Small-Group Instruction Targeting Vocabulary and Comprehension Michael C. McKenna University of Virgin Sharon Walpole University of Delaware
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Small-Group Instruction Targeting Vocabulary and Comprehension
Michael C. McKennaUniversity of Virginia
Sharon WalpoleUniversity of Delaware
Today’s Goals
Review the case for extensive vocabulary and comprehension instruction in GARF
Revisit Bringing Words to Life in fiction and nonfiction read-alouds
Describe current research effortsLearn to use a storybook reading
intervention designed for ELLs
Back in School . . .Back in School . . . Identify a group of children for small-group
vocabulary work
Pilot the storybook intervention plan you design today
Prepare a reflection to share with the group at our next meeting.
Influences on ReadingInfluences on Reading
Letter Knowledge
Understanding of Phonemes
Inside-Out Skills
Familiarity withText Strutures
Conceptual Understanding
Knowledge of Words
Outside-In Skills
Understanding Print
Whitehurst & Lonigan, 2002
Developmental PathsDevelopmental Paths
PreK oral language skills have strong PreK oral language skills have strong connections to PreK literacy skills; both connections to PreK literacy skills; both are related to Kindergarten language and are related to Kindergarten language and literacyliteracy
We should focus on oral language development during PreK; oral language in PreK will influence literacy in Kindergarten
Whitehurst & Lonigan, 2002
Developmental PathsDevelopmental Paths
Kindergarten literacy skills (which we Kindergarten literacy skills (which we measure with DIBELS) have strong measure with DIBELS) have strong connections to literacy skills in first grade connections to literacy skills in first grade and in second grade, but the influence of and in second grade, but the influence of oral language on literacy is not as strong oral language on literacy is not as strong in K.in K.
We should not assume that if we develop oral vocabulary in Kindergarten, literacy will take care of itself. We need to teach both!
Whitehurst & Lonigan, 2002
Developmental PathsDevelopmental Paths
Oral language skills in each year of Oral language skills in each year of schooling are strongly related to oral schooling are strongly related to oral language skills the next yearlanguage skills the next year
If we want to build word knowledge, conceptual knowledge, and text structure knowledge, we have to do it every year!
Whitehurst & Lonigan, 2002
Researchers ReactResearchers React
Small groups
Repetition is important
Interaction
Great books
EffectivePreK shared storybook
readings
Deep Processing
Multiple Contexts
Targeted Instruction
Clear Definitions
EffectiveGrade 3+ vocabulary instruction
Coyne, Simmons, & Kame’enui, 2004
Some GARF AssumptionsSome GARF Assumptions Read-alouds have potential to build word knowledge, Read-alouds have potential to build word knowledge,
conceptual knowledge, and text structure knowledge. conceptual knowledge, and text structure knowledge. Our ideal read-alouds come from children’s literature, Our ideal read-alouds come from children’s literature,
taken from inside the core taken from inside the core andand from additional high- from additional high-quality texts.quality texts.
These read-alouds are interactive.These read-alouds are interactive. Teachers model comprehension strategies that have Teachers model comprehension strategies that have
been taught already in the core.been taught already in the core. Teachers explain Teachers explain manymany word meanings briefly during word meanings briefly during
reading, and then select a small number of words to reading, and then select a small number of words to teach and reteach after reading.teach and reteach after reading.
Some teachers are better at this than others.Some teachers are better at this than others.
How did your teachers How did your teachers respond to the Beck, respond to the Beck, McKeown, and Kucan McKeown, and Kucan study group? study group?
To what extent were To what extent were ideas from this book ideas from this book incorporated into your incorporated into your read-alouds?read-alouds?
For a fiction read-aloud, how do I know which words to teach?
Target what Beck and colleagues call Tier Two words.
Beck, McKeown, & Kucan (2004)
Characteristics that make a word Characteristics that make a word appropriate for teaching:appropriate for teaching:1.1. The students don’t know exactly The students don’t know exactly
what the word means.what the word means.
2.2. You can define the word in terms You can define the word in terms that the students that the students dodo know. know.
3.3. The students are likely to find the The students are likely to find the word useful or interesting and to word useful or interesting and to meet it again in another context.meet it again in another context.
