Making Words Work: Building Vocabulary and Comprehension through Primary Read-Alouds Michael C. McKenna University of Virginia Sharon Walpole University.

Making Words Work: Building Vocabulary and Comprehension through

Primary Read-Alouds

Michael C. McKennaUniversity of Virginia

Sharon WalpoleUniversity of Delaware

DERF asks teachers to DERF asks teachers to use high-quality use high-quality children’s literature in children’s literature in interactive read interactive read alouds . . . How well is alouds . . . How well is that concept that concept implemented in real life?implemented in real life?

Children’s books are fun . . . But Children’s books are fun . . . But that’s not all they arethat’s not all they are

Listen to some children and think Listen to some children and think about all of the work they do to about all of the work they do to “make it make sense”“make it make sense”

T: “In 1612, French explorers saw some Iroquois people popping corn in clay pots. They would fill the pots with hot sand, throw in some popcorn and stir it with a stick. When the corn popped, it came to the top of the sand and made it easy to get.”

C1: Look at the bowl!T: Okay, now it’s hot enough to add a few kernels.C2: What’s a kernel?C1: Like when you pop.T: It’s a seed.C2: What if you, like, would you think … a popcorn seed.

Like a popcorn seed. Could you grow popcorn?

Smolkin & Donovan, 2002

T: Oh, excellent, excellent question! Let’s read and we’ll see if this book answers that question, and if not, we’ll talk about it at the end.

Smolkin & Donovan, 2002

T: “And 1000-year-old popcorn kernels were found in Peru that could still be popped.” Now. This guy is doing different . . . It’s kind of like two stories are going on. What is this part giving us?

Cs: (together) Information

T: It is. And what is this doing?

C: It is telling you.

T: It’s giving us, right, steps of how to make the popcorn.

C: And he has a big old speech bubble.

T: Yes, because he’s reading about this, remember? And so his speech bubble is him reading this book about this (pointing to pictures of native peoples).

Today’s Goals

Understand why we need to teach vocabulary to young students Learn strategies for teaching vocabulary Examine differences between fiction and nonfiction read-alouds Be able to plan, conduct, and follow- up a read-aloud lesson focused on vocabulary instruction.

Why are read-alouds the best way to build vocabulary and comprehension?

They may actually be the only way!Let’s look at some reasons.

Why Read-Alouds ?

The teacher does the decoding. Natural contexts for words are provided. Authentic opportunities for modeling comprehension strategies occur. Student engagement is likely. Discussion is facilitated. Words and strategies can be reinforced in new contexts all year long.

But I can introduce vocabulary more efficiently without read-alouds.

Maybe, but if you did, you’d have to create an entire curriculum. That’s why so little is done.

“Vocabulary levels diverge greatly during the primary years, and virtually nothing effective is done about this in schools.” (p. 29)

Biemiller, A. (2004). Teaching vocabulary in the primary grades.In J.F. Baumann & E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 28-40). New York: Guilford.

Andy Biemiller

But the kids know lots of words. Why not just focus on teaching them to recognize the ones they know?

Why not do both? If you ignore vocabulary, the Matthew effect can be terrible.

50K

40K

30K

20K

10K

0

K 12

5,0001,500

45,000

17,000

Oral vocabulary at the end of first grade is a significant predictor of comprehension ten years later.

Cunningham, A.E., & Stanovich, K.E. (1997). Early reading acquisition and its relation to experience and ability 10 years later. Developmental Psychology, 33, 934-945.

But how can a few read-alouds make a dent in that huge number of words?

The cumulative effect might surprise you.

“Adding three root words a day is the average daily number of words learned by primary age children with the largest vocabularies.” (p. 37)

Biemiller, A. (2004). Teaching vocabulary in the primary grades.In J.F. Baumann & E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp.

28-40). New York: Guilford.

AndyBiemiller

“Adding three root words a day is the average daily number of words learned by primary age children with the largest vocabularies.” (p. 37)

Biemiller, A. (2004). Teaching vocabulary in the primary grades.In J.F. Baumann & E.J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 28-40). New York: Guilford.

3 words x 140 days 400 words per year

But why can’t we just have them look up the definitions?

You’ll find that definitions alone are not enough.

Let’s try …Let’s try …

Read the Wye Delta passageRead the Wye Delta passage What can you synthesize from the What can you synthesize from the

text?text? Now read the dictionary definitions of Now read the dictionary definitions of

the underlined wordsthe underlined words Do the definitions help?Do the definitions help?

Why be systematic? Why can’t the kids just rely on context?

Context may not be as powerful as you think. And besides, many kids don’t use it.

