Jenni fer Catalano

Flagler Col lege

Center on Li teracy and Deafness

TALive!

November 13, 2019

EXPLICIT

CONTEXTUALIZED

VOCABULARY

INTERVENTION

FOR DHH

Funding for this project provided by the

Institute of Education Sciences

Grant # R24C12001

http://clad.education.gsu.edu/

A LITTLE BIT ABOUT ME

Dr. Jennifer Catalano

Director of Master’s in Education of the DHH Program

jcatalano@flagler.edu

(904) 819-6297 voice

(904) 438-3431 VP

SHAMELESS PLUG

Vocabulary Instruction

Importance of vocabulary learning

Connections between vocabulary and literacy

Components of good vocabulary instruction

ECV-DHH

Components of instruction

Overview of the intervention implementation steps

WHAT WILL YOU LEARN?

WHY VOCABULARY?

Share why you think learning vocabulary is

important.

Why Vocabulary?

• The Matthew Effect

• Language Flexibility

• Higher Order Thinking

• Reading Comprehension

The Simple View of Reading

Vocabulary

Language comprehension

Reading comprehension

Vocabulary growth

Share why you think DHH children are at risk

for learning age-appropriate vocabulary.

WHY ARE DHH CHILDREN AT RISK?

Vocabulary Delays in

DHH Children

•Limited ability to access vocabulary incidentally

•Impoverished vocabulary environment

•Adults are new learners of ASL

•Adults who engage in “linguistic overprotection”

What does it mean to know a word?

What words should be taught?

What are components of good vocabulary

instruction?

VOCABULARY INSTRUCTION 101

Recognition

“I’ve seen or heard this word”

Comprehension

“I understand the word”

Expression

“I say/sign

the word”

Generalization

“I can use the word appropriately”

WHAT DOES IT MEAN TO KNOW A WORD?

Narrow knowledge in one context only

Rich de-contextualized knowledge

Multiple meanings

HAVING A DEEPER UNDERSTANDING

Tier 3:

Low Frequency

highly specific

Tier 2: High frequency

“mature”, but not limited to a specific domain

Tier 1: High Frequency

basic, general everyday use

WHAT WORDS SHOULD BE TAUGHT?

ocean

fierce

anemone

(Beck & McKeown, 2007)

HOW DOES THIS HELP STUDENTS READ?

Increased vocabulary

Increased schemata

Decreases cognitive

load

(McVee, Dunsmore, & Gavelek, 2005; Sweller, 1994)

The Bonferroni multiple-comparison procedure has a number of variations. Although these are mentioned here in the context of the analysis of variance, they can be applied equally well whenever we have multiple hypotheses tests for which we wish to control the family -wise error rate. These procedures have the advantage of setting a limit on the FW error rate at α against any set of possible null-hypothesis, as does the Tukey HSD, …… while at the same time being less conservative than Tukey’s test when our interest is in a specific subset of contrasts . In general, however, Bonferroni procedures would not be used as a substitute when making all pairwise comparisons among a set of means, though the multistage procedures, which change the critical value as null hypotheses are rejected, can be used for that purpose (Howell, 2013, p. 386)

AN EXAMPLE

How do you teach vocabulary to DHH children?

What strategies do you think are most

effective?

WHAT ARE COMPONENTS OF GOOD

VOCABULARY INSTRUCTION?

Connects to a theme

Includes choosing appropriate words

Provides child-friendly definitions

Provides multiple exposures and gets students

to use the words

Balances explicit and implicit instruction

COMPONENTS OF GOOD VOCABULARY

INSTRUCTION

Intentional and planned

Focus is on new words

Metacognitive skills

Repetition

Contextualized

Focus is on word meanings

Learned unconsciously through interactions

Implicit Instruction

Explicit Instruction

Adapted from PAVEd for Success (Hamilton & Schwanenflugel, 2013).

Designed as a supplemental intervention for DHH children grades K-2 (≈20 mins/day)

Centered around a content area:

Science

Social Studies

Formerly known as V4S

Research supports intervention

ECV-DHH

ECV-DHH WEBSITE

http://clad-vocab.coe.arizona.edu/

Fast Mapping

Interactive Book

ReadingConversation

Extension Activities

FOUR COMPONENTS

ECV-DHH

Explicit Instruction

Fast Mapping

Extension Activity:

Drill and Practice

Implicit Instruction

Interactive Book Reading

Teacher-Student Conversations

Extension Activity:

Conceptual

BALANCED VOCABULARY INSTRUCTION

Choose 5-8 target words

Tier 1, 2, and 3 words

Combination of nouns, verbs, and adjectives

Decide on the signs for the words

Decide which words should be fingerspelled

Choose a child-friendly definition for each word

Screen student to make sure the words are unknown

ASL

Spoken Language

PRIOR TO INSTRUCTION

EXAMPLE: OCEAN UNIT

Target

Words

Definitions

Can you guess the tier?

