1. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Introduction to Direct Vocabulary Instruction With a Focus on English Learners PK-3 1

2. 2 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Goals Understand need for direct vocabulary instruction and its benefits. Discuss how to support young learners through direct, rich, focused instruction of vocabulary Become familiar with activities for the direct teaching of vocabulary Observe a model for direct teaching of vocabulary Recognize how each opportunity to discuss texts supports children’s oral language, conceptual, and vocabulary development Have information to plan instruction that focuses on development of vocabulary within the context of teaching with complex texts

3. 3 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh “Young children's listening and speaking competence is in advance of their reading and writing competence. That is, they can understand much more sophisticated content presented in oral language than they can read independently. As children are developing their reading and writing competence, we need to take advantage of their listening and speaking competencies to enhance their vocabulary development. We certainly must not hold back adding vocabulary to children's repertoires until their word recognition becomes adequate.” Isabel L. Beck, Margaret G. McKeown, and Linda Kucan

4. 4 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Differences in Vocabulary Knowledge It is well established that there are significant differences in vocabulary knowledge among children from different socioeconomic groups beginning in young toddlerhood through high school (Hart & Risley, 1995; Hoff, 2003). Extrapolating to the first 4 years of life, Hart and Risley (2003) estimate that the average child from a professional family would be exposed to an accumulated experience of about 42 million words compared to 13 million for the child from a poor family.

5. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh 13M 26M 45M Hart & Risley, 1995 Words Spoken

6. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Hart & Risley, 1995 Children’s Vocabulary

7. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh 13M 26M 45M Hart & Risley, 1995 30M Word Difference

8. 8 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Lack of Vocabulary Has Detrimental Effects 30 million word gap between the vocabularies of welfare and professional families by age three. This number came from the data that showed welfare children heard, on average, 616 words per hour, while children from professional families (essentially children with college educated parents) heard 2153 words per hour. The longitudinal research in the following years demonstrated a high correlation between vocabulary size at age three and language test scores at ages nine and ten in areas of vocabulary, listening, syntax, and reading comprehension.

9. 9 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Direct Instruction of Vocabulary Has Benefits Students do learn words through exposure, but they are slow to learn words by inference alone before the age of 10 (Robbins & Ehri, 1994) and the learning of most words (80+%) by young children is due to direct explanation (Biemiller, 2003)

10. 10 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh The close correlation between vocabulary development at age 3 and reading comprehension in 11th grade (Cunningham & Stanovich, 1997) Teaching vocabulary has been found to improve reading comprehension (NRP, 2000) Direct Instruction of Vocabulary Has Benefits

11. 11 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Gains for English Learners An IES longitudinal randomized field study on rigorous comprehension work that included this model of vocabulary was done in 29 public schools of an urban district. Over 90 percent of the students in these schools qualified for free or reduced lunch. “In schools participating in the CFC program, the quality of teachers’ reported and observed instructional practices for classroom discussions improved beyond those in comparison schools, and, on average, these schools also achieved significant learning gains for their ELL students.” –Matsumura, L.C., & Garnier, H.E., & Correnti, R., & Junker, B., & Bickel, D.D. (2010). Investigating the effectiveness of a comprehensive literacy-coaching program in schools with high teacher mobility. Elementary School Journal, 111(1) 35-62.

12. 12 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Direct Instruction of Vocabulary “Research indicates that direct instruction of vocabulary can increase vocabulary and comprehension.” McKeowen and Beck, 2004

13. 13 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Task 1. An Introduction to Direct Vocabulary Instruction Article Study

14. 14 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Introduction to Direct Vocabulary Instruction Texts Pre-Reading Beck,I., McKeown, M.G. & Kucan, L. (2003). Taking delight in words. American Educator, 27 (1) 36-39, 41,45-46. Post-Reading Beck,I., McKeown, M.G. & Kucan, L. (2003). What about English learners?. In Creating robust vocabulary. 59-64, The Guilford Press: New York.

15. 15 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Task 1. An Introduction to Rigorous Reading Comprehension Article Study Beck, I. L. & McKeown, M.G. (2001). Text Talk: Capturing the benefits of read-aloud experiences for young children. The Reading Teacher, (55), 10-20. 1. Take 10 minutes to review the pre-reading text respond to the questions: a) What are the components of “rich” or “robust” vocabulary instruction? b) What decisions must a teacher make in planning rich vocabulary instruction for young children? c) What additional decisions may need to be made for English learners? d) What are the elements of effective instructional activities to support young children develop word knowledge?

16. 16 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Task 1. An Introduction to Rigorous Reading Comprehension Article Study 2. Turn to a Partner. Share your responses. Be prepared to share your with the large group. a) What are the components of “rich” or “robust” vocabulary instruction? b) What decisions must a teacher make in planning rich vocabulary instruction for young children? c) What additional decisions may need to be made for English learners? d) What are the elements of effective instructional activities to support young children develop word knowledge?

17. 17 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Summary: Components of rich or robust vocabulary instruction Provides rich information about words, as well as how and when they are used, in contrast to dictionary definitions. Engages children in multiple, frequent and varied opportunities to think about and use the words. Goal is to learn the words at a deep enough level to enhance listening and reading comprehension. Promotes a lively interest in words in school and outside of school.