Four Types of Contexts

1. Directive (provides powerful clues)“Sue was talkative but Bill was taciturn.”

2. General (helps categorize a word)“She’d had measles, mumps, and varicella.”

3. Nondirective (offers very little help)“The dress was taupe.”

4. Misdirective (can be misleading)“He was huge, muscular, and adroit.”

Beck & McKeown (2004)

Let’s try …Let’s try …

Read the excerpt from Read the excerpt from When Marian When Marian SangSang

Fill in the missing words based on Fill in the missing words based on context cluescontext clues

Compare your answers Compare your answers Are context clues enough?Are context clues enough?

Beck & McKeown (2004)

Teaching Students about ContextTeaching Students about Context

Remember that many students may have difficulty Remember that many students may have difficulty making inferences about words from contextmaking inferences about words from context

Remind them that context does not always Remind them that context does not always provide strong cluesprovide strong clues

Model the process when possibleModel the process when possible

But what about comprehension? How do you teach strategies to kids who can’t read?

The alternative is to wait until they can read. If you do that, it may be too late.

The Domino Theory

Teach children to decode first, and put off vocabulary and comprehension

instruction until later.

Smolkin & Donovan, 2002

“[R]esearch has almost universally supported the idea that reading

aloud to children leads to improved reading comprehension.” (p. 144)

For a fiction read-aloud, how do I know which words to teach?

Target what Beck and McKeown call Tier Two words.

Beck & McKeown (2004)

Two characteristics that make a Two characteristics that make a word appropriate for teaching:word appropriate for teaching:

1.1. We can define it in terms that the We can define it in terms that the students knowstudents know

2.2. The students are likely to find the The students are likely to find the word useful or interestingword useful or interesting

Beck and McKeown’s Three Tiers

Tier 3 • Rare words• 73,500 word families K-12• Often content-area related• Examples: isotope, estuary

Tier 2 • Important to academic success• 7,000 word families• Not limited to one content area• Examples: fortunate, ridiculous

Tier 1 • The most familiar words• 8,000 word families• Known by average 3rd grader• Examples: happy, go

Beck and McKeown’s Three Tiers

Tier 2 • Important to academic success• 7,000 word families• Not limited to one content area• Examples: fortunate, ridiculous

“Goldilocks” Words Stahl & Stahl (2004)

Beck and Mckeown’s Three Tiers

Steps in a Bringing Words to Steps in a Bringing Words to Life Vocab LessonLife Vocab Lesson

1.1. Say the word. Children repeat.Say the word. Children repeat.

2.2. Tell how the word was used in the text.Tell how the word was used in the text.

3.3. Tell a child-friendly definition.Tell a child-friendly definition.

4.4. Give example of the word used in Give example of the word used in multiple, unrelated contexts.multiple, unrelated contexts.

5.5. Invite the children to construct an Invite the children to construct an example.example.

6.6. Have children repeat the word.Have children repeat the word.

Let’s Try ItLet’s Try It

Read the Read the DaedalusDaedalus passage passage In small groups, sort the words into tier 1, In small groups, sort the words into tier 1,

tier 2, or tier 3 level categoriestier 2, or tier 3 level categories Remember, tier 2 level words are words Remember, tier 2 level words are words

that are found across contexts and are that are found across contexts and are more challenging than words found in our more challenging than words found in our spoken vocabularyspoken vocabulary

Reading Time: “Text Talk”Reading Time: “Text Talk”

Read “Text Talk” by Isabel Beck and Read “Text Talk” by Isabel Beck and Margaret McKeown. It’s an article about Margaret McKeown. It’s an article about effective read-alouds for young children.effective read-alouds for young children.

Set a purpose for your reading that Set a purpose for your reading that connects to what we’ve discussed so far.connects to what we’ve discussed so far.

Form a reading group of 3-4 people with Form a reading group of 3-4 people with whom you can discuss these ideas.whom you can discuss these ideas.

Attached is a reading guide to help focus Attached is a reading guide to help focus your reading and guide your discussion.your reading and guide your discussion.

What’s the difference between a fiction and a nonfiction read-aloud?

There are differences in both vocabulary and comprehension strategy use.

Nonfiction Read-AloudsNonfiction Read-Alouds

Take advantage of clusters of related Take advantage of clusters of related termsterms

Stress the connections among wordsStress the connections among words Preteach a few key termsPreteach a few key terms

Nonfiction Read-AoudsNonfiction Read-Aouds

All strategies may be useful, but All strategies may be useful, but especiallyespecially

- Focusing on text structure- Focusing on text structure

- Graphic organizers- Graphic organizers

- Comprehension monitoring (using - Comprehension monitoring (using

“ “think-alouds to model “fix-up” think-alouds to model “fix-up”

strategies for confusing text)strategies for confusing text)

Using “Fix-Up” StrategiesUsing “Fix-Up” Strategies

RereadingRereading Reading onReading on ReflectingReflecting Seeking outside Seeking outside

informationinformation

Let’s try …Let’s try …

Listen while we demonstrate a read-aloud Listen while we demonstrate a read-aloud with a simple nonfiction text.with a simple nonfiction text.

