BUILDING%20VOCABULARY%20USING%20WEEKLY%20READ%20ALOUD%20SELECTIONS

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BUILDING VOCABULARY USING WEEKLY READ ALOUD
SELECTIONS

• Megan Conroy
• Final Vocabulary Project
• RED 6545 Issues in Vocabulary and Word Study
• University of South Florida

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WHY TEACH VOCABULARY USING READ ALOUDS?

• Childrens books present more advanced, less
  familiar vocabulary than typically used in
  everyday speech
• Read alouds can help to extend childrens
  existing oral vocabularies
• Children can learn meanings of unknown words
  through incidental exposure during a read aloud
• Children will learn more words with multiple
  readings of a book
• Children will benefit from being talked with and
  read with during read alouds

Blachowicz, C., Fisher, P. (2010). Teaching
vocabulary in all classrooms. (4th. ed.). Boston,
MA Allyn Bacon. Watts-Taffe, S., Blachowicz,
C., Fisher, P. (2009). Vocabulary instruction
for diverse students. In Morrow, L. M., et al.,
Handbook of research on literacy diversity
(p. 320-336). New York, NY Guilford Press.
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VOCABULARY WORD SELECTION

• How do you choose words from a storybook?
• Beck, McKeown, and Kucan (2002) propose three
  tiers of words to study
• Tier 1 words common words
• Tier 2 words high frequency words, that occur
  across a number of domains but not know by many
  students
• Tier 3 words academic content words
• Look for Tier 2 Tier 3 words in the storybook
  and choose the words you think your students need
  to know.

Beck, I. L., McKeown, M. G., Kucan, L. (2002).
Bringing words to life Robust vocabulary
instruction. New York Guilford Press.
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What a weeks vocabulary routine might look like

• Day 1- Introduce vocabulary words and their
  meanings include examples and gestures for each
  word when introduced.
• Day 2- Review vocabulary words, their meanings
  and associated gestures. Interactive read aloud
  of story with students playing Snap When You
  Hear It.
• Day 3- Review vocabulary words, their meanings
  and associated gestures. Choose a vocabulary
  strategy to use (ideas on upcoming slides).
• Day 4- Review vocabulary words, their meanings
  and associated gestures. Re-read story with
  students playing Snap When You Hear It. Choose
  a vocabulary strategy to use.
• Day 5- Informal Assessment Option
• All Week- Students tally word usage on a
  Wonderful Words chart in the classroom.

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A WEEKS VOCABULARY ROUTINE FOR THE READ ALOUD
OF THE KISSING HAND by Audrey Penn

• Penn, A. (1993). The kissing hand. Broadway, NY
  Scholastic Inc.

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VOCABULARY WORD SELECTIONFOR THE KISSING HAND
BY AUDREY PENN

• First I read the story and listed all the words I
  thought might be words I want to teach. Then I
  narrowed the list down to 5 vocabulary words for
  the week.
• Original List of Words nuzzle, strange, cozy,
  secret, interested, silky, tingled, grinned,
  familiar, scamper
• Final List for Instruction strange, cozy,
  interested, grinned, familiar

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THE KISSING HANDby Audrey Penn

• Vocabulary Words
• strange, cozy, interested, grinned, familiar

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Day 1- Introduce Vocabulary Word Meanings,
Gestures Examples
GESTURES strange- make a puzzled, confused
face cozy- rub your arms like you are giving
yourself a warm hug interested- make your eyes
wide and say ooooh! like you want to know more
about something grinned- smile widely and point
to the dimples in your cheeks with your pointer
fingers familiar- wave hello to a person who you
have seen or met before

• WORD MEANINGS
• strange- not the usual
• cozy- comfortable
• interested- wanting to learn more about something
• grinned- smiled
• familiar- describes something you have seen,
  heard, or experienced before

EXAMPLES strange- it would be strange if we wore
pajamas to school everyday if the floor in the
classroom was made of grass not carpet cozy- your
bed at home feels warm and cozy wearing a soft
sweater when its cold out can make you feel
cozy interested- when you went book shopping, you
chose books that interested you you decided to
go see a movie that interested you grinned- when
you meet up with a friend from another class on
the playground, you grin at each other and say
hello familiar- our classroom is a familiar place
for all of us our homes are familiar to each of
us, but not to everyone
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Wonderful Words Chart- begin using on Day 1
How does it work?

• After introducing the words, display the
  Wonderful Words chart in a prominent place in the
  classroom at a height accessible to the students.
  If students use these words correctly in their
  daily conversations or notice these words used in
  other texts or by the teacher, they may record a
  tally mark next to the word on the chart.
• At weeks end, count up the tally marks and
  celebrate the classs usage of new vocabulary
  words! Then move the chart to another place in
  the classroom that is still accessible to
  students do not remove it entirely. This will
  encourage future use of the learned vocabulary
  words.
• Simple to implement, engaging with active
  learning, and it motivates word learning! What
  fun word play!

