Multi-tiered Vocabulary Instruction- Meeting the Needs of All

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Multi-Tiered Vocabulary Instruction:

Meeting the Needs of All Children

31st Annual KDEC Conference February 28, 2013 Wichita, Kansas

Chelie Nelson and Misty Goosen TASN – KITS

Agenda

v Vocabulary and Literacy

v Strategies to Support Vocabulary Development

v Multi-Tiered Support for Vocabulary Development

Zed and Isaac Definitions

v  Emergent Literacy Perspective – emphasizes the social nature and meaningful use of literacy.

v  Scientifically Based Reading Research Perspective – emphasizes skills and concepts that young children need to master to become proficient readers and the research-based strategies for teaching them.

Paulson, 2012

Critical Areas of Instruction in a Balanced Early Literacy Program

v Print Knowledge

v Phonological Processing

v Oral Language

NELP, 2008

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What is the link between Vocabulary and Literacy?

v  A child’s vocabulary size at age 3 is one of the strongest predictors of their 3rd grade reading achievement.

v  Vocabulary builds background knowledge

v  Vocabulary is essential for reading comprehension

v  Vocabulary is linked to decoding

Vocabulary

To Develop Vocabulary Knowledge

v  Children need:

v  To hear new words

v  Self-motivation and engagement

v  Multiple exposures to new words that give contextual and definitional information

v  To learn to use independent word-learning strategies

Christ and Wang, 2010

Aperture

Four Research-Based Vocabulary Teaching Practices

1.  Provide purposeful exposure to new words

2.  Intentionally teach word meanings

3.  Teach word-learning strategies

4.  Offer opportunities to use newly learned words

Christ and Wang, 2010

Intentional Instruction for Vocabulary

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Selecting Vocabulary Words v  Tier One consists of the most basic words – clock, baby,

happy – rarely requiring instruction in school.

v  Tier Two are high frequency words for mature language users – coincidence, absurd, industrious – and thus instruction in these words can add productively to an individuals language ability

v  Tier Three are words whose frequency of use is quite low, often being limited to specific domains – isotope, lathe, peninsula – and are probably best learned when needed in a content area.

Beck, McKeown, & Kucan, 2002)

Selecting Vocabulary Words

v  Organize around topics or themes

v  Calendar, calf, claws, carpenter, cucumber

v  Hygienist, braces, cavity, saliva, x-ray

v  Words that children may encounter in conversations or later in curriculum

v  Words that can be pictured concretely and distinctly

v  Words that will be useful in more than one context

v  Words that are challenging

Your Turn Book Embedded Vocabulary Strategy (Florida VPK Lang & Voc)

Select a Book and 4-5 Vocabulary Words

Create Child Friendly Definitions

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Pre-teach the Words First & Second Book Reading

1.  Pick one occurrence of the word (preferably on a page with the illustration). When you come to that word, remind children this is one of their new words and provide the definition.

“The tower is where the wizard lives” … “Tower is one of our new words; a tower is a tall building.”

Then continue reading the story

2.  Second story reading, do the same but if possible pick a difference place in the story to recall the target word.

Observing the Strategy v  http://www.flvpkonline.org/teachertoolkit/langVoc/

section_3/3c.htm

Think, Show, Tell, Talk Strategy

v  Telescope - http://www.flvpkonline.org/teachertoolkit/langVoc/section_5/5c.htm

v  Leap - http://www.flvpkonline.org/teachertoolkit/langVoc/section_5/5c_2.htm

In Play

Dickinson & Tabors 2001,239-40)

Teacher: Oh. So you’re going to get the sharks. Do you need to kill them, or do you move

them to a different place so they can’t hurt anybody?

Casey: Kill them. Teacher: Kill them. You have to kill them?

Bryan: Yeah. Casey: There’s water already in the cage.

Teacher: Oh, so they’re in cages that are filled with water?

Bryan: Yeah, it’s a water cage. . . . Teacher: You must be very brave and daring men to go

down there and take all these sharks back to this special place.

Casey: We’re protecting them.

Teacher: Do you have to wear special suits? What kind do you wear in the water?

