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WORD WALK:A New Vocabulary Strategy forYoung Children      Katrin L. Blamey, Ph.D.   Katherine A. Beauchat, Ed.D.      DeS...
Introductions    Katie Beauchat, Ed.D.          Katie Blamey, Ph.D.    Assistant Professor            Assistant Professor ...
A Powerful ContextShared Storybook Reading• Shared storybook reading is a broad term, including all instances  when an adu...
Literacy and Language TargetsBeauchat, K., Blamey, K., Walpole, S. (2009) Building Preschool Children’s Language and Liter...
Why Focus on Vocabulary?• Children who have been exposed to rich and wonderful words  enter school prepared with the langu...
How to Choose Words?                             Tier 3: low-frequency words,                             limited to speci...
Preschool Vocabulary Instruction: What weknow• Shared reading allows children to expand their ‘vocabulary  stores’• Repeat...
What is Word Walk?Blamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for YoungChildren. The Reading Teache...
What is Word Walk?               Before                                   During                    After              Rea...
Planning: Choose the Perfect Book!
Planning: Choose Wonderful Words!                            Target Word:                               • patient
Planning: Plan your Word Walk instruction!Blamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for YoungChil...
Planning: Plan your Word Walk instruction!Blamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for YoungChil...
Word Walk: Day 1 – Before Reading                                                            Before Reading       Teacher ...
Day 1 Before Reading:   Introduce the Word Using a Picture Card or Prop!                                                  ...
Word Walk: Day 1 – During Reading                                                                 During Reading 1      Te...
Day 1 During Reading   Target the WordsBlamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for YoungChildre...
Word Walk: Day 1 – After Reading                                                          After Reading 1     Teacher rein...
Day 1 After Reading   Take a Few Minutes to Talk about the Words!                                                         ...
Day 1 After Reading   Take a Few Minutes to Talk about the Words!Blamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary In...
Word Walk: Day 2 – Before Reading                                                        Before Reading       Teacher intr...
Day 2 Before Reading   Re-Introduce the Word Using a Picture Card or Prop!                      patient                   ...
Word Walk: Day 2 – During Reading                                                          During Reading                 ...
Day 2 During Reading   Re-Target the WordsBlamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for YoungChil...
Word Walk: Day 2 – After Reading                                                          After Reading       Teacher rein...
Day 2 After Reading   Take a Few Minutes to Talk about the Words Again!                                                   ...
Word Walk Classroom PosterBlamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for YoungChildren. The Readin...
Application: Let’s Practice Planning!
Application: Let’s Practice Planning!
Application: Let’s Practice Planning!   Work with a partner to   complete your Word Walk   Planning Page for Llama Llama  ...
Let’s Share our Planning Page!   1. Share out the child-friendly      definition for ‘fret’   2. Share out how the word   ...
Let’s Share   Child-Friendly Definition     To be really worried about somethingBlamey, K. & Beauchat, K. (2011) Word Walk...
Let’s Share   How is the Word Used in the Story?     Llama llama was FRETTING when he thinks Mama Llama is gone and has le...
Let’s Share   Examples of the Word Used in Other Ways      I might FRET when I have to get my house cleaned and Thanksgivi...
Word Walk Implementation ChecklistBlamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for YoungChildren. Th...
Word Walk Implementation ChecklistBlamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for YoungChildren. Th...
Word Walk Implementation ChecklistBlamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for YoungChildren. Th...
Word Walk Video ShareReviewing your Word Walk implementation checklist, identifyone strength of the lesson, one aspect of ...
Word Walk Planning• Read your selection• Choose (2-3) Tier 2 words• Choose 1 of these words and  complete the planning pag...
Examples of Word Walk in Practice
Examples of Word Walk in Practice
Examples of Word Walk in Practice
Examples of Word Walk in Practice
Word Walk ExtensionsChildren need multiple exposures for the words to livein their permanent vocabulary stores! •   Sponta...
1. Ask “Why?”Admonish• To admonish someone means to caution or scold him or her in a  mild way. If students are talking to...
2. Match word to a comment!Ask students to name the vocabulary word that goes with each ofthese comments: •   “That was so...
3. Create relationships!• Admonish/malice     Would you admonish someone for something that showed malice?• Admonish/spont...
4. Create role-playing scenarios!                     chef   robber   singer  What might a …  do that showed  malice?  How...
