Welcome K – 2 Teachers!
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Transcript of Welcome K – 2 Teachers!
WelcomeK – 2
Teachers!Word Work & Building Vocabulary
Time Study in Kindergarten (T.Wright, 2003)
Research on Vocabulary Instruction
Children from professional homes enter Kdg. with exposure to approximately 30 million more words than children from economically disadvantaged homes (Professional family = 45 million, Working class family = 26 million, Welfare family = 13 million (American Educator, 2003))
By 3 years of age, children can have as much as a 600 word gap.
By grade 2 the gap widens to about 4,000.
Children between the ages of 12 months and 18 months can learn an average of 10 words per day.
The vocabulary size in 1st grade/Preschool strongly predicts the comprehension skills in 11th grade/3rd Grade. (Cunningham & Stanovich, 2007)
Limited Vocabularies…If children have limited vocabularies
when they get to elementary school……even if they can sound words out, they won’t know what those words mean.…they won’t be able to understand books.…they won’t enjoy reading or read frequently.…over time they will struggle to gain new knowledge and new vocabulary from reading. *The Matthew Affect
What’s going on nationally?
Time for science instruction dropped substantially in elementary schools since mid 1990’s (Blank, 2012)
Declining time spent on science in elementary school is correlated with lower scores on the fourth grade National Assessment of Educational Progress (NAEP) (Blank, 2012)
By middle school, American students score well below students in other industrialized nations in science (OECD, 2007) Except Massachusetts, Georgia, and a few others.
Nationally, only 34% of fourth graders scored proficient in reading.
73% of 4th graders who scored below the 25th percentile on vocabulary were eligible for free and reduced price lunch.
Students who scored poorly on vocabulary also scored poorly on reading comprehension.
NAEP 2011
Reading Comprehension
Language Comprehension
Vocabulary
Background knowledge
Knowledge of text and sentence structures
Automatic Word Recognition
Phonological Awareness
Print Concepts
Decoding and Sight Work Knowledge
Fluency in Context
Strategic Knowledge
General Purposes for Reading
Specific Purposes for Reading
Knowledge of Strategies for Reading
WordInsect
• Butterfly, mosquito, ant, fly, ladybug• Small creature• 6 legs• 3 body segments called head, thorax, abdomen• Antenna• May have wings• Live in many habitats• Have mechanisms for protection, e.g. sting• Insect life-cycle
Concept
What can we do differently?
Engage in content area instruction from the start of school (through read aloud, centers, outdoor activities).
Integrate literacy experiences in the content areas.
Integrate oral language and vocabulary across content areas (expand turn and talk, exploration and writing).
Literacy & PlayStep 1: Choose a theme or topic worth
exploring:Already a Curricular Topic (Science, SS, etc)Provides world knowledgeIs relevant and appealing to childrenEnables children to encounter important
ideasLet’s children learn how to inquire/ask
questions
Find books from your library and your shared reading that support your topic of study. (lots of genres)
Nutrition
Shared Book ReadingThe amount of time spent reading is
related to children’s reading achievement.
Children’s language and vocabulary development is enriched by exposure to books.
Children build an understanding of how books work and the purposes of different text genres.
Children build knowledge from books.
Informational BooksWhat kids learn:
Build knowledge on a particular topic
Answer questions about the world
Content vocabulary (i.e., science words)
How to read:
Ask questions, look for answers
Explain content words and label objects
Make connections and point out new ideas
Address misconceptions
Discuss and use new vocabulary in conversations, centers and activities (children too)
4 Research-based Vocabulary Teaching Practices
Provide purposeful exposure to new words – provide opportunities for students to use new language
Intentionally teach word meanings – context, situational, reading, talking, writing.
Teach word-learning strategies (a routine)
Offer opportunities to use newly learned words in text, in writing, and conversation.
Words for Seasons…Season/Plants Topic Words
Winter, spring, summer, fall, snow, rain, branches, buds, weather, seeds, flowers, plants, fruit, autumn
Season/Plants Challenge Words
Maple syrup, flower tassels, showers, seedlings, energy, pollen, cornstalks, pumpkins, patch,
Season/Plants Supportive Words
Taps, nests, roots, leaf, sap, leaves, bark, nuts, soil, stem, sunlight, weeds, vines, ripe, cold, warm, hot, limbs, dirt,
Explicit Vocabulary Instruction
Careful word selection
Provide child friendly definitions
Discuss the meaning of the word across a variety of contexts
Provide opportunities for children to use the word
Review, review, review – (reread, new books)
Progress monitoring
Teach Word MeaningsBefore reading aloud
During read aloud
Provide a child-friendly definition
Use a picture
Use a video clip
Think of songs, nursery rhymes and wordplays that support your topic of
study.It’s raining, it’s pouring
Peter, Peter, pumpkin-eater
The itsy, bitsy spider
Frosty weather, snowy weather
Five little pumpkins
The leaves are green, the nuts are brown
Play Centers & Inquiry
Activities
Supportive Language Environment
Clarify word meanings during conversations.
Use children’s questions to help them make connections.
Wonder about the world together.
Tell children more of what’s happening in the world.
Narrate what children are doing.
Think aloud
Support children in having longer conversations (taking more than one turn)
Talk about things that are beyond the here and now (categories, relationships, processes)
Prompts to Extend a Conversation
Tell me more…
Why did you decide to work on that today?
Why does that interest you?
Tell me about what you are planning to do next…
What do you predict will happen? Or, what do you think will happen next?
Tell me what you think about…
What do you think would happen if you (did something slightly differently)…
Opportunities for Developmental Writing
Picture of fall drawn in science journal. “Mom” is a sight word that is in room.
Think About It… Is there a topic of study or theme where you could add
vocabulary?
Can you tie words to key concepts or big ideas that you want kids to learn?
Can you think of a list of words that children will need to know to talk about this theme?
What books will you need?
How can you integrate play and investigations?
How can you encourage conversations about these ideas?
How can you integrate children’s dictating or writing?
Reading Comprehension
Language Comprehension
Vocabulary
Background knowledge
Knowledge of text and sentence structures
Automatic Word Recognition
Phonological Awareness
Print Concepts
Decoding and Sight Work Knowledge
Fluency in Context
Strategic Knowledge
General Purposes for Reading
Specific Purposes for Reading
Knowledge of Strategies for Reading
More
!!!!
Hungry Caterpillar
http://www.youtube.com/watch?v=X0FapyACymc