1. Text Talk with Robust Vocabulary Adapted from Bringing Words to Life, by Beck, McKeown, Kucan

2. Startling Data High school seniors near the top of their class knew about FOUR TIMES as many words as their lower-performing classmates (Smith, 1941) Differences appear difficult to recover (Beimiller, 1999; Hart & Risley, 1995)

3. Text Talk Rationale Multiple encounters (at least 12) are required before a word is really known (Stahl & Fairbanks, 1986)

4. Text Talk in Middle School Allows for deeper explorations of language Focus: –explore and further construct the meanings of words. –and the relationships that exist to other words.

5. Middle School Example Lois Lowry’s The Giver (1993) Choose a book rich in language where the words, definitions and story have already been read. Try to embody the theme of the selection.

6. The Giver, Lois Lowry (Chapter summary) Chapter 1: The Story begins with the main character (Jonas) who feels apprehensive because of an upcoming Twelve ceremony. He lives in what seems like a utopian community where there is more “sameness” than individuality. He is about to be assigned his profession by the elders at the Twelve ceremony.

7. Planning Step A : CHOOSING WORDS Words are useful for mature language usage in writing and speaking. Words are not crucial to understanding the text, but several embody the theme. –Note: these are second tier words (high frequency for mature language) –Choose between 4 and 5 words.

8. Planning: Step B : Write friendly definitions of words and prepare for presentation. Apprehensive: worried Rituals: special activities that are always performed the same way Nurturer: person who gives tender care and protection Transgressions: act of breaking law Disgrace: shame – loss of respect coming from an action Apprehensive

9. Planning: Step C : Copy student TEXT TALK handouts (See word doc)

10. In-class: Step 1 : Present word with friendly definitions – have students record definitions. Apprehensive : worried

11. In-Class: Step 2: Teacher reads context of word from text. ….All of the Elevens were excited about the event that would be coming soon. But there was a little shudder of nervousness when he thought about it, about what might happen. Apprehensive, Jonas decided. That’s what I am.

12. In-class Step 3 : Students add words/phrases to augment understanding. If a student constructs new meaning through context, ask them to share…have all students write down augmented definition.

13. In-class Step 4 : Students write personal sentence using words. Have students initially write sentence by themselves. Check to see if they have understanding. Ask them to share with their partner what they wrote. Ask them again to share out. When necessary, help expand sentence for clarification.

14. START PROCESS ALL OVER AGAIN WITH SUBSEQUENT WORDS (WORD 2) Step 1: Present word ( RITUAL) and present friendly definition. Student records definition. – Rituals: special activities that are always performed the same way Step 2: Read context of word from text, ask students if they can augment existing definition by their new understanding through text. –It was one of the rituals, the evening telling of feelings. Step 3: Student adds words to augment understanding. Step 4: Student uses word in a personal sentence, and shares with partner and class. –Teacher helps expand and/or clarify.

15. START PROCESS ALL OVER AGAIN WITH SUBSEQUENT WORDS (WORD 3) Step 1: Present word (Nurturer ) and present friendly definition. Student records definition. – Nurturer: person who gives tender care and protection. Step 2: Read context of word from text, ask students if they can augment existing definition by their new understanding through text. –Jonas’s father’s title was Nurturer. He and other Nurturers were responsible for all the physical and emotional needs of every newborn during its earliest life. Step 3: Student adds words to augment understanding. Step 4: Student uses word in a personal sentence, and shares with partner and class. –Teacher helps expand and/or clarify

16. START PROCESS ALL OVER AGAIN WITH SUBSEQUENT WORDS (WORD 4) Step 1: Present word (Transgressions ) and present friendly definition. Student records definition. – Transgression : Act of breaking law Step 2: Read context of word from text, ask students if they can augment existing definition by their new understanding through text. –The rules say that if there’s a third transgression, he simply has to be released Step 3: Student adds words to augment understanding. Step 4: Student uses word in a personal sentence, and shares with partner and class. –Teacher helps expand and/or clarify

17. START PROCESS ALL OVER AGAIN WITH SUBSEQUENT WORDS (WORD 5) Step 1: Present word (DISGRACE ) and present friendly definition. Student records definition. – Disgrace: Loss of respect coming from an action. Step 2: Read context of word from text, ask students if they can augment existing definition by their new understanding through text. –No one ever mentioned it; the disgrace was unspeakable. Step 3: Student adds words to augment understanding. Step 4: Student uses word in a personal sentence, and shares with partner and class. –Teacher helps expand and/or clarify

18. End of Day One

19. PLANNING FOR DAY 2 Use the context of the story for discussing words and generating two types of questions: –Discussion starters ( text-related and open-ended) –Relationship among words ( pairing words- open ended) For group work, cut questions up, handing one question for discussion starter and one for relationship among words to groups of four.

20. Beginning Discussion… Discussion could begin by asking which words best characterizes what the story is about. Apprehensive is most likely the answer – although any of the words are possible if the student can defend their choice.

21. DISCUSSION STARTERS (Text-related and open ended) Why do you think Jonas felt apprehensive ? Ritual is often confused with the word tradition (behavior that is practiced from generation to generation). Why does the author use the word “ritual” when describing the family “talk” sessions?

22. DISCUSSION STARTERS (Text-related and open ended) cont… How does Jonas’ father’s position as Nurturer differ from his position as a parent? In this community, what type of transgressions might be considered disgraceful?

23. DISCUSSION STARTERS (Text-related and open ended) cont.. The word “ release ” was used several times in the story. Is the outcome of release positive or negative in the following situation – explain why or why not: – Elderly person – Infant – A person who has committed a transgression

24. PAIRING WORDS: RELATIONSHIP AMONG WORDS Helps consider how meanings interact with each other ( yes/no answers must be supported with response ): Would committing a transgression make most people apprehensive? Why might rituals be considered vital to a nurturer? Would a prisoner recently released experience disgrace in society?

25. STUDENT PRACTICE Divide students into groups Have each group develop a sentence using several of the words –Students should strive to make the meaning of the word clear within the sentence Have the students share with the class and revise as necessary –Helps ensure strong sentences

26. BEYOND THE CLASSROOM Assign students to watch TV news and see how many of the target words could be used to describe things that are reported. Challenge activity : Locate these words in regard to their emotional components (how do they embody love, hatred, loneliness, indifference) to society?