5. Mnemonic Memories!• Drawing pictures or cartoons of  words help students to remember  the word and its meaning – very  ...
6. Vocabulary Puzzles!• Students work together to create a puzzle for a set of words using  the word on one piece and the ...
7. Vocabulary Cubes!• Students take turns rolling the cube• Each person should give a child-friendly definition and an exa...
8. Word Freeze!• Every student gets a card with a word that they have been studying• Teacher plays song clips and students...
9. Vo-back-u-lary!• Students get in group or whole group and review words• One student has a word taped to their back (the...
10. Act it out!Using physical movement and actions also helps students tounderstand and express the meaning of words --- v...
Assessment: Design a CBA
Word Walk Preliminary Research Findings• On measures of receptive vocabulary knowledge, children in the  intervention grou...
DISCUSSION & QUESTIONS
Contact Information   Dr. Katherine A. Beauchat      Dr. Katrin L. Blamey   Assistant Professor                           ...
THANK YOU!
Word Walk
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  • *Reverse these
  • Put our RT 2009 article cite here (building….one storybook at a time)
  • Add Tier word slide here from Text Talk ppt. Put text talk cite here on bottom of slide. Beck & McKeown, 2001; 2007
  • Start putting our cite here on the bottom of all slides --- Word Walk 2011
  • Replace with Llama Llama cover again here
  • Put page where it says the word FRET and underline FRET
  • Replace with planning page with target word FRET --- When you are worried about something.
  • Change this to planning page with FRET again
  • CFD: to be really worried about something
  • Llama llama was FRETTING when he thinks Mama Llama is gone and has left him alone in bed in the dark.
  • I might FRET when I have to get my house cleaned and dinner made for a houseful of guests for Thanksgiving dinner.You might FRET about moving to a new school and meeting new friends.
  • Reverse and add PhD and EdD for our names
  • Transcript of "Word Walk"

    1. 1. WORD WALK:A New Vocabulary Strategy forYoung Children Katrin L. Blamey, Ph.D. Katherine A. Beauchat, Ed.D. DeSales University York College of Pennsylvania
    2. 2. Introductions Katie Beauchat, Ed.D. Katie Blamey, Ph.D. Assistant Professor Assistant Professor York College of Pennsylvania DeSales University
    3. 3. A Powerful ContextShared Storybook Reading• Shared storybook reading is a broad term, including all instances when an adult reads to a child or children, pausing to engage children in discussion about the text. Dooley, 2010; Holdaway, 1979• Discussion includes items both inside and outside the text Snow, 2002; Whitehurst & Lonigan, 1998• Shown to be a powerful tool for building children’s short- and long- term reading development Beauchat, Blamey, & Phillipakos, 2012; Wells, 1985
    4. 4. Literacy and Language TargetsBeauchat, K., Blamey, K., Walpole, S. (2009) Building Preschool Children’s Language and Literacy One Storybook ata Time. The Reading Teacher, 63(1), pp. 26-39.
    5. 5. Why Focus on Vocabulary?• Children who have been exposed to rich and wonderful words enter school prepared with the language skills necessary to become readers Collins, 2009;2010, Hirsch, 2006• Meaningful differences exist: In both the amount and the types of words children in which children are exposed and this is tightly tied to relative economic status Beauchat, Blamey, & Walpole, 2009; Hart & Risley, 1995• Oral vocabulary at the end of first grade is a significant predictor of comprehension ten years later Cunningham & Stanovich, 1997; IRA & NAEYC, 1998
    6. 6. How to Choose Words? Tier 3: low-frequency words, limited to specific domains, isotope, estuary, lathe Tier 2: high-frequency words for mature language users, important to academic success, coincidence, fortunate, absurd Tier 1: Most-basic words, rarely requiring instruction in school, baby, happy, goBeck & McKeown, 2001; 2007
    7. 7. Preschool Vocabulary Instruction: What weknow• Shared reading allows children to expand their ‘vocabulary stores’• Repeated readings with explanations of individual word meanings• Specific word instruction • Targeting and introducing specific vocabulary instruction into storybook reading • Repeating specific vocabulary words • Providing specific vocabulary definitions in child-friendly terms • Explaining specific words with respect to story • Explaining specific words in context outside story • Providing opportunities for children to discuss words as they relate to their own lives (Beck & McKeown, 2001; 2007)
    8. 8. What is Word Walk?Blamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for YoungChildren. The Reading Teacher 65(1) pp. 71–75.
