How do you and your students share GREAT books?

 

 

 

 

Read Aloud Book List

You asked for it, so you've got it! :-)

After visiting schools for our first LNW session, which highlighted Interactive Read-Alouds, teachers expressed interest in a collaborative list of books that could be used in the classroom that included an explanation of topics, themes, or skills the book addressed.  We have created a Google doc to address this need.

In order to keep the list limited to Nixa teachers, we are not publishing the list on the blog.  If you would be interested in contributing to the list, or would just like to have access to the list, please email Angie McGuirk or Debby Money and we will send the link to you!

We are so excited to offer a district-wide collaborative document that was created as a direct result of the ideas Nixa teachers discussed during embedded professional development collaboration...this is what makes LNW Literacy the NIXA Way!

VOCABULARY Part 2

How does vocabulary fit in to the Common Core State Standards?

Language Standards

Vocabulary Acquisition and Use:

4.  Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

5.  Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

6.  Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

The Language Standards expect students to:

• Develop vocabulary through a mix of conversations, direct instruction, and reading.
• Determine word meanings, appreciate the nuances of words, and expand knowledge of words and phrases.
• Use formal English in writing and speaking but also make informed, skillful choices among the many ways to express themselves through language.

The integration of vocabulary to listening, speaking, reading, and writing leads to deeper understanding:

First, students hear vocabulary, and it becomes part of their listening vocabulary.

Second, students use the vocabulary in their conversations, and it becomes part of their  speaking vocabulary.

Next, students begin to notice pertinent vocabulary in their reading, and it becomes part of their reading vocabulary.

Finally, students use specialized vocabulary in their writing, and it is part of their writing vocabulary.

Research-Based Vocabulary Lists:

• Fry's 1,000 Instant Words (Fry & Kress, 2007).  The 1,000 most frequent words

http://www.k12reader.com/fry-word-list-1000-high-frequency-words

• Dale's List of 3,000 Words (Chall & Dale, 1995).  3,000 words that most 4th graders know

http://rfptemplates.technologyevaluation.com/dale-chall-list-of-3000-simple-words.html

• Biemiller's Words Worth Teaching in Kindergarten-Grade Two and in Grades Three-Six

http://www.pbs.org/parents/martha/experts/biemiller.html

• Hiebert's Vocabulary Zones

http://textproject.org/frankly-freddy/the-90-10-rule-of-vocabulary-in-increasing-students-capacity-for-complex-text/

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VOCABULARY

There is a direct, positive relationship between the depth of a learner's vocabulary and the learner's academic success. Children need a rich oral and written vocabulary, so they can understand what they are reading and communicate their ideas to others.  Helping students enhance their vocabulary is a top priority, especially because it scaffolds comprehension.

Vocabulary development is not limited to ELA/Communication Arts.  It is a part of all content-area instruction.  Vocabulary is best taught when learners experience a need to comprehend words and concepts encountered in literature and informational texts as well as in the world around them.

Marzano states that successful vocabulary instruction includes the following research based components:

• Effective vocabulary instruction does not rely on definitions.
• Students must represent their knowledge of words in linguistic and non-linguistic terms.
• Effective vocabulary instruction involves the gradual shaping of word meanings through multiple exposures.
• Teaching word parts enhances students' understanding of terms.
• Different types of words require different types of instruction.
• Students should discuss the terms they are learning over and over again.
• Instruction should focus on terms that have a high probability of enhancing academic success.

Vocabulary with Paint Chip Strips, Tombstones, and  Word Thermometers

  

Paint chip strips are great for generating word lists and working on vocabulary.  Record the "worn out words" in the top color box, then have students brainstorm a list of "juicy" words that are synonyms for the worn out word. Record the synonyms on the paint chips.

Here's another idea for paint chip strips. When students listen to reading or read independently, have them keep a post-it  handy for recording words that "pop off the page," or words that make them wonder.  Put student dictated words on the paint chip.  Depending on the standard/GLE you are teaching, have students look for more words that have the same meaning, write the definition of the word, tell what part of speech it is, look for prefixes and suffixes, etc.  Have students tune in to interesting words.

 

Some teachers like to use tombstones or library pockets to put tired words out of their misery.  The teacher and students co-construct the tombstones or tongue depressors by adding synonyms for the tired words. Then, the teacher encourages students to use their newly acquired words to make their writing come to life.

The picture above shows another vocabulary activity we saw in Nixa using different degrees of vocabulary.