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Day 2-Interactive Read Aloud of The Kissing Hand
with students playing Snap When You Hear It

• Interactive Read Aloud with Think Aloud and Turn
  And Talk
• Think Aloud, Cover- This story is called The
  Kissing Hand. Im wondering what a kissing hand
  might be. From the cover illustration, I think it
  involves a hand and a kiss, but what is it? Lets
  read to find out.
• Think Aloud, p. 2- Poor Chester. He looks so sad,
  see the tear in his eye. Shake your head yes or
  no if you felt the same way he did before the
  first day of school.
• Turn Talk, p. 6- Are any of those activities
  familiar to you? TT to your partner about the
  ones that youve done before at school.
• Think Aloud, p.7- Chester asked the same question
  I did at the beginning of this book, Whats the
  kissing hand? Im interested in finding out the
  answer. If you are too, say Im interested and
  make our gesture make your eyes wide and then
  say ooooh!
• Turn Talk, p.12- Now we know what the kissing
  hand is! TT to your partner about what it is and
  how it is done.
• Think Aloud with Turn Talk, p. 18- I think I
  know what Chester is going to do, hes asking for
  his mothers hand. Do you have a prediction? TT
  to your partner about what you think Chester is
  going to do next. p. 22- Confirm your prediction.

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Day 2-Interactive Read Aloud of The Kissing Hand
with students playing Snap When You Hear It

• Snap When You Hear It
• As you read aloud, students are actively
  listening for the introduced vocabulary words.
  Instruct students to snap each time the
  vocabulary words are read within the story or
  heard during your Think Aloud or Turn and Talk
  directions. Students may also snap throughout the
  day when the words are used in other contexts.
  Recognize and praise their listening with a
  thumbs up!
• Pause to define words as you read aloud
• When you read aloud the vocabulary word, pause to
  briefly define it while making the gesture, then
  reread the word in context and continue with the
  story. Example- Even if they seem strange and
  scary at first. Pause and say- strange means
  not the usual while making the gesture (a
  puzzled, confused face). Reread- Even if they
  seem strange and scary at first. Then continue
  reading the story, providing multiple exposures
  to the word meanings.

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VOCABULARY STRATEGY IDEASSYNONYM
WEBFOUR-SQUARE APPROACH

• Day 3 4
• Review vocabulary words their meanings using
  gestures
• Choose a vocabulary strategy to use

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Vocabulary Strategy Ideas

• Four-Square Approach

• Synonym Web

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Vocabulary Strategy Ideas

• Word Play

• Wonderful Word Chart

• Word play is highly motivating, engaging
• and fun! It requires students to be active
• word learners. Some strategies weve
• used
• Gestures (acting out the word meanings)
• Wonderful Words chart
• Snap When You Hear It

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Day 5 Informal Assessment, Option 1Word
Associations Which word goes withdoes not go
with? Why?
Directions Ask the above questions with the
provided suggestions below. Students will make an
association to one of the vocabulary words. Have
students turn and talk with partners about their
selected vocabulary word and why they chose to
associate it with the clue in the question.

• Non-Examples

• Examples

• strange- teachers wearing clown outfits to work?
  students playing on the playground all day at
  school? no books in a classroom?
• cozy- a soft sweater? comfy pajamas to sleep in?
  a warm hug from your parents?
• interested- reading your favorite story? watching
  your favorite movie? having a play date?
• grinned- something you do if you are happy? when
  you open a present? when your teacher praises
  your work?
• familiar- the routines of our classroom? how
  family members look to you?

• strange- seeing your friends at school? going
  home after school? riding a bus for a field trip?
• cozy- an itchy sweater? pants that are too tight?
  sleeping on a hard floor?
• interested- swimming in freezing cold waters?
  cleaning the bathroom? doing the laundry?
• grinned- being sad? being angry? when you get in
  trouble? when mom and dad give you the look?
• familiar- being in a new building? going to the
  zoo for the first time?

Beck, I. L., McKeown, M. G., Kucan, L. (2002).
Bringing words to life Robust vocabulary
instruction. New York Guilford Press.
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Day 5 Informal Assessment, Option 2Yea/Nay
(Beck McKeown, 1983)

• How do you implement?

• Its an assessment that students perceive as a
  game!

• Students need two cards, one that says yes and
  one that says no.
• Words are presented in pairs and the teacher asks
  questions
• After asking each question and allowing the
  students time to think, the teacher asks, Yea or
  nay? 1, 2, 3
• On the teachers count of 3, students put up
  their choices and a discussion involving
  explanations of choices ensues.

Beck, I. L. McKeown, M. G. (1983). Learning
words well a program to enhance vocabulary and
comprehension. The Reading Teacher, 36, 622-625.
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• Now its time to choose another book, make
  instructional plans
• and truly enjoy
• building vocabulary using read aloud selections!
• I know what book is next for me