    9. 9. What is Word Walk? Before During After Reading: Reading: Reading: Target Target Target Vocabulary Vocabulary VocabularyBlamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for YoungChildren. The Reading Teacher 65(1) pp. 71–75.
    10. 10. Planning: Choose the Perfect Book!
    11. 11. Planning: Choose Wonderful Words! Target Word: • patient
    12. 12. Planning: Plan your Word Walk instruction!Blamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for YoungChildren. The Reading Teacher 65(1) pp. 71–75.
    13. 13. Planning: Plan your Word Walk instruction!Blamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for YoungChildren. The Reading Teacher 65(1) pp. 71–75.
    14. 14. Word Walk: Day 1 – Before Reading Before Reading Teacher introduces specific word written on Teacher says the word Teacher provides a child- Teacher asks the 1 a card with an accompanying picture, 2 and asks the children to repeat the word. 3 friendly definition of the word. 4 children to listen for the word in the book. prop, or acting activity. “Today we are going to talk “While I am reading the story, about the word patient. I have “Patient means waiting for “Can you say the word listen for the word patient. a picture here with children something or someone without patient?” When you hear the word being patient waiting for the getting upset.” patient, raise a quiet hand.” bus.”Blamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for YoungChildren. The Reading Teacher 65(1) pp. 71–75.
    15. 15. Day 1 Before Reading: Introduce the Word Using a Picture Card or Prop! 1. Teacher introduces specific patient word written on a card with an accompanying picture, prop, or acting activity. 2. Teacher says the word and asks the children to repeat the word. 3. Teacher provides a child-friendly definition of the word. 4. Teacher asks the children to listen for the word in the book.Blamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for YoungChildren. The Reading Teacher 65(1) pp. 71–75.
    16. 16. Word Walk: Day 1 – During Reading During Reading 1 Teacher pauses while reading when the word is encountered in the book and alerts the children to the word. 2 Teacher provides a quick child-friendly definition of the word. “I just heard the word patient, so did some of you!” “Patient means waiting for something or someone without getting upset.”Blamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for YoungChildren. The Reading Teacher 65(1) pp. 71–75.
    17. 17. Day 1 During Reading Target the WordsBlamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for YoungChildren. The Reading Teacher 65(1) pp. 71–75.
    18. 18. Word Walk: Day 1 – After Reading After Reading 1 Teacher reintroduces the word using the picture, prop, or acting activity. 2 Teacher asks the children to repeat the word. 3 Teacher provides a child-friendly definition of the word. “Remember, today we are talking about the “Patient means waiting for something or word patient. The children are being patient “Can you say the word patient?” someone without getting upset.” waiting for the bus.” Teacher physically goes back into the Teacher provides examples of using 6 Teacher asks the children to say the word they have been learning. 5 the word outside of the context of the story. 4 pages of the book to talk about how the word was used in the context of the story. “You can be patient at other times too. You “Let’s go back into the book to see where the “What word have we been learning? Say need to be patient waiting to open your word patient is used. Oh, here it is. Mama patient.” birthday presents, and you have to be patient tells Llama to stop all the drama and be when something is crossing your path.” patient.”Blamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for YoungChildren. The Reading Teacher 65(1) pp. 71–75.
    19. 19. Day 1 After Reading Take a Few Minutes to Talk about the Words! 1. Teacher reintroduces the word using the picture, prop, or acting activity. 2. Teacher asks the children to patient repeat the word. 3. Teacher provides a child-friendly definition of the word. 4. Teacher physically goes back into the pages of the book to talk about how the word was used in the context of the story. 5. Teacher provides examples of using the word outside of the context of the story. 6. Teacher asks the children to say the word they have been learning.Blamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for YoungChildren. The Reading Teacher 65(1) pp. 71–75.
    20. 20. Day 1 After Reading Take a Few Minutes to Talk about the Words!Blamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for YoungChildren. The Reading Teacher 65(1) pp. 71–75.
    21. 21. Word Walk: Day 2 – Before Reading Before Reading Teacher introduces specific word 1 written on a card with an accompanying picture, prop, or acting activity from day one. 2 Teacher says word and asks the children to repeat the word. 3 Teacher invites the children to comment on the word. “Remember, we are talking about the word patient. The children are being patient “Can you say the word patient?” “What do you know about the word patient?” waiting for the bus.”Blamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for YoungChildren. The Reading Teacher 65(1) pp. 71–75.