Bryan: I wear climbing.

Teacher: A climbing suit? Casey: Yeah.

Teacher: What do you wear? Casey: A shark suit.

Teacher: Those things on your back. Are those the oxygen tanks? To help you breathe

underwater?

Bryan: They can breathe underwater.

Teacher: Wow, that’s a special trick to learn how to do

Florida’s VPK Teacher Tool Kit

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PAVEd for Success

v Teach Vocabulary

v Read More

v Talk More

Hamilton, C. E., & Schwanenflugel, P. J. (2011).

New VEhicles (Teach Vocabulary)

Strategy 1

v  Introduce new vocabulary using Novel Name-Nameless category (N3C)


Strategy 2

v  Provide a quick definition

v  Immediately following the introduction of each word during N3C

v  During whole-group review of vocabulary

v  During reading of books following the mention of each vocabulary word with in the text


Strategy 3

v  Review New Vocabulary Words Daily with Picture Cards


Strategy 4

v  Read Topic-Related Books (with embedded vocabulary Using CAR Quest)

Strategy 5

v  Reinforce New Vocabulary with Extension Activities


Strategy 6

v  Post the Vocabulary List

Strategy 7

v  Share New Vocabulary Words and Unit Topics with Families

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CAR Quest (Read More)

Guidelines

v  Read each book more than once during the week

v  Read books in both small and large group settings

v  Introduce books by taking a book walk

v  Read the book interactively by using the CAR Quest prompts (6 questions per story)

v  Choose an additional topic-related book with good vocabulary


CAR Quest Prompts What it does Examples

Competence Allows children to demonstrate concepts they already know

“What color is the boy’s shirt in this picture?” “Who is riding in that car?”

Abstract Requires children to infer information not immediately present in the story or pictures

“What is the boy thinking?” “How did that make him feel”

Relate Encourage children to relate the information to their own experiences

“When was the last time you went somewhere in a car?” “Did you do something special the last time it snowed?”


CAR Quest Prompts Target words Examples

Competence Nurse Carpenter

“What is the nurse wearing?” “ What is the carpenter doing?”

Abstract Judge Veterinarian

“The judge is pounding her gavel and saying, “Order in the court.”. Why does the judge need order?” “ Why is the veterinarian looking at the dog?

Relate Crossing Guard Artist

“ When have you seen a crossing guard outside your school?” “Would you want to be an artist when you grow up?”

Your Turn

Building Bridges (Talk More)

How to Implement

v  15 minutes per week/per group (all at once or three 5 minute groups)

v  In small groups of 5 to 7 students

v  Build into schedule

v  Select groups


Guidelines

v  Let the children select the topic

v  Allow adequate wait time

v  Listen with genuine interest

v  Keep the conversation positive

v  Encourage turn-taking among the children

v  Hold linguistically complex conversations with children

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Strategies for Linguistically Complex Conversations

v  Respond with alternative and more sophisticated words (vocabulary recast)

C-”She ain’t got no bike” T – “I wonder why there are insufficient tricycles.”

v  Expand on what the children say

C- “My sister there.” T- “Your sister is hanging upside down on the jungle gym.”

v  Ask open-ended questions

C- “ My Mom’s car is nasty.” T – “Your Mom’s car is dirty? Why do you think that is?”


Jonathan: “Bigger!”

Teacher: “Bigger? What’s another word for big?” (teacher blows up a balloon). “Should I make it gargantuan?”

Jonathan: “Yeah!”

Teacher: “Even more gargantuan?”

Jonathon: “Make it gargantuan?”


Adaptations for Students who are English Learners and/or those with disabilities

v  Reduce group size to 2 or 3

v  Hold conversations during child-directed times about activities the child is doing (puzzles, digging in the sand)

v  Use gestures and visuals to support comprehension

v  Use parallel talk, but provide opportunities for child to take a turn.

v  Increase wait time.

