Using Shared Book Reading to Develop Spanish Vocabulary and Concept Knowledge: Design Principles in Practice

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Using Shared Book Reading to Develop Spanish
Vocabulary and Concept Knowledge Design
Principles in Practice

• Sharolyn D. Pollard-Durodola
• Deborah Simmons
• Jorge Gonzalez, Principal Investigator
• Texas AM University

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Acknowledgements

• Jorge Gonzalez, Principal Investigator
• Leslie Simmons, Project Coordinator
• Kim Williams, Project Specialist
• Graduate Students
• Morgan Sowell Matt Davis
• Sophia Tani-Prado Vivina Rivera
• Alicia Darensbourg

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Overview

• Introduction and Rationale for Shared Book
  Reading Research (English Spanish)
• Design Principles that Guided our Intervention
  Development
• Examples of Tasks
• Questions and Answers

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Project Information

• IES CFDA 84.305
• IES Goal Two Development Grant
• Reading comprehension and reading scale-up
  research grants
• Aim Provide support for the development of
  interventions that address specific sources of
  reading comprehension difficulties.
• Award Period June 2005 May 2008

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Simple View of Reading and English Language
Learners D X C R

• Decoding accounts for greater variance in younger
  English language learners but as they become more
  facile decoders, linguistic comprehension gains
  increasing importance (Hoover Gough, 1990 cited
  in Proctor et al., 2006).

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The Many Strands that are Woven into Skilled
Reading (Scarborough, 2001)
Reading is a multifaceted skill, gradually
acquired over years of instruction and practice.
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Education Problem

• Vocabulary is one of the best predictors of
  reading comprehension for English-only English
  language learners (Proctor et al., 2005)
• Despite improvements (NAEP, 2007), there remains
  a significant vocabulary gap between children
  whose primary language is English and children
  who are English language learners.

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Educational Challenge

• How to accelerate word (vocabulary) and world
  knowledge for English language learners who have
  limited vocabulary knowledge in their primary
  language.

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Summary of Vocabulary Research with ELLs

• August Snow (2007) identified only 7
  experimental and quasi-experimental studies
  involving ELLs at the elementary level.
• Majority of interventions focused on teaching
  words in the context of book reading.
• None involved preschool children.

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Working Hypothesis

• Roots of vocabulary and concept knowledge begin
  before and while children develop decoding/word
  recognition skills.
• A foundation of L1 vocabulary and concept
  knowledge will position children for later
  improved reading comprehension.
• L1 vocabulary gt L2 vocabulary reading
  comprehension

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Research Questions

• Can pre-kindergarten teachers use a
  multi-component vocabulary intervention that uses
  explicit instruction shared-book reading to
  accelerate vocabulary and concept development of
  young children who enter school with limited word
  and world knowledge?

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Project WORLD Goals

• To study the effects of a multi-component,
  book-based vocabulary intervention on the
  receptive and expressive vocabularies of English
  and Spanish speaking children.
• To examine the value-added of a home component.

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Project Timeline
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A Framework for How to Close the Vocabulary Gap
The Big Ideas

• Identify WHAT to teach and provide it intensive
  and extensive focus.
• Determine WHEN (e.g., time) to teach the big
  ideas

3. Use research-based HOWs to teach. 4. Attend
to design principles to accelerate learning.
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Knowledge Sources The 2 X 4s Of Design
Content What Children Should Know
Process Shared Book Reading Research
Design Instructional Design Principles
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What TX PreK Vocabulary Guidelines

• The child
• shows a steady increase in listening and speaking
  vocabulary
• uses new vocabulary in everyday communication
• refines and extends understanding of known words
• links new learning experiences and vocabulary to
  what is already known about a topic
• increases listening vocabulary and begins to
  develop a vocabulary of object names and common
  phrases in English (ESL).

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What Content

• Social Studies
• Community
• Geography
• Economics
• Science
• Natural World
• Living Things
• Life Cycles and Change

http//www.tea.state.tx.us/curriculum/early/prekgu
ide.html5
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Three Interdependent Targets
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World Knowledge Themes/Topics

• Places Where We Live and Go
• Home School Stores/Shopping
• Nature
• Water, Light, Air
• Living Things
• Plants, Animals, Human Body

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Theme Places Where We Live and Go
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Design Challenge

• How to align vocabulary goals with content goals?
  
• Which themes to teach?
• Which vocabulary to select?

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Criteria for Selecting Vocabulary

• Tier II Words (seasons, neighbor, puddle)
• Relate to theme/topic (nature, places we live and
  go)
• Important to story/informational book
• Important for later learning
• Depictable and depicted in the book

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Vocabulary Selection Considerations for Spanish
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Building
Blocks
Vocabulary (get 90)
of
Levels of Knowledge
Intervention
Books (36)
Topics
Themes
Standards
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Sample Vocabulary

• Ciudad, edificio, vecino
• Departamento, cliente
• Conserje, director/a
• Líquido, sólido

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Vocabulary photos
Gimnasio
Ciudad
Conserje
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Scope and Sequence
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Process(How) Shared Book Reading

• The interaction that occurs between an adult and
  a child when reading or looking at a book
• Several different terms are used to describe this
  interaction, including interactive reading,
  reading aloud, book sharing, book reading,
  storybook reading, adultchild storybook reading
  (Ezell Justice, 2005).

