Let`s Talk… Text Talk!!!

Let’s Talk. . .
Text Talk!!!
Effective Vocabulary
Instruction
Associate with memorable visual
Effective Vocabulary
Instruction
Link new with familiar
Effective Vocabulary
Instruction
Provide an enjoyable learning
experience!
Three Tiers of Words
Tier One—
• Basic words that need little
instruction in meaning
(boy, sit, table, to run)
mamá, silla, casa, ven
Tier Two—
•Rich words found across a variety
of contex
•(delicious, eager, obvious, glisten)
furioso,
hambriento,
ráfaga
amable,
Tier Three—
Words specific to a content/subject
(prospector, Conestoga, outrider)
estetoscopio, talabartería,
hemeroteca
Criteria for Identifying
Tier Two Words
• Useful—The word can be used in
many contexts for reading, writing,
and speaking. It is a word that
students are likely to meet in other
texts. It is a word students will use to
describe their own experiences.
• Understandable—Students have some
ideas or concepts to
connect to the new word.
• The word relates to other
words and ideas that students know or
have been learning. The word might add
a dimension to ideas that have been or
are being developed.
Instructional Potential
Words that can be worked with in
a variety of ways so the students
can build a rich representation of
them.
6.
Prepare concluding
activities for
all words
5.
Prepare
opportunities
for students to
interact with words
1.
Choose a
book
Planning
the Lesson
4.
Prepare
examples in
other contexts
3.
2.
Select 3
Tier 2
words
Prepare
student-friendly
definitions
6.
Students
repeat
word
5.
1.
Teacher reads
the word
Conducting
the Lesson
Students
interact with
examples or give
own examples
4.
Teacher gives
examples in other
contexts
2.
Teacher reads
sentence from story
3.
Teacher gives a
student-friendly
definition
Vocabulary Text Talk
Designing Explicit Vocabulary Instruction After
Reading a Text
• The teacher chooses 3 words to
explicitly teach.
• The teacher uses the word in the
context of the text.
(Share sentence from text)
Lisa no quería irse sin Corduroy,
pero su madre insistió.
• The teacher provides a studentfriendly definition.
frondoso
The students are asked to repeat
/read the word.
•The teacher provides examples in
contexts other than the one used
in the story.
•The students interact with
examples or provide their own
El árbol es
examples.
frondoso.
• The teacher develops
concluding and/or practice
activities for all words
presented.
• The students are asked to
repeat/read the word.
• Repeat steps 2-6 for all words.
1. Choose a book
2. The teacher chooses 3 words
to explicitly teach.
1. reluctant
2. insisted
3.
drowsy
TIER TWO WORDS
Teacher reads the book!
Teacher reads the word
reluctant
What is the word that we are learning?
3. The teacher uses the word in
the context of the text.
(Share sentence from text)
Lisa was reluctant to leave without Corduroy,
but her mother insisted.
3. The teacher provides a
student friendly definition,
and whenever possible uses
student’s first language.
reluctant:
Reluctant means you are not sure to do
something.
The students are asked to repeat
/read the word.
• reluctant
(underline it)
• reluctant
(frame it)
(stretch it )
The teacher provides examples in contexts
other than the one used in the story.
1. I would be reluctant to leave my toys at
grandma’s house.
2. I would be reluctant to change a baby’s
diaper.
3. I would be reluctant to leave the school
without my books.
4. The students interact with
examples or provide their own
examples.
1.--------------------------------------.
Teacher interaction
2.--------------------------------------.
Teacher interaction
3.--------------------------------------.
Teacher interaction
The students are asked to repeat
/read the word.
• reluctant
(underline it)
• reluctant
(frame it)
(stretch it)
Teacher reads the word
insisted
What is the word that we are
learning?
3. The teacher uses the word in
the context of the text.
(Share sentence from text)
Lisa was reluctant to leave without Corduroy, but
her mother insisted.
3. The teacher provides a
student friendly definition,
and whenever possible uses
student’s first language.
insisted:
Insisted means to say that something MUST
be done – and you won’t take no for an
answer.
The students are asked to repeat
/read the word.
• insisted
(underline it)
• insisted
(frame it)
(stretch it)
4.The teacher provides examples
in contexts other than the one
used in the story.
1. The teacher insisted that I have to do my
homework.
2. José insisted and that’s why I went to the
park.
3. She insisted in reading that book to us.
4. The students interact with
examples or provide their own
examples.
1.--------------------------------------.
Teacher interaction
2.--------------------------------------.
Teacher interaction
3.--------------------------------------.
Teacher interaction
The students are asked to repeat
/read the word.
• insisted
(underline it)
• insisted
(frame it)
(stretch it)
Teacher reads the word
drowsy
What is the word that we are
learning?
3. The teacher uses the word in
the context of the text.
(Share sentence from text)
But by now Corduroy felt se
he nodded off to sleep.
drowsy, and soon
3. The teacher provides a
Student friendly definition,
and whenever possible
uses student’s first language.
drowsy:
 Drowsy means feeling as though you are going to
fall asleep.
The students are asked to repeat
/read the word.
• drowsy
• drowsy
(underline it)
(frame it)
(stretch it)
The teacher provides examples in contexts
other than the one used in the story.
1. Sometimes riding in the car makes people feel
drowsy, as thought they want to take a nap.
2. After playing during the whole I feel drowsy.
3. What might make you feel drowsy, loud
drum playing or soft music?
4. The students interact with
examples or provide their own
examples.
1.--------------------------------------.
Teacher interaction
2.--------------------------------------.
Teacher interaction
3.--------------------------------------.
Teacher interaction
The students are asked to repeat
/read the word.
• drowsy
• drowsy
(underline it)
(frame it)
(stretch it)
USING ALL THREE WORDS
We talked about
three words:
1. reluctant
2. insisted
3. drowsy
insisted
drowsy
Let’s think about them!
reluctant
* Show us how your mom might look if she
insisted you go to bed.
*Show us how you would look if you felt
reluctant about taking your little sister to
the park.
*Show us how you would look if you sat
in a comfortable chair and started to feel
drowsy.
References
•Bringing Words to Life by Isabel Beck,
Margaret McKeown, and Linda Kucan
•Curriculum Roadmap School District U- 46