Ocean A large body of salt water that covers most of the

Earth

Urchin A sea animal with sharp spikes on its body

Dim Dark or unclear

Fierce Mean, angry, or very strong

Coral Bones left by a sea animal

OCEAN: WORDS AND DEFINITIONS

Tier

1

3

2

2

3

Fast-mapping is the term used to describe the speed and ease with which young children learn new words (Carey, 1978).

Helps students attach meaning to a new word when it is presented within a set along with words that they already know.

ASL

Spoken Language

FAST MAPPING

Which is the

urchin?How did you

know that?

You know this is a ball

and this is a banana, so

this has to be the urchin

Introduce each book with a bookwalk

Read each book twice

Ask 3 questions per reading (competence, abstract, relate)

Include target words in the question or potentially in the

answer

Write questions on sticky notes

Draw attention to the new words

Display the target words during book reading

INTERACTIVE BOOK READING

Type of question Description Ocean Examples

Competence Answers found in

the book

Where do all of these animals live?

Abstract Inferences need to

be made

Looks like those fish are hiding in

some coral. Why do you think they

are hiding there?

Relate Relate to own

experience

Those little fish made one big fish to

hide. Tell me about a time you

played a game where you hide.

QUESTIONS DURING BOOK READING

Provides opportunities for:

student and teacher to use target words and express

concepts

teacher to model complex language

teacher to expand student’s language

CONVERSATION

Prompt should elicit the use of target words

Start with an open-ended question or a “tell me” statement.

For example:

In the book, how could Swimmy make friends with an urchin without

getting poked?

I went to the beach last weekend and swam in the ocean. Tell me

about a time you went to the ocean.

It is helpful to provide a prop such as: an object, picture,

video, or book.

CONVERSATION PROMPTS

Acknowledgements

Open-ended questions

Vocabulary

recasts

Contributions“Tell-me”

statements

Linguistic

expansions

Follow student’s lead

CONVERSATION STRATEGIES

Adult Conversation Move Example

Open ended question Why do you think the urchins have spikes?

“Tell me” statements Tell me about a time you went to the ocean.

Acknowledgement You are right!

Contribution I saw an urchin at the aquarium too.

Expansions and recasts Student: Me no like urchins.

Teacher: You don’t like urchins because the

spikes can poke you.

PRODUCTIVE CONVERSATIONAL MOVES

Break down the content; the student may not

understand what you are asking.

Give an example.

Expand student sentences as a model and have

the student repeat back from your model.

Keep student on topic by letting him speak and

then bring him/her back.

CONVERSATION IS CHALLENGING!

Drill and Practice

(explicit)

Repeated opportunities for practice

Receptive and Expressive

Conceptual

(implicit)

Extends and enriches concepts

Provides opportunities to

use words in context

EXTENSION ACTIVITIES

Memory

Bingo

Go Fish

Slap Jack

Headbands

DRILL AND PRACTICE EXAMPLES

Demo_Extension Activity Drill and Practice.mp4

Arts and Crafts

Role Playing

Experiments

CONCEPTUAL ACTIVITY EXAMPLES

Science Experiment:

tasting salt water

Arts & Crafts:

salt water paintings

DAY 1 DAY 2

• Screen for target and known words

• Select target words

• Fast mapping activity

• Bookwalk: Expository Book

DAY 3 DAY 4

• IBR 1: Expository book (first reading)

• Conversation 1

• Drill and Practice 1

• Bookwalk: Narrative Book

DAY 5 DAY 6

• IBR 2: Narrative book (first reading)

• Conversation 2

• Conceptual Activity 1 with Conversation

DAY 7 DAY 8

• IBR 3: Expository book (second reading)

• Drill and Practice 2

• IBR 4: Narrative book (second reading)

• Conversation 3

DAY 9 DAY 10

• Conceptual Activity 2 with Conversation • Post-intervention Assessment

OVERVIEW

OF UNIT

Use a Sample Unit Develop Your Own Unit

IMPLEMENTING A VOCABULARY UNIT

SAMPLE

UNIT

1. Choose a theme

2. Choose two related books (at least one should be expository)

3. Select target words from the books

4. Create a child-friendly definition for each word

5. Create word picture cards

6. Make known word cards for Fast Mapping (one time)

7. Create CAR questions for each book reading

8. Develop 3 conversational prompts, 2 drill and practice activities, and 2 conceptual activities

9. Create scripts for conversations and conceptual activities

PLANNING A VOCABULARY UNIT

Child-friendly definitions:

http://www.learnersdictionary.com/

http://www.yourdictionary.com/

Science-related signs:

https://wiki.rit.edu/display/sciencelexicon/Science+

Signs+Lexicon

RESOURCES

Vocabulary can be caught, but it should also

be taught, especially to DHH children.

Successful vocabulary teaching for young DHH

children involves purposeful planning.

TAKE-AWAY MESSAGES

How might you use the components of ECV-DHH

with your students?

ECV-DHH IN YOUR CLASSROOM

WHAT: NE FL ToDHH Roundtable & Explicit Contextualized

Vocabulary Instruction for DHH

WHEN: Friday, December 6 th from 8-4

WHERE: Flagler College

HOW: Register online

WANT TO LEARN MORE?

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