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Welcome K – 2 Teachers!

Welcome K – 2 Teachers!. Word Work & Building Vocabulary. Time Study in Kindergarten ( T.Wright , 2003). Research on Vocabulary Instruction.

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Welcome K – 2 Teachers!

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  1. WelcomeK – 2 Teachers! Word Work & Building Vocabulary

  2. Time Study in Kindergarten (T.Wright, 2003)

  3. 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)

  4. 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

  5. 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.

  6. NAEP 2011 • 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.

  7. Word Insect • 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

  8. 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).

  9. Literacy & Play • Step 1: Choose a theme or topic worth exploring: • Already a Curricular Topic (Science, SS, etc) • Provides world knowledge • Is relevant and appealing to children • Enables children to encounter important ideas • Let’s children learn how to inquire/ask questions

  10. Nutrition Find books from your library and your shared reading that support your topic of study. (lots of genres)

  11. Shared Book Reading • The 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.

  12. Informational Books What 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)

  13. 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.

  14. 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,

  15. 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

  16. Teach Word Meanings • Before reading aloud • During read aloud • Provide a child-friendly definition • Use a picture • Use a video clip

  17. 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

  18. Play Centers & Inquiry Activities

  19. 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)

  20. 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)…

  21. Opportunities for Developmental Writing Picture of fall drawn in science journal. “Mom” is a sight word that is in room.

  22. 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?

  23. More!!!!

  24. Hungry Caterpillar http://www.youtube.com/watch?v=X0FapyACymc

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