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 text• Examples: fortunate, ridiculous
Tier 1 • The most familiar words• 8,000 word families• Known by average 3rd grader• Examples: happy, go
Bringing Words to Life: Three Tiers
Tier 2 • Important to academic success• 7,000 word families• Not limited to one text• Examples: fortunate, ridiculous
Beck and McKeown’s Three Tiers
For a fiction read-aloud, how and when do I teach these words?
Teach them after reading. You can use the same procedure each time!
Steps for Steps for Bringing Words to LifeBringing Words to Life Vocabulary LessonVocabulary 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 examples of the word used in multiple, Give examples of the word used in multiple, unrelated contexts.unrelated contexts.
5.5. Invite the children to construct an example, Invite the children to construct an example, perhaps providing a frame sentenceperhaps providing a frame sentence
6.6. Have children repeat the word.Have children repeat the word.
What’s the difference between a fiction and a nonfiction read-aloud? You may need to
teach Tier 3 words before reading. You can still teach Tier 2 words after reading.
Coaches’ CornerCoaches’ Corner
Has anyone been successful in supporting Has anyone been successful in supporting teachers to use these techniques? What teachers to use these techniques? What are your secrets?are your secrets?
That’s whole-group work. What about small-group work?
Let’s read about a strategy for targeting vocabulary and comprehension during needs-based time.
Storybook Reading and ELLsStorybook Reading and ELLsHickman, P., Pollard-Durodola, S., and Hickman, P., Pollard-Durodola, S., and
Vaughn, S. (2004). Storybook reading: Vaughn, S. (2004). Storybook reading: Improving vocabulary and comprehension Improving vocabulary and comprehension for English-language learners. for English-language learners. The The Reading Teacher, 57, Reading Teacher, 57, 720-730720-730..
Read this article. It introduces another application of these vocabulary concepts.
Let’s Try to Plan . . .Let’s Try to Plan . . .What to doWhat to do Why Why
Choose a book and Choose a book and break it into 200-250 break it into 200-250 word segments.word segments.
This small-group intervention This small-group intervention extends over several days and extends over several days and includes talk and rereadings.includes talk and rereadings.
Choose 3 Tier 2 words Choose 3 Tier 2 words from each segment.from each segment.
We want to use the text as a We want to use the text as a context to teach new word context to teach new word meanings.meanings.
Prepare a definition and Prepare a definition and some frame sentences some frame sentences for those wordsfor those words
We want to teach the words so We want to teach the words so that they are connected to the that they are connected to the story and to the children’s existing story and to the children’s existing knowledge.knowledge.
Now You Try It!Now You Try It!For each text segment (30 minutes)For each text segment (30 minutes)
Preview the segment Preview the segment Introduce the new wordsIntroduce the new words Read the text aloudRead the text aloud Ask the children to retell (who, what, when) and to interpret Ask the children to retell (who, what, when) and to interpret
(why, how)(why, how) Review the vocabulary wordsReview the vocabulary words Reread the segmentReread the segment
Once you’ve read all the segments . . .Once you’ve read all the segments . . . Review three or four of the wordsReview three or four of the words Reread the whole storyReread the whole story Help the children to discuss both the words and the storyHelp the children to discuss both the words and the story
Back in School . . .Back in School . . . Identify a group of children for small-group
vocabulary work. They could be ELLs, or they could be native speakers with weak vocabulary.
Pilot the storybook intervention plan you designed today.
Prepare a reflection to share with the group at our next meeting.
ReferencesReferencesBeck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing
words to life: Robust vocabulary instruction. New York: Guilford Press.
Coyne, M. D., Simmons, D. C., & Kame’enui, E. J. (2004). Vocabulary instruction for young children at risk of experiencing reading difficulties: Teaching word meanings during shared storybook readings. In J. F. Baumann & E. J. Kame’enui (Eds.), Vocabulary instruction: Research to practice (pp. 41-57). New York: Guilford Press.
Whitehurst, G. J., & Lonigan, C. J. (2002). Emergent literacy: Development from prereaders to readers. In S. B. Neuman and D. K. Dickinson (Eds.), Handbook of early literacy research (pp. 11-29). New York: Guilford Press.
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