    22. 22. Day 2 Before Reading Re-Introduce the Word Using a Picture Card or Prop! patient 1. Teacher introduces specific word written on a card with an accompanying picture, prop, or acting activity from day one. 2. Teacher says word and asks the children to repeat the word. 3. Teacher invites the children to comment on the word.Blamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for YoungChildren. The Reading Teacher 65(1) pp. 71–75.
    23. 23. Word Walk: Day 2 – During Reading During Reading Teacher asks the children to discuss or 1 Teacher pauses while reading when the word is encountered in the book. 2 Teacher provides a quick child-friendly definition of the word. 3 comment on how the word is used in the context of the book. “I just heard the word patient, so did some of “Patient means waiting for something or “How is the word patient used in our book?” you!” someone without getting upset.”Blamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for YoungChildren. The Reading Teacher 65(1) pp. 71–75.
    24. 24. Day 2 During Reading Re-Target the WordsBlamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for YoungChildren. The Reading Teacher 65(1) pp. 71–75.
    25. 25. Word Walk: Day 2 – After Reading After Reading Teacher reintroduces the word written 1 on card with accompanying picture, prop, or acting activity. 2 Teacher asks the children to repeat the word. 3 Teacher provides a child-friendly definition of the word. “Remember, today we are talking about the “Patient means waiting for something or word patient. The children are being patient “Can you say the word patient?” someone without getting upset.” while waiting for the bus in this picture.” Teacher physically goes back into the Teacher invites the children to think of 6 Teacher asks the children to say the word they have been learning. 5 examples of using the word outside the context of the book. 4 pages of the book and asks the children how the word was used in the context of the story. “Let’s go back into the book to see where the “What word have we been learning? Say “Can you think of other times you need to be word patient is used. Oh, here it is. Can you patient.” patient?” tell me whole might need to be patient on this page? Why does Llama need to be patient?”Blamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for YoungChildren. The Reading Teacher 65(1) pp. 71–75.
    26. 26. Day 2 After Reading Take a Few Minutes to Talk about the Words Again! 1. Teacher reintroduces the word written on card with accompanying picture, prop, or acting activity. patient 2. Teacher asks the children to repeat the word. 3. Teacher provides a child-friendly definition of the word. 4. Teacher physically goes back into the pages of the book and asks the children how the word was used in the context of the story. 5. Teacher invites the children to think of examples of using the word outside the context of the book. 6. Teacher asks the children to say the word they have been learning.Blamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for YoungChildren. The Reading Teacher 65(1) pp. 71–75.
    27. 27. Word Walk Classroom PosterBlamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for YoungChildren. The Reading Teacher 65(1) pp. 71–75.
    28. 28. Application: Let’s Practice Planning!
    29. 29. Application: Let’s Practice Planning!
    30. 30. Application: Let’s Practice Planning! Work with a partner to complete your Word Walk Planning Page for Llama Llama Red PajamaBlamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for YoungChildren. The Reading Teacher 65(1) pp. 71–75.
    31. 31. Let’s Share our Planning Page! 1. Share out the child-friendly definition for ‘fret’ 2. Share out how the word ‘fret’ was used in the story. 3. Share the examples you would provide for the word ‘fret’ outside of the story.Blamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for YoungChildren. The Reading Teacher 65(1) pp. 71–75.
    32. 32. Let’s Share Child-Friendly Definition To be really worried about somethingBlamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for YoungChildren. The Reading Teacher 65(1) pp. 71–75.
    33. 33. Let’s Share How is the Word Used in the Story? Llama llama was FRETTING when he thinks Mama Llama is gone and has left him alone in bed in the dark.Blamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for YoungChildren. The Reading Teacher 65(1) pp. 71–75.
    34. 34. Let’s Share Examples of the Word Used in Other Ways I might FRET when I have to get my house cleaned and Thanksgiving dinner made for a houseful of guests. You might FRET about moving to a new school and meeting new friends.Blamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for YoungChildren. The Reading Teacher 65(1) pp. 71–75.
    35. 35. Word Walk Implementation ChecklistBlamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for YoungChildren. The Reading Teacher 65(1) pp. 71–75.
