Word Walk

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

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

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? 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 1 Teacher introduces specific word written on a card with an accompanying picture, prop, or acting activity. “Today we are going to talk about the word patient . I have a picture here with children being patient waiting for the bus.” 2 Teacher says the word and asks the children to repeat the word. “Can you say the word patient ?” 3 Teacher provides a child-friendly definition of the word. “ Patient means waiting for something or someone without getting upset.” 4 Teacher asks the children to listen for the word in the book. “While I am reading the story, listen for the word patient . When you hear the word patient , raise a quiet hand.” 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! Teacher introduces specific word written on a card with an accompanying picture, prop, or acting activity. Teacher says the word and asks the children to repeat the word. Teacher provides a child-friendly definition of the word. Teacher asks the children to listen for the word in the book. patient 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. “I just heard the word patient , so did some of you!” 2 Teacher provides a quick child-friendly definition of the word. “ 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. “Remember, today we are talking about the word patient . The children are being patient waiting for the bus.” 2 Teacher asks the children to repeat the word. “Can you say the word patient ?” 3 Teacher provides a child-friendly definition of the word. “ Patient means waiting for something or someone without getting upset.” 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. “Let’s go back into the book to see where the word patient is used. Oh, here it is. Mama tells Llama to stop all the drama and be patient .” 5 Teacher provides examples of using the word outside of the context of the story. “You can be patient at other times too. You need to be patient waiting to open your birthday presents, and you have to be patient when something is crossing your path.” 6 Teacher asks the children to say the word they have been learning. “What word have we been learning? Say 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! Teacher reintroduces the word using the picture, prop, or acting activity. Teacher asks the children to repeat the word. Teacher provides a child-friendly definition of the word. Teacher physically goes back into the pages of the book to talk about how the word was used in the context of the story. Teacher provides examples of using the word outside of the context of the story. Teacher asks the children to say the word they have been learning. patient 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 1 Teacher introduces specific word written on a card with an accompanying picture, prop, or acting activity from day one. “Remember, we are talking about the word patient . The children are being patient waiting for the bus.” 2 Teacher says word and asks the children to repeat the word. “Can you say the word patient ?” 3 Teacher invites the children to comment on the word. “What do you know about the word patient ?” 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! Teacher introduces specific word written on a card with an accompanying picture, prop, or acting activity from day one. Teacher says word and asks the children to repeat the word. Teacher invites the children to comment on the word. patient 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 1 Teacher pauses while reading when the word is encountered in the book. “I just heard the word patient , so did some of you!” 2 Teacher provides a quick child-friendly definition of the word. “ Patient means waiting for something or someone without getting upset.” 3 Teacher asks the children to discuss or comment on how the word is used in the context of the book. “How is the word patient used in our book?” 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 1 Teacher reintroduces the word written on card with accompanying picture, prop, or acting activity. “Remember, today we are talking about the word patient . The children are being patient while waiting for the bus in this picture.” 2 Teacher asks the children to repeat the word. “Can you say the word patient ?” 3 Teacher provides a child-friendly definition of the word. “ Patient means waiting for something or someone without getting upset.” 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. “Let’s go back into the book to see where the word patient is used. Oh, here it is. Can you tell me whole might need to be patient on this page? Why does Llama need to be patient ?” 5 Teacher invites the children to think of examples of using the word outside the context of the book. “Can you think of other times you need to be patient ?” 6 Teacher asks the children to say the word they have been learning. “What word have we been learning? Say 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! Teacher reintroduces the word written on card with accompanying picture, prop, or acting activity. Teacher asks the children to repeat the word. Teacher provides a child-friendly definition of the word. 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. Teacher invites the children to think of examples of using the word outside the context of the book. Teacher asks the children to say the word they have been learning . patient 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! Share out the child-friendly definition for ‘fret’ Share out how the word ‘fret’ was used in the story. 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 To be really worried about something Child-Friendly Definition 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. Reviewing your Word Walk implementation checklist, identify one strength of the lesson, one aspect of Word Walk to work towards next time! Word Walk Video Share

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

45. 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”? 1. Ask “Why?”

46. 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!” 2. Match word to a comment!

47. 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? 3. Create relationships!

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. 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 6. Vocabulary Puzzles!

51. 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 7. Vocabulary Cubes!

52. 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 8. Word Freeze!

53. 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. 9. Vo-back- u-lary !

54. Using physical movement and actions also helps students to understand and express the meaning of words --- very useful for young students and ELL’s 10. Act it out!

55. Assessment: Design a CBA

56. 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 Word Walk Preliminary Research Findings

57. Discussion & Questions

58. Contact Information Dr. Katherine A. Beauchat Assistant Professor Department of Education York College of Pennsylvania LS113 York, PA 17403 [email protected] Dr. Katrin L. Blamey Assistant Professor De Sales University 120 Dooling Hall Center Valley, PA 18034 [email protected]

59. Thank you!