Vocabulary and Comprehension Read Alouds and Story Structure

Vocabulary and Comprehension: Read Alouds and Story Structure Oregon Reading First Regional Coaches’ Training December 2007 1

Research Related to Strengthening Instruction in Reading Comprehension Edited from the work of Joseph K. Torgesen Florida State University and the National Center for Reading First Technical Assistance Comprehension Conference, Spring, 2007 2

Background for an Extended Research Example: If young children are introduced to many word meanings briefly in K-2, can they use this initial knowledge to further build word knowledge through reading? The concept of “fast mapping” (Cary, 1978) Direct, brief explanation of meaning can establish initial “fast mapping” of meaning. As initially mapped words are encountered in other contexts, their meaning is extended and deepened. 3

Background for an Extended Research Example: Biemiller, A. & Boote, C. (2006). Journal of Educational Psychology, 98, 44 -62 Learning vocabulary while listening to stories read by the teacher: If word meanings are explained within the context of a single story reading, 15% of words are learned. If word meanings are explained within the context of a story that is read repeatedly, 26% of words are learned. If stories are read repeatedly, but word meanings are not explained, a 9% gain in word recognition is found. 4

Parts of today’s presentation is based on an earlier presentation by: Anita L. Archer, Ph. D. archerteach@aol. com 503 -295 -7749 5

Read Alouds We can enhance children’s language, vocabulary, comprehension, and cognitive development through the process of a teacher reading text aloud to students in small and large groups. We can give students access to rich vocabulary and concepts that they would not be able to access independently. 6

Read Alouds: Increasing Effectiveness Let’s watch a video model! Note effective instructional strategies.

Read Aloud: Wolf! 8

Read Aloud: The Why n n n Enhance language abilities Increase vocabulary Enhance comprehension abilities 9

Read Aloud: The Why n Gives students exposure to rich vocabulary n n Provide students with a model of effective reading strategies Models for students how to think about text in their journey towards becoming fluent and independent readers 10

Read Aloud: The What Teacher reading a text in front of students in small and large groups. + Strategically chosen text + Well-prepared teacher talk + Strategic opportunities for students to interact with each other, the teacher, and the text 11

High Quality Literature Selections should (when possible): • reflect students’ cultures. • reflect students’ interests. • be above the independent reading level of students. • have ample rich vocabulary. 12

Highlight on Active Engagement Increase the effectiveness of reading aloud by: n n Giving students opportunities to reflect Asking questions that require more than an easily retrieved answer Think, Pair, Share During the Read Aloud! 13

Parts of the Read Aloud 1) 2) 3) 4) Background Knowledge Pre-teach Vocabulary & Key Concepts Fast Mapping Check for Understanding 14

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Role of Background Knowledge Overall Goal: n Integrate it with text content in order to assist comprehension. (Beck & Mc. Keown, 2001) n Avoid student attempts to introduce irrelevant or tangential background knowledge. n Does the background knowledge assist to establish major story concepts? 16

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Teach the Meaning of Critical, Unknown Vocabulary Words BIG IDEA: If students understand the meaning of critical vocabulary in the passage, their comprehension will be enhanced. 18

Fast Mapping Direct, brief explanation of meaning can establish initial “fast mapping” of meaning. Substitute critical unknown vocabulary with a student friendly synonym or brief phrase. As initially mapped words are encountered in other contexts, their meaning is extended and deepened. 19

Fast-Mapping Example: “The Crow and the Pitcher” The text reads, “Suddenly, the crow spied a pitcher sitting on a picnic table. ” • What is a student-friendly synonym or phrase for spied? The text reads, “To the crow’s dismay, his beak could not reach the water at the bottom of the pitcher. ” • What’s a student-friendly synonym or phrase for dismay? Find another word that can be fast-mapped. What is a student-friendly synonym or phrase for that word? 20

Check for Student Understanding Think, Pair, Share n Choral Responses n Signaling Purpose of Active Engagement: 1) Teachers - Monitor student understanding 2) Students - Practice thinking and talking about text n 21

Read Aloud Video Model: Honk! Get out your “Best Practices” sheet. 1) 2) 3) Write down the active engagement strategies you observe. Which words are fast-mapped? What other good practices did you observe? 22

Read Aloud: Honk! 23

ELL Students and Reading Aloud Beneficial to ELL Students: n Aids in development of social and academic language n Increases vocabulary n Teaches students to determine between important and unimportant points about the text 24

ELL Students and Reading Aloud Especially important instructional strategies for ELL students during Read Aloud: Use of background knowledge will support comprehension and vocabulary retention n Use of words students are already familiar with to define new words (fast-mapping & pre-teaching critical vocabulary) n 25

Your Turn! n n Take out your teacher’s manual. Let’s look at what your Core TE already has prepared for you. Step 1: Find where or if your Core TE directs you to develop background knowledge. n Does the suggested activity meet the needs of your students? Why or why not? 26

Your Turn! n Step 2: Find the vocabulary word list to teach in conjunction with this story. Check your lesson map for the list. n n Which words are the most and least important for your students? What do you notice about the provided student -friendly definitions? 27

Your Turn! n Step 3: Quickly peruse the story. Which words would be helpful to fastmap? n Are these words from the Core provided vocabulary list or not? n 28

Your Turn! n Step 4: Find where the Core TE directs you to engage the students in understanding the story. Which active engagement strategies are suggested by the Core TE? n What could you do to increase student practice and opportunities to check for understanding? n 29

Story Structure: The Crow and the Pitcher Day 1: Model story structure using a large graphic organizer. Day 2: Guided practice of story structure with students filling out graphic organizer with the teacher. Day 3: Students fill out graphic organizer with a partner. 30

“Reading comprehension is thinking guided by print. ” (Perfetti, 1995). 31

Thank you! 32