The document describes the Word Walk strategy for teaching vocabulary to young children during shared storybook reading. The strategy involves introducing, practicing, and reviewing a targeted vocabulary word before, during, and after reading. Teachers first introduce a word with a picture or prop, define it, and have children repeat it. During reading, the teacher pauses when the word is encountered and provides another definition. After reading, the word is reinforced through repetition, revisiting its use in the story, and discussing other examples. The strategy provides structured guidance for implementing robust vocabulary instruction within shared storybook reading.

1. WORD WALK:
A New Vocabulary Strategy for
Young Children
Katrin L. Blamey, Ph.D. Katherine A. Beauchat, Ed.D.
DeSales University York College of Pennsylvania

2. Introductions
Katie Beauchat, Ed.D. Katie Blamey, Ph.D.
Assistant Professor Assistant Professor
York College of Pennsylvania DeSales University

3. A Powerful Context
Shared 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. Literacy and Language Targets
Beauchat, K., Blamey, K., Walpole, S. (2009) Building Preschool Children’s Language and Literacy One Storybook at
a Time. The Reading Teacher, 63(1), pp. 26-39.

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. 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, go
Beck & McKeown, 2001; 2007

7. Preschool Vocabulary Instruction: What we
know
• 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. What is Word Walk?
Blamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for Young
Children. The Reading Teacher 65(1) pp. 71–75.

9. What is Word Walk?
Before During After
Reading: Reading: Reading:
Target Target Target
Vocabulary Vocabulary Vocabulary
Blamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for Young
Children. The Reading Teacher 65(1) pp. 71–75.

10. Planning: Choose the Perfect Book!

11. Planning: Choose Wonderful Words!
Target Word:
• patient

12. Planning: Plan your Word Walk instruction!
Blamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for Young
Children. The Reading Teacher 65(1) pp. 71–75.

13. Planning: Plan your Word Walk instruction!
Blamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for Young
Children. The Reading Teacher 65(1) pp. 71–75.

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 Young
Children. The Reading Teacher 65(1) pp. 71–75.

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 Young
Children. The Reading Teacher 65(1) pp. 71–75.

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 Young
Children. The Reading Teacher 65(1) pp. 71–75.

17. Day 1 During Reading
Target the Words
Blamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for Young
Children. The Reading Teacher 65(1) pp. 71–75.

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 Young
Children. The Reading Teacher 65(1) pp. 71–75.

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 Young
Children. The Reading Teacher 65(1) pp. 71–75.

20. Day 1 After Reading
Take a Few Minutes to Talk about the Words!
Blamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for Young
Children. The Reading Teacher 65(1) pp. 71–75.

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 Young
Children. The Reading Teacher 65(1) pp. 71–75.

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 Young
Children. The Reading Teacher 65(1) pp. 71–75.

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 Young
Children. The Reading Teacher 65(1) pp. 71–75.

24. Day 2 During Reading
Re-Target the Words
Blamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for Young
Children. The Reading Teacher 65(1) pp. 71–75.

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 Young
Children. The Reading Teacher 65(1) pp. 71–75.

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 Young
Children. The Reading Teacher 65(1) pp. 71–75.

27. Word Walk Classroom Poster
Blamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for Young
Children. The Reading Teacher 65(1) pp. 71–75.

28. Application: Let’s Practice Planning!

29. Application: Let’s Practice Planning!

30. Application: Let’s Practice Planning!
Work with a partner to
complete your Word Walk
Planning Page for Llama Llama
Red Pajama
Blamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for Young
Children. The Reading Teacher 65(1) pp. 71–75.

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 Young
Children. The Reading Teacher 65(1) pp. 71–75.

32. Let’s Share
Child-Friendly Definition
To be really worried about something
Blamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for Young
Children. The Reading Teacher 65(1) pp. 71–75.

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 Young
Children. The Reading Teacher 65(1) pp. 71–75.

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 Young
Children. The Reading Teacher 65(1) pp. 71–75.

35. Word Walk Implementation Checklist
Blamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for Young
Children. The Reading Teacher 65(1) pp. 71–75.

36. Word Walk Implementation Checklist
Blamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for Young
Children. The Reading Teacher 65(1) pp. 71–75.

37. Word Walk Implementation Checklist
Blamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for Young
Children. The Reading Teacher 65(1) pp. 71–75.

38. Word Walk Video Share
Reviewing your Word Walk implementation checklist, identify
one strength of the lesson, one aspect of Word Walk to work
towards next time!

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. Examples of Word Walk in Practice

41. Examples of Word Walk in Practice

42. Examples of Word Walk in Practice

43. Examples of Word Walk in Practice

44. Word Walk Extensions
Children need multiple exposures for the words to live
in their permanent vocabulary stores!
• Spontaneous
• Admonish
• Malice
• Profound
• Scrumptious
• Voracious

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. 2. Match word to a comment!
Ask students to name the vocabulary word that goes with each of
these 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. 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. 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. 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. 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. 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. 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. 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. 10. Act it out!
Using physical movement and actions also helps students to
understand and express the meaning of words --- very useful
for young students and ELL’s

55. Assessment: Design a CBA

57. 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

58. DISCUSSION & QUESTIONS

59. 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

60. THANK YOU!