the word in their day-to-day lives? If not, choose a different word.

23. Explaining Word Meanings Notice…. Lesson Plan: Ruby the CopyCat Try It Out Make Way for Ducklings Enormous Delighted Develop student-friendly definitions for each Characterize the word and how it is typically used Explain the meaning in everyday language

24. Word Study Concepts for Deepening Meaning (Stronger differentiation) 1. mult meanings: to run fast; a run in my stockingrun 2. synonyms: cold: frigid, freezing, chilly 3. Etymology: dilemma – trilemmadilemma 4. antonyms: loud: soft, subdued, silent 5.figurative language: as sly as a fox 6. homonyms: right – write; dear – deer;

25. Using Words: Activities for Building Vocabulary Students interact with the words

26. Beck & McKeown Teaching Vocabulary Start with instructional materials/books – choose words that are important for comprehension –Multiple exposures –Breadth of information –Actively engage with word by thinking and processing deeply – HOW DO WE DO THAT??

27. Overheard Conversations Unique Monotone Extraordinary Peculiar

28. Example - Nonexample

29. Word Lines How would you rank these personally? How much energy does it take to… 1.Flex your little finger? 2.Thrust a heavy door shut? 3.Embrace a teddy bear? 4.Beckon to someone for five straight hours? 5.Seize a feather floating through the air Least energy _____________ most energy

30. Shades of Meaning How would you rank these? Confidant Ally Friend Acquaintance

31. Using Words Connecting to Ruby the CopyCat Do you see ideas for teaching in the Lesson Plan? When might you use this word Examples/NonExamples Word Lines

32. More Activities for Using Words and Word Study Students interact with the words

33. Thinking Deeply About Words Idea Completions Provide students with stem that require them to integrate a word’s meaning into a context in order to explain a situation –The audience asked the virtuoso to play another piece of music because… –The skiing teacher said Maria was a novice on the ski slopes because …

34. Interacting with Words: Situations & Examples If you are walking around a dark room, would you do it cautiously? Why? What are some other things that need to be done cautiously? What is something you could do to impress your teacher? Why? What is something that might impress your mother? Which of these things would be extraordinary? Why or why not? –A shirt that was comfortable or a shirt that washed itself? –A person who has a library card, or a person who has read all the books in the library?

35. Thinking Deeply About Words Have You Ever …? Helps students associate new words with contexts and activities from their own experiences –Describe a time when you might urge someone? –Describe a time when you might banter with someone? –What would make you gleeful?

36. Thinking Deeply About Words Applause, Applause! Students are asked to clap in order to indicate how much they would like (not at all, a little bit, a lot) to be described by the target word. Why do they feel that way? How much would you like to be known as a…leader? a tyrant? a princess?

37. Thinking Deeply About Words Word Associations Associate a new word when presented with a word or phrase: –Words = accomplice, virtuoso, philanthropist, novice –Which word goes with crook? –Which word goes with “gift to build a new hospital”?

38. “Interacting with Words”: Making Choices If any of the things I say might be examples of people clutching something, say “clutching.” If not, don’t say anything. –Holding tight to a purse –Holding a fisful of money –Softly petting a cat’s fur If any of the things I say would make some one radiant, say, “You’d be radiant.” If not, don’t say anything. –Winning a million dollars –Getting a hug from a favorite movie star –Walking to the post office

39. See whether there is anything about the words that is related. Create an activity to relate the words. –Reluctant, insisted, drowsy might be demonstrated by facial expressions –Create a sentence using all words: Would you prefer to budge a sleeping lamb or a ferocious lion? Why? –Ask students to choose between two words: If you get your clothes ready to wear to school before you go to sleep, would that be sensible or raucous? Thinking Deeply About Words Relating Words

40. Thinking Deeply About Words Use the Same Format for Words If you satisfy your curiosity, do you need to find out more or have you found out all you need? Why? If a dog was menacing, would you want to pet it or move away? Why? If you wanted to see something exquisite, would you go to a museum or a grocery store? Why?

41. What makes something a mammal? –Hair –Warm-blooded –Milk to young What makes something a reptile? –Skin? –Cold-blooded –Shape of head Thinking Deeply About Words Classifying

42. Mammals –People –Cats –Dogs –Lions –Mice –Whales Reptiles –Snakes –Alligators –Dinosaurs –Lizards

43. Teaching words in semantic groups Bad People –Villain –Malefactor –Burglar –Embezzler –Miscreant –Cad –Rogue –Scoundrel Red –Crimson –Scarlet –Pink –Blush –Ruby –Sanguine –Carmine

44. Thinking Deeply About Words Using the Words in One Context What would an immense plate of spaghetti look like? Would you feel miserable after you ate all that spaghetti? Why or why not? What would it look like to eat the spaghetti in a leisurely way?

45. Possible Sequence for Introducing Vocabulary: Contextualize the word for its role in the story (“The bears were astonished when ….”) Ask the children to repeat the word to gain a phonological representation (Say the word with me, “astonished.”) Explain the meaning of the word (“Astonished means you are really surprised or shocked at something.”) Provide examples other than the one used in the story (“Someone might be astonished to see a tree grow up to the ceiling right in front of their eyes.”) Children provide their own examples. (“Tell me about something that would astonish you. Try to use the word when you tell about it. You could start by saying, “I would be astonished____.”) Children say the word again to reinforce its phonological representation (“What’s the word we’ve been talking about?”)

46. Try It Out: Make Way for Ducklings enormous delighted

47. Homework Read Words Their Way Ch. 2 Spelling: Stages of Spelling Development Due March 27 (next Thursday): –Text-Based Discussion on Ruby The Copycat –Elementary Spelling Inventory (WTW, p. 319) Bring to class