Planning Using PAVed v  Select a theme and two target books

Planning Using PAVed

1.  Calf – a baby cow, elephant, whale or seal

2.  Chick – a baby chicken or bird

3.  Cub – a baby animal that eats meet, like a lion, tiger, bear or wolf

4.  Fawn – a baby dear

5.  Feathers – what’s on the outside of birds

6.  Foal – a baby horse, mule or zebra

7.  Fur – the hairy coat covering some animals

8.  Hatch – to break out of an egg

9.  Parents – people who take care of children

10.  Whiskers – the long, stiff hairs growing around an animals mouth

Select 10 vocabulary words and create definitions

Planning Using PAVed v  Create picture cards for vocabulary words and the

Novel-Name-Nameless Category (N3C) strategy

PAVEd for Success: Building Vocabulary and Language Development in Young Learners, by Claire E. Hamilton & Paula J. Schwanenflugel. Copyright © 2011 by Paul H. Brookes Publishing Co., Inc. All rights reserved.

foal

a baby horse, mule, or zebra

!!!!

!!!!!!!!!!!!"#$!

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Planning Using PAVed v  Write CAR Quest questions prompts for books

Location Type Question

Mama swan on baby swan back

C What do the baby’s feather’s look like?

Mama cow with calf C What does the calf look like?

Mama seal with baby A These are the seal’s whiskers, what other animals have whiskers?

Brown llama talking to white llama

A How do you think a llama’s fur feels?

R Would you want to have fur?

Baby llamas running with their mothers

R These baby’s are talking about their mamas, how would you describe your parents?

Planning Using PAVed v  Plan two or more extension activities

v  Animal Matching Concentration Game

v  Guess the Animal

Language and Vocabulary Activities

v  Classification Games – Most preschool children can name common foods such as apples, hamburgers, and pizza, but they have difficulty coming up with a name for what we call them together: Food. Use sorting games to help children learn category names (i.e. packing a suitcase, a picnic basket, doing laundry).

v  Thinking or I Spy Games- take turns having children guess or describe things in the environment or in a picture.

v  Storytelling – collect a mixture of pictures some familiar, some target words or some not familiar. Look at the pictures together, name and define unfamiliar pictures then have children try to tell a short story with 2 or 3 of the pictures together.

Language and Vocabulary Activities

v  Vocabulary Art - ask students to draw, collage or paint pictures of new vocabulary words.

v  Compare and Contrast - using two objects that have some similarities, talk about what is the same and what is different. Use real objects whenever possible.

v  Photographic Dictionaries – let preschoolers use digital cameras to take pictures of things of interest to them, print and make class or individual books.

v  What in the Bag – fill bag with vocabulary objects. Chant – “What’s in the bag, What’s in the bag, _____ tell me What’s in the bag” Let child pull an item and name.

Planning Using PAVed

v  Develop Building Bridges Topic Starters

v  We’ve been talking about animal families. Tell me about your family.

v  Post Vocabulary List in Room so everyone knows the target words

Planning Using PAVed v  Write Parent Communication Letter UNIT

SCIEN

CE

PAVEd for Success: Building Vocabulary and Language Development in Young Learners, by Claire E. Hamilton & Paula J. Schwanenflugel. Copyright © 2011 by Paul H. Brookes Publishing Co., Inc. All rights reserved.

Dear Parents:

This week we will be focusing on vocabulary words for Animal Babies. We will be reading stories and carrying out activities to help your child learn the meanings of these words. By pointing out examples of these words at home and in the community, you can help your child expand his or her vocabulary. This week’s words (with simple definitions that children can understand) are as follows:

calf a baby cow, elephant, whale, or seal

chick a baby chicken or bird

cub a baby animal that eats meat, like a lion, tiger, bear, or wolf

fawn a baby deer

feathers what’s on the outside of birds

foal a baby horse, mule, or zebra

fur the hairy coat covering many animals (mammals, in particular)

hatch to break out of an egg

parents people who take care of children

whiskers the long, stiff hairs growing around an animal’s mouth

Please post this where you and your child can see it. Thanks!

Sincerely,

Your child’s teacher

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PAVEd for Success

Hamilton, C. E., & Schwanenflugel, P. J. (2011). Paved for success: building vocabulary and language development in young learners. Baltimore: Paul H. Brookes.