Notice that it follows the structure that you Notice that it follows the structure that you know and love -- we do some things know and love -- we do some things before reading, some during, and some before reading, some during, and some after.after.

Think about that structure. Think about that structure.

What did you think?What did you think?

In terms of vocabulary instruction . . . In terms of vocabulary instruction . . .

What did we do before reading?What did we do before reading? What did we do during reading?What did we do during reading? What did we do after reading?What did we do after reading?

Fiction Read-AloudsFiction Read-Alouds

Since the words will not be related and will not Since the words will not be related and will not be the essential to comprehending, do not be the essential to comprehending, do not preteach thempreteach them

After the read-aloud, create clusters by linking a After the read-aloud, create clusters by linking a new word to familiar words, if you cannew word to familiar words, if you can

Use research-based methods to review, such as Use research-based methods to review, such as

- silly questions- silly questions

- wordwizards- wordwizards

fortunate

scowl

wary

Familiar Words Words ChosenFrom the Book

luckychance

frownstare

carefulafraid

OK, I’ll give it a try.Where do I start?

Let’s start with planning.

Can you really plan to focus on comprehension and vocabulary in the same read-aloud?

Yes. We’re not trying to accomplish everything at once. But we can still target both areas with each read-aloud.

Fiction Read-AloudsFiction Read-Alouds

Rely on such research-based Rely on such research-based techniques as:techniques as:

- Time Lines- Time Lines

- Story Maps- Story Maps Plan to review wordsPlan to review words

Goldilocks Goldilocks Goldilocksfinds eats goescottage porridge upstairs

Example of a Story Map

Setting Characters: Jack, his mother, the giantPlace: Jack’s home, road, giant’s castleWhen and where did this story occur?Who is the main character?

Problem Jack must sell cow but trades for beansWhy did Jack trade?

Goal To see if bean stalk is worth the bad tradeWhat did Jack do when he found the stalk?

Ending Jack steals from giant, flees, cuts down stalkWhat did Jack do in the giant’s castle?What did the giant do?What happened to the giant?Was Jack a good guy or a bad guy?

Let’s watch Sara try …Let’s watch Sara try …

Let’s eavesdrop on a few narrative read-Let’s eavesdrop on a few narrative read-aloudsalouds

Remember that they always have a Remember that they always have a before-during-after structurebefore-during-after structure

Think about management and Think about management and engagement engagement

Think about opportunities to build Think about opportunities to build vocabularyvocabulary

First-Grade Vocabulary VideoFirst-Grade Vocabulary Video

Sara taught a lesson on developing a story Sara taught a lesson on developing a story map during reading and ended the lesson map during reading and ended the lesson teaching two vocabulary words from the teaching two vocabulary words from the story.story.

At the end of the day she pulled a group of At the end of the day she pulled a group of students who struggled with the story map students who struggled with the story map and vocabulary and repeated the lesson.and vocabulary and repeated the lesson.

While watching the video While watching the video notice …notice …

How does Sara set the purpose for the How does Sara set the purpose for the lesson?lesson?

How does she maintain a focus on How does she maintain a focus on enjoying the story enjoying the story andand learning? learning?

How does she plan for students to talk How does she plan for students to talk during the reading?during the reading?

How does she maintain focus on the How does she maintain focus on the purpose of the lesson?purpose of the lesson?

Before the small group …Before the small group …

When Sara repeats the same lesson with When Sara repeats the same lesson with the same book on the same day with a the same book on the same day with a group of students struggling with group of students struggling with comprehension and vocabulary, what do comprehension and vocabulary, what do you think will happen?you think will happen?

After the 1st-grade videoAfter the 1st-grade video

What are the similarities and differences What are the similarities and differences between the whole-group and small- group between the whole-group and small- group lesson?lesson?

How did she introduce the purpose for How did she introduce the purpose for revisiting the book again with the small revisiting the book again with the small group?group?