Building Vocabulary with Interactive Read Alouds

 

While working on an interactive read aloud with students, the teacher and/or students pick the vocabulary words they want to focus on throughout the week.  The teacher draws the students' attention to these vocabulary words across the curriculum and throughout the week as they reread the book with children. Students draw pictures and define the words in kid lingo.  At the end of the week, the new vocabulary gets added to the vocabulary wall.  Students can use these words to enhance their writing.

 

In the intermediate grades, students look for the vocabulary word of the day on the Reading Workshop agenda on the SMARTboard.  When the teacher reads aloud to the class at the beginning of the day, the students listen closely for the vocabulary word of the day.  Once they hear the word, the teacher stops reading and they discuss the vocabulary word in small teams and then with the whole class.  Students can make actions for the word of the day.  As the school day continues, the teacher uses the vocabulary word of the day to initiate transitions and more conversations about the vocabulary word. The teacher embeds the word in his/her teaching when it applies to give students multiple encounters with the word throughout the day.  Celebrate when the students start using the vocabulary in their speaking and writing and when they point out a vocabulary word in their reading.

Ongoing Vocabulary Work

 

Co-constructed anchor charts for vocabulary can be ongoing.  Students and teachers continue adding to them as they learn more.  Anchor charts do not always get made during one mini-lesson.

Teach Vocabulary Across the Curriculum

 

 

Students who know the vocabulary excel on assessments.

Teach Vocabulary in Small Doses

 

When teaching  informational text features, genres, the writing traits, or other content, add new vocabulary words to displays as they are taught. It's okay to start with a blank wall or bulletin board.  The words will have more meaning to students if they are added to the wall/bulletin board as they are introduced.

Did you know?

• Vocabulary as assessed in first grade predicts more than 30% of grade 11 reading comprehension, much more than reading mechanics as assessed in first grade (Cunningham & Stanovich, 1997).
• Large vocabulary differences are present by the end of grade 2.  If teachers can find ways of supporting more rapid vocabulary growth in lower grades, more children will be able to comprehend complex texts in the upper grades (Biemiller, 1999; 2002).
• The research does NOT support - assigning children 20 vocabulary words or doing skill building exercises like drawing a line from the word to the definition, fill-in-the-blank, and write three sentences with each word. 

Something to Think About...Quantity of Words Heard

In a typical hour at home, the average child hears:

• Welfare Family - 616 words
• Working Class Family - 1,250 words
• Professional Family - 2,153 words

We must step up and teach vocabulary to help all students be successful and to introduce them to the wonderful world of words.

Resources:

http://www.stenhouse.com/shop/pc/viewprd.asp?idProduct=85

http://www.stenhouse.com/shop/pc/viewprd.asp?idProduct=9092

http://www.guilford.com/cgi-bin/cartscript.cgi?page=pr/beck8.htm&dir=edu/lit

http://www.heinemann.com/products/E00411.aspx

Some teachers have Comprehension from the Ground Up from one of our summer book studies.  See pages 202-208 for Sharon Taberski's effective vocabulary practice called "Words Words Words."

Interactive Read-Alouds

How literature is discussed during the read-aloud provides the most concrete demonstration of the ways we want students to read and think on their own and in small groups.  The read-aloud sets the stage for other components in the reading workshop.  Reading aloud is a great way to demonstrate fluent oral reading, expose students to new genres, authors, illustrators, themes, titles, set expectations for responding to texts, and an opportunity to develop an effective community of readers.

Jen Bengal (above) from All Things Upper Elementary has an entire post about Interactive Read-Alouds.  Click on her button to check it out!

Rebecca Shoniker from Read and Write With Rebecca also has a great post about Interactive Read-Alouds.  Click below to read it.

Alyssha Swanson shares her "Six Steps for Teaching a Successful Interactive Read-Aloud" in her blog post.

Cathy Miller posted her "Engaged Interactive Read-Aloud" handout from a Reading Recovery Conference.

Miller Cathy's Engaged Interactive Read-Aloud

ReadWorks has a great "Planning A Read-Aloud" video with 8 simple steps for planning your read-aloud lesson as well as "Why Reading Aloud is Crucial".  You may view them by clicking on the icon below.

 

Reading Rockets posted an interesting article about Repeated Interactive Read-Alouds in Preschool and Kindergarten.  

 

Happy Reading (Aloud!) :-)

Using Google Docs to Record Assessments

Thanks to Sarah Knight, we now have Google docs to help with recording assessments.  Click on each link to see an example of what the form looks like.  If you're interested in using the form, simply email Sarah at sarahknight@nixaschools.net and she will get you a copy of the forms for your classroom!  The forms below are just for viewing. :-)

Writing Inventory Record Form
Letter ID Score Sheet
DRA Recording Form