Multi-Tiered Vocabulary Support

Kansas Multi-Tiered System of Supports

(MTSS)

v  Core Instruction (ALL)

v  Supplemental Instruction (Some)

v  Intensive Instruction (Few)

Charlie Greenwood, Elizabeth Spencer, Howard Goldstein, & Judy Carta

Center for Response to Intervention in Early Childhood�

�Division of Early Childhood�

October 30, 2012��

Using Programmatic Research to Develop

Feasible, Effective Language and Early

Literacy Interventions

http://www.crtiec.org �

Story Friends Program

Small groups of children par=cipate in ‘listening centers.’

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Prerecorded storybooks and explicit embedded lessons are delivered under headphones.

Ellie’s First Day Leo’s Brave Face Jungle Friends Go

to the Beach

Vocabulary Words

enormous brave soaked

different grin gorgeous

Comprehension Questions

How do you think Ellie feels about mee=ng new friends? [Why?]

How do you think Leo feels about going to the

den=st? [Why?]

What do you think will happen in this story?

Where did Ellie go in our story?

What did Leo learn from the dentist?

How did Tanisha feel when the wave

knocked over her sandcastle?

At the end of the story, Ellie was

happy. Why was Ellie happy?

At the beginning of the story, Leo was

afraid of the dentist. What do you do

when you are afraid?

Do you think the Jungle Friends will

go to the beach again? [Why or why

not?]

Narrator’s Script with Embedded Instruction

Table 2. Narrator’s Instructional Prompts for the Book “Ellie Gets Stuck” (Regular font = Task Management, Italic Font = Target Word Content)

1. Put finger under first word of title 2. Follow the arrows 3. Open book 4. Turn page 5. Turn page 6. Turn page 7. Say " leap" 8. What word means" to jump"”? 9. What are things that leap? 10. Pretend hand can leap like a frog 11. What does leap mean? 12. Turn page

13. Turn page 14. Turn page 15. Turn page 16. Turn page 17. Turn page 18. Say " pause" 19. What word means " to stop"”? 20. Tap finger 21. Tap finger again 22. Pause! 23. What does “pause"” mean? 24. Turn page 25. Turn page 26, Say " between“ 27. Pretend hands stuck

between knees 28. Turn page 29. Turn page 30. Turn page 31. Turn page 32. Turn page 33. Turn page 34. Turn page 35. Say " leap" 36. What does " leap" mean? 37. Say " pause" 38. What does " pause" mean? 39. Turn page 40. Where is Marquez? 41. Raise your hand

Resources

Kansas Guide to Learning: Literacy- Birth to Five

http://www.ksde.org/Default.aspx?tabid=4678

Kansas Guide to Learning: Literacy Birth to Five

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Kansas Early Learning Standards Resources

v  Virtual KIT- Learning to Read: Early Literacy Birth to Fivehttp://www.kskits.org/ta/virtualKits/learningToReadEarlyLiteracy0to5.shtml

v  Kansas Kids Ready for Learning http://readyforlearning.net/

v  TASN - http://ksdetasn.org/cms/

Questions? References v  Christ, T., & Wang, X. C. (2010). Bridging the

vocabulary gap: What the research tells us about

vocabulary instruction in early childhood. Young Children, July, 84-91.

v  Farstrup, A. E., & Samuel, S. J. (Eds.). (2008). What research has to say about vocabulary instruction. Newark,

DE: International Reading Association.

References v  National Early Literacy Panel. (2008). Developing

early literacy: Report of the National Early Literacy Panel. Washington DC: National Institute for Literacy.

v  Roskos, K. A., Tabors, P., O. , & Lenhart, L. A. (2009). Oral Language and Early Literacy in Preschool. Newark, DE: International Reading Association.

References v  Vukelich, C., & Christie, J. F. (2009). Building

foundations for preschool literacy. Nerwark, DE: International Reading Association.Two theoretical perspectives on early reading and writing: emergent literacy and scientifically based reading research (SBRR)

v  Vukelich, C., & Christie, J. F. (2009). Building foundations for preschool literacy. Nerwark, DE: International Reading Association.

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Multi-tiered Vocabulary Instruction- Meeting the Needs of All