    36. 36. Word Walk Implementation ChecklistBlamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for YoungChildren. The Reading Teacher 65(1) pp. 71–75.
    37. 37. Word Walk Implementation ChecklistBlamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for YoungChildren. The Reading Teacher 65(1) pp. 71–75.
    38. 38. Word Walk Video ShareReviewing your Word Walk implementation checklist, identifyone strength of the lesson, one aspect of Word Walk to worktowards next time!
    39. 39. Word Walk Planning• Read your selection• Choose (2-3) Tier 2 words• Choose 1 of these words and complete the planning page• Share out to the group!
    40. 40. Examples of Word Walk in Practice
    41. 41. Examples of Word Walk in Practice
    42. 42. Examples of Word Walk in Practice
    43. 43. Examples of Word Walk in Practice
    44. 44. Word Walk ExtensionsChildren need multiple exposures for the words to livein their permanent vocabulary stores! • Spontaneous • Admonish • Malice • Profound • Scrumptious • Voracious
    45. 45. 1. Ask “Why?”Admonish• To admonish someone means to caution or scold him or her in a mild way. If students are talking too loudly in the cafeteria, they could admonished for their behavior.• If I say something that someone might be admonished for, say “You’ll get admonished.” If not, don’t say anything. Ask “why?” • forgetting to take out the trash • helping a new student find her locker • practicing your yodeling early in the morning • finding a lost key• What’s the word that means “advised to change what you’re doing”?
    46. 46. 2. Match word to a comment!Ask students to name the vocabulary word that goes with each ofthese comments: • “That was so mean!” • “Ooh, deep, man, really deep.” • “The principal was angry when we came in late.” • “What just happened?” • “That was absolutely delicious.” • I’m so hungry I could eat a horse!”
    47. 47. 3. Create relationships!• Admonish/malice Would you admonish someone for something that showed malice?• Admonish/spontaneous Why would someone be admonished for doing something that was spontaneous?• Spontaneous/malicious Would something spontaneous be malicious?• Voracious/scrumptious Why would someone who was voracious not eat something that looked scrumptious?
    48. 48. 4. Create role-playing scenarios! chef robber singer What might a … do that showed malice? How could a … be spontaneous? How would a … admonish someone? What could a … say that was profound?
    49. 49. 5. Mnemonic Memories!• Drawing pictures or cartoons of words help students to remember the word and its meaning – very useful for ELL’s• Assign each group of students a word and have them draw 2 images or a cartoon that depicts the meaning of the word• The rest of the class must figure out based on the pictures
    50. 50. 6. Vocabulary Puzzles!• Students work together to create a puzzle for a set of words using the word on one piece and the CFD on the other• Students cut it up into the puzzle pieces and switch with another group to put together
    51. 51. 7. Vocabulary Cubes!• Students take turns rolling the cube• Each person should give a child-friendly definition and an example of how they would use the word in a real scenario
    52. 52. 8. Word Freeze!• Every student gets a card with a word that they have been studying• Teacher plays song clips and students walk around the room until music stops• Find a partner and tell them the CFD and a real-world scenario, the other partner then has to give another scenario or example of how the word can be used
    53. 53. 9. Vo-back-u-lary!• Students get in group or whole group and review words• One student has a word taped to their back (they do not know which one) and the group must give them clues to help the student name the word.
    54. 54. 10. Act it out!Using physical movement and actions also helps students tounderstand and express the meaning of words --- very usefulfor young students and ELL’s
    55. 55. Assessment: Design a CBA
    56. 56. Word Walk Preliminary Research Findings• On measures of receptive vocabulary knowledge, children in the intervention group made gains in the percentage of words they knew from pre-test to monthly CBM tests• On measures of expressive vocabulary knowledge, children in the intervention group made even greater gains in the percentage of words they knew from pre-test to monthly CBM tests• We are in the process of collecting post-study data in order to make the intervention and control group comparisons
    57. 57. DISCUSSION & QUESTIONS
    58. 58. Contact Information Dr. Katherine A. Beauchat Dr. Katrin L. Blamey Assistant Professor Assistant Professor Department of Education De Sales University York College of Pennsylvania 120 Dooling Hall LS113 Center Valley, PA 18034 York, PA 17403 katrin.blamey@desales.edu kbeauch1@ycp.edu
    59. 59. THANK YOU!
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