Getting Kids Talking About Words and Books:

Exploring Vocabulary Instruction and Literature Circles

Chocowinity Primary, Beaufort County -- August 4, 2014

Caitlin Ryan and Elizabeth Swaggerty, East Carolina University

Getting Comfortable Thinking and Talking About Words

http://www.youtube.com/watch?v=qXGuCaApR7U

Embrace your inner nerd!Make learning about words fun!

What research tells us:

Four components of an effective vocabulary program:

1. extensive independent reading to expand word knowledge [i.e., multiple words in multiple contexts]

2. instruction in specific words to enhance comprehension of texts containing those words

3. instruction in independent word-learning strategies, and

4. word consciousness and word-play activities to motivate and enhance learning

(Graves, 2000)

What research tells us:

The words you use are powerful…• You are a model of

language use and vocabulary for your students.– What words do you use?– What words could you use

to scaffold their growing vocabularies?

• It Works!– Kindergarten teacher

example– Maya’s story– Others to share?

What you teach is powerful…Considerations for Selecting Vocabulary Words (Fisher & Fry, 2008)

Representative•Is the word representative of a family of words that students should know?•Is the concept represented by the word critical to understanding the text?•Is the word a label for an idea that students need to know?•Does the word represent an idea essential for understanding another concept?

Repeatability•Will the word be used again in this text? •If so, does the word occur often enough to be redundant?•Will the word be used again during the school year?

Transportable•Will the word be used in group discussions?•Will the word be used in writing tasks?•Will the word be used in other content or subject areas?

Contextual Analysis

•Can students use context clues to determine the correct or intended meaning of the word without instruction?

Structural Analysis

•Can students use structural analysis to determine the correct or intended meaning of the word without instruction?

Cognitive Load •Have I identified too many words for students to successfully integrate?

How you teach is powerful…Draw students’ attention to words as you read and teach.

1. Add information verbally or through gesture / voice inflection

2. Model how you use context clues when reading

Digging Deeper with Types of Helpful Context Clues:

DefinitionSynonymAntonymExample

Your turn!

Help students learn - AND USE –words with new meanings…

WHOA, BABY!

Help students understand relationships between words…

YOUR TURN! Organize the words you just brainstormed OR try one of these:

Frigid ------------------------------------------------------------------------------------------------Scalding

Repulsive--------------------------------------------------------------------------------------------Exquisite

Help students understand relationships between words…

CONCEPT SORTS

Helping students analyze word parts…• Explore the structure of words through WORD SORTS

Benefits:• Active and hands-on• Connects spelling & meaning• Helps students learn whole

groups of words

Examples:•Greek and Latin roots (intermediate)•Prefixes and suffixes (all students)

Your Turn!

Activity #1: Word Sort Example

Activity #2:Greek/Latin Root Activity

Don’t forget the fun!Patterns are important, but remember that they don’t ALWAYS work!http://www.youtube.com/watch?v=uWN9rTc08GU

Word play builds engagement, fosters word consciousness, and is FUN!

YOUR TURN!Try your own “Woah, Baby!” word re-writes!

http://www.youtube.com/watch?v=V97c_Vx-NFo

A few examples……

Vocabulary Smorehttps://www.smore.com/7gyf3-vocabulary-instruction

Teaching Vocabulary on Reading Rocketshttp://www.readingrockets.org/article/9943

Ideas from Edutopiahttp://www.edutopia.org/blog/vocabulary-instruction-teaching-tips-rebecca-alber

Vocabulary Teaching Ideas on Pinteristhttp://www.pinterest.com/judyhelton/teaching-vocabulary/

Additional Resources

Literature Circles

1/3 of the teacher-identified “successful” readers struggled

with comprehension

Direct Comprehension

Strategies

Meaning-based Discussion about

TextVs.

*Focusing on the content of text through meaning-based questions/discussion was more effective than a procedural comprehension strategies-based approach (McKeown, Beck, and Blake, 2009)

*Can be effective methods to support engagement at all levels (Burns, 1998; Casey 2008/2009; Heller, 2006; Lloyd, 2004; Long & Gove, 2003; Swaggerty, 2009; Wiebe Berry & Englert, 2005)

Actively construct meaning from text as a joint activity rather than one that is transmitted from the teacher to the student.(Lee & Smagorinsky, 2000; McKeown, Beck, & Blake, 2009)

Social Constructivist Literacy Learning

Keeping our Eye on the Prizehttps://www.youtube.com/watch?v=wlJJhP3frUQ&feature=

fvwrel

Getting Started with TalkLet’s try it!

Scaffold with Roles

Discussion Director: acts as group’s facilitator; creates questions to increase comprehension; asks who, what, why, when, where, how, and what if; open-ended questions that will stimulate discussion; focus on themes/big ideas

Word Wizard: locates amazing/interesting words; looks for new words or words used in unusual ways; clarifies word meanings and pronunciations; uses research resource; points to the words in context

Literary Luminator: locates examples of amazing/interesting writing that could be read aloud to the group; guides oral reading for a purpose; examines figurative language, parts of speech, and vivid descriptions

Reporter: prepares a summary of the book or selected reading; highlights the important details, events, and characters.

Connector: makes text-to-self, text-to-world, and text-to-text connections; makes connections to what you’re studying; make disconnections.

Your Turn!

You’ve chosen a book/group with your post-its…Within your group:– Choose roles– Talk about norms, expectations for high-quality talk– Read• Read with your role in mind• Use post-its• Fill out role sheet

What Did You Think?

High-interest books, span ability levels

Book talks

Students rank order books

Teacher build groups based on choice (sometimes ability)

Planning Literature Circles

Make sure they can read their booksMeet with them more often to ensure they

are reading (comprehending) and ready for the discussion

Provide extra opportunities to ask questions

Make sure they feel success with readingKeep them excited and motivated

Extra Support for Students Who Find Reading Difficult

Key Ideas: Text Discussion to Enhance Comprehension and Engagement

Teach kids how to read with purposeTeach them how to notice, note, and question text

that is interesting, confusing, and complex

Teach kids how to talk about textTeach them how to compose good questions,

questions that invite discussion

Teach kids how to be in a groupTeach them how to listen to and learn from one

another

Getting Started With Lit Circles Lesson Plans:http://www.readwritethink.org/classroom-resources/lesson-plans/literature-circles-getting-started-19.html

Talking about Text Website: http://talkingabouttext.weebly.com/

Text Discussion Resources

Wrap Up

Dr. Caitlin Ryan & Dr. Elizabeth SwaggertyReading Education

East Carolina Universityryanca@ecu.edu swaggertye@ecu.edu