Planning a Read-AloudPlanning a Read-Aloud Choose engaging, well-illustrated booksChoose engaging, well-illustrated books A number of words should be unknown to about A number of words should be unknown to about

half the studentshalf the students Choose 3 target words that are likely to be Choose 3 target words that are likely to be

unfamiliar but useful later (in fiction, these words unfamiliar but useful later (in fiction, these words will be unrelated; in nonfiction, they will be key will be unrelated; in nonfiction, they will be key terms)terms)

For nonfiction, decide how you will introduce the For nonfiction, decide how you will introduce the words and whether they must be introduced first words and whether they must be introduced first in order to ensure comprehensionin order to ensure comprehension

Keep track of the words you chooseKeep track of the words you choose

Planning a Read-AloudPlanning a Read-Aloud Plan to repeat the read-aloudPlan to repeat the read-aloud Plan for small-group sessions (3-5 Plan for small-group sessions (3-5

students) to repeat the storystudents) to repeat the story Plan multiple exposures to the vocabulary Plan multiple exposures to the vocabulary

items you chose in the days followingitems you chose in the days following

During the Read-AloudDuring the Read-Aloud

Introduce (or review) a comprehension Introduce (or review) a comprehension strategy or focusstrategy or focus

Build prior knowledgeBuild prior knowledge Preteach key concepts if the read-aloud is Preteach key concepts if the read-aloud is

nonfictionnonfiction Focus children’s attentionFocus children’s attention

During the Read-Aloud

Be “performance oriented”; read with expression.

During the Read-AloudDuring the Read-Aloud Include “rich, dialogic discussion”Include “rich, dialogic discussion”

- Activate relevant prior knowledge- Activate relevant prior knowledge

- Link the story to experiences of - Link the story to experiences of

studentsstudents

- Elicit responses from students- Elicit responses from students Give synonyms or quick explanations of Give synonyms or quick explanations of

Tier 3 words as you go (Biemiller)Tier 3 words as you go (Biemiller)

During the Read-Aloud

Display pictures after reading a page, not while reading it (Beck et al., 2004)

During the Read-Aloud

Pause at the places you’ve chosen to model comprehension strategies.

Remember to prompt children about strategies that are becoming familiar.

Keep the children interacting and focused on the the text

After the Read-Aloud

Conduct a discussion. Get beyond the literal level! Elicit thoughtful responses. Don’t just question–encourage questioning! Practice summarizing. Review the comprehension strategy. In nonfiction, review the vocabulary. In fiction, teach the vocabulary.

After the Read-Aloud

Keep track of the words you teach. Make a chart with words, dates and books. Look for chances to revisit words. Record when you do.

Ask “silly questions.”

Would a fortunate person scowl?

Beck & McKeown (2004)

Be a Word Wizard!

wary scowl ridiculous fortunate

Tom Sue Ed Juan Maria Lakesha Paul Jack

Beck & McKeown (2004)

9-10 9-11 9-12 9-13 9-14 9-17 9-18 9-19

fortunate I R

scowl I

willing I R

resist I

restful I

joyous I

wander I R

gloomy I

beam I R

I = Introduce R = Reinforce

Let’s try …Let’s try …

Work with a partner to choose a trade Work with a partner to choose a trade book to usebook to use

Read the book together, and take a minute Read the book together, and take a minute to think about itto think about it

Decide what you would do before, during, Decide what you would do before, during, and after reading to build children’s and after reading to build children’s vocabularyvocabulary

Let’s watch Sara with 3rd Let’s watch Sara with 3rd Graders Graders

Notice the difference in level of Notice the difference in level of independence in completing a story mapindependence in completing a story map

What evidence do we have that the What evidence do we have that the children need the graphic organizer?children need the graphic organizer?

After viewing both videosAfter viewing both videos

How are the whole group read-alouds How are the whole group read-alouds similar and different in the first- and third-similar and different in the first- and third-grade classes?grade classes?

What opportunities could Sara provide in What opportunities could Sara provide in the small group that she could not provide the small group that she could not provide in the whole-group setting?in the whole-group setting?

What evidence do you have that the What evidence do you have that the children actually do need re-teaching?children actually do need re-teaching?

Building it into instructionBuilding it into instruction

How could you improve your use of read How could you improve your use of read alouds to build vocabulary next yearalouds to build vocabulary next year

What support would you need? How What support would you need? How could you work together as a team?could you work together as a team?

How do I know when the kids actually know the new words?

Knowing a word isn’t all or nothing. It’s a matter of degree.

A Continuum of Word Knowledge

No knowledge

A vague sense of the meaning

Narrow knowledge with aid of context

Good knowledge but shaky recall

Rich, decontextualized knowledge,connected to other word meanings

That’s a lot to process.Can you sum it up?

Sure.

Primary Read-Aloud Planner

Planning Choose an engaging book.Decide what to do before, during, and after the read-aloud to build comprehension and vocabulary.

Before ReadingPrepare!

Introduce a comprehension strategy.Develop prior knowledge.Focus attention.

During ReadingGuide!

Model the strategy by thinking aloud.Ask and answer questions.Provide synonyms and explanations for Tier Three words.

After ReadingExtend!

Discuss and respond.Summarize the book.Review the comprehension strategy.Teach the Tier Two words you chose.