18. 18 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Summary: Decisions teachers must make in planning vocabulary instruction -What words to teach -Why teach those words -What level of instruction to provide -When to introduce words- before, during or after reading -Decide if text provides enough words worthy of rich instruction -How to explain word meanings -What activities will engage students in grappling with the words -How to incorporate word learning opportunities in routines and daily classroom life

19. 19 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Elements of Effective Instruction to Support Young Children Learn Vocabulary Word learning activities follow reading ‾ Select a small group of “tier 2” words ‾ Contextualize the word within the story ‾ Have children practice saying the words to create a phonological representation ‾ Provide student-friendly explanations of word meanings ‾ Practice in a variety of contexts, not just the story context ‾ Engage children actively in word work ‾ Provide opportunities to discover relationships among words ‾ Provide opportunities to manipulate words in many ways ‾ Ensure children explicitly think and reason about words ‾ Engage children using all the words Frequent encounters with words over time Lively interest in words in school and outside of school

20. 20 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Task 2. An Introduction to Direct Vocabulary Instruction Standards Study

21. 21 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Task 2. An Introduction to Direct Vocabulary Instruction Standards Study Part A National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for English language arts and literacy in history/social studies, science, and technical subjects K-5. Washington, DC: Authors. –What are these rigorous standards requiring of students concerning vocabulary? –How will this approach to vocabulary instruction support the standards? –What is the progression of vocabulary standards from K to 3? What changes? What remains the same?

22. 22 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Task 2. An Introduction to Direct Vocabulary Instruction Standards Study Part B National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards Appendix A. Washington, DC: Authors. 1. Take 10 minutes to read pages 32-35 of the above cited document. Write down a significant quotation that particularly engaged you in deeper thinking about vocabulary instruction and/or implications for English learners and write an explanation about why this is significant. See the facilitator’s notes for an example. 2. Share with a partner and be prepared to share with the whole group.

23. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Significant Quotation Why Significant to Argument Tier One words are the words of everyday speech usually learned in the early grades, albeit not at the same rate by all children. They are not considered a challenge to the average native speaker, though English language learners of any age will have to attend carefully to them. While Tier One words are important, they are not the focus of this discussion. Page 33, paragraph 3. Tier One words are important to students learning English, but these words are most likely to be picked up with friends and family who speak English. Teachers may need to teach tier one words to English learners (ELs), but helping students acquire Tier two and three words need to have a high priority for teachers of ELs. These words are typically learned in school by all students and ELs must have help in making these words their own for success in learning in all subjects.

24. 24 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Whole Group Discussion CCSS Speaking & Listening –According to the standards, what do students need to know and be able to do as participants in vocabulary? –Why are those habits and skills important for school readiness and academic success? –From your experience, how much practice and expertise do EL students have in direct instruction of academic vocabulary?

25. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh 10 Task 3. Direct Vocabulary Instruction PK-3 Video Study

26. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh 20 Norms for Collaborative Study Goal of all conversations: To advance our own learning, not to “fix” the practice of others. –Facilitator chooses lens for study. –Agree to read/watch through the designated lens. –Cite specific examples from text or video. –Build on others’ ideas. –Use language that is respectful of those in the video and in the group.

27. 27 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Task 3. An Introduction to Direct Vocabulary Instruction Video Study

28. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Context of The Wolf’s Chicken Stew Vocabulary Video Content: Vocabulary building after a reading comprehension lesson of a fiction text in a shared reading lesson using a rigorous comprehension approach Text:The Wolf’s Chicken Stew by Keiko Kasza Teacher:Ms. Yvette Celorio Reyes Coach: Ms. Gloria Sullivan School:Wooldrige Elementary School Principal: Ms. Linda Purvis Austin ISD, Austin, Texas 19

29. 29 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Introduction to Direct Vocabulary Instruction Video Study Video The Wolf’s Chicken Stew Vocabulary

30. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Task 3. Introduction to Direct Vocabulary Instruction Video Study In what ways does this lesson embody the principles of direct vocabulary instruction? How does this instruction align to the expectations of rigorous standards for vocabulary? What do you notice about how students are building skills and habits that are valued by the rigorous vocabulary standards? What else can be done to scaffold the understanding of English Learners?

31. 31 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Summary: Rigorous Vocabulary Instruction Teacher provides information about words, as well as how and when they are used, like the word “craving.” Engages children in multiple, frequent and varied opportunities to think about and use the words, such as craving by animals and by people. Goal is to learn the words at a deep enough level to enhance listening and reading comprehension, she requires complete sentences, encourages proper pronunciation, allows home language to be used to understand. Promotes a lively interest in words in school and outside of school by using the word wizard on the wall. Students can write their initials when they use one of the target words.

32. 32 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh The Effects of Vocabulary Intervention on Young Children’s Word Learning Marulis and Neuman Study This meta-analysis examined the effects of vocabulary interventions on pre-K and kindergarten children’s oral language development. The study examined the effects of vocabulary interventions on the growth and development of children’s receptive and expressive language development. Results indicated that children’s oral language development benefited strongly from these interventions. The overall effect size was 0.88, demonstrating, on average 1 standard deviation on vocabulary measures. AERA. http://rer.aera.net. Review of Educational Research September 2010, Vol. 80, No. 3, pp. 300–335.http://rer.aera.net

33. LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh 40 Reflection What did you learn and/or what insights did you gain about rich, direct vocabulary instruction from our work today? What are the implications of your insights for your role? How will you structure and facilitate rich, direct vocabulary instruction?

34. 34 LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Bridge to Practice By ____________________, select a short text to read aloud to the students and pre-select the vocabulary you think will may give the students difficulty understanding the text. Create student friendly definitions for the vocabulary. Decide where you will stop to discuss text and formulate the questions and follow up questions you will ask. Read the text to students. Next, select the five or six words that you want to teach students. Use the friendly definitions you’ve created and now create two direct vocabulary instruction activities for your students. Then, reflect in writing on your experience conducting a direct vocabulary lesson. What went well? What did not? What questions do you have? Be prepared to share your reflection with your colleagues on ___________________. 34