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Shared Book Reading Evidence-Based Practices

• Rereading of Books
• Target Vocabulary (limited )
• Before, During, After Framework
• Dialogic Reading
• Focus on high-cognitive skills (associating,
  relating)
• Brief explanations during book reading

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How Do We Engage Children in Word and World
Knowledge

• Labeling/Identifying/Recalling What are some
  things in nature? What is the name of this
  picture? What is the girl doing in this picture?
• Defining/Describing Be the teacher and tell us
  about rainwater.
• Predicting What you think you will learn in this
  book? What do you think will happen in this
  story?
• Sequencing/Retelling Retell this story using the
  pictures.
• Associating Look at these pictures (storm drain
  and sink drain). What is the same about these
  pictures?

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Design Principles to Accelerate Vocabulary and
Concept Development

• Big Ideas Focus on critical content
  vocabulary.
• Explicit strategies to introduce words.
• Strategic Integration Inside the book outside
  the book activities.
• Range of Examples Multiple exposures in a
  variety of contexts.
• Cumulative Review Words in instructional cycles
  for entire theme.
• Priority skills and scaffolding task difficulty
  result in high levels of success.

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Critical Elements of Vocabulary Instruction for
Spanish-Language Learners Scope and Sequence
Day 1 Day 3

• Before Reading
• Talk about the Theme
• Magic Word Preview
• Text Structure and Prediction
• While Reading
• Summarize Listening Goals
• Introduce Magic Words within the Book
• After Reading
• Magic Word Review
• Book Questions with Magic Words
• Wrap-up

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Example Activities Magic Word Preview
? Magic Word Preview

• Miren esta foto. Este es un conserje. (point) Un
  conserje es la persona que mantiene limpia la
  escuela o algún otro edificio. En nuestra
  escuela, el Sr./ la Sra. _________________ es el/
  la conserje que mantiene limpia nuestra escuela.
  
•  
• Quién es esta persona? Todos ? el conserje
•  
• Conocen ustedes a nuestro conserje, el Sr./ la
  Sra. _______________?Cómo es él/ ella?
• ? Sí, el/ ella es ..

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Example Activities After Reading Questions

• Challenge Questions with Magic Words
• Cuál es la diferencia entre un conserje y un
  director/a?
• ? el conserje mantiene limpia la escuela y la
  directora se encarga de toda la escuela  
• Deberíamos recoger nuestras cosas y dejar todo
  limpio aunque tengamos conserjes? Por qué o por
  qué no?
• ? Sí, deberíamos recoger nuestras cosas y dejar
  todo limpio aunque tengamos conserjes para ayudar
  a mantener limpia nuestra escuela
• Llegó el momento de la pregunta difícil. Vamos
  a ver si la pueden responder. Cuáles son
  algunos otros tipos de edificios que podrían
  necesitar conserjes?
• ? supermercados ? GattiTown
  ? hospitales 
• Recuerden, un conserje es la persona que
  mantiene limpia la escuela o algún otro edificio.

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Critical Elements of Vocabulary Instruction for
English-Language Learners Scope and Sequence,
Day 5

• Discuss Magic Word Pages
• Same Game
• Ready, Set, Go!
• Magic Mirror
• Talk about the Theme
• Wrap Up

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Example Activities Same Game

• ? Same Game
• Ahora vamos a hacer un juego. Miren con
  atención estas páginas de nuestros libros de esta
  semana.
• Díganme lo que ven que sea igual en estas fotos
  de escuelas.
• ? Hay niños aprendiendo.
• ? Hay mesas/ pupitres donde están sentados los
  niños.
• Si, las dos fotos muestran lugares donde hay
  estudiantes y pupitres donde aprenden los niños.
  Cómo decimos que se llaman estos lugares? ?
  escuelas

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Example Activities Magic Mirror
? Magic Mirror
Vamos a ver el espejo mágico. Primero voy a
decirles yo lo que veo y después les va a tocar a
algunos de ustedes decirnos lo que ustedes
ven. Veo alguien que trabaja en una escuela...
limpia la escuela... usa escobas, trapeadores, y
toallas para limpiar la escuela... alguno de
ustedes sabe cuál será la palabra mágica que me
está mostrando el espejo mágico? ? conserje
Conserje
_________ (student name), dinos cómo es el
conserje que ves allí.
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Reflections/Next Steps

• How do we design professional development and
  coaching experiences to assist bilingual teachers
  in using instructional design principles to teach
  vocabulary knowledge while reading and talking
  about books?

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Planned Observations
September
T1
T2
T4
All Teachers
Bilingual
Bilingual
F1
F2
F3
October
November
January
T Time F Fidelity