Transcript Using Storybooks to Build Vocabulary

Adapted from Tamara Stein, 2010
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Understand why
vocabulary is important
What is our role?
Learn how to choose the
right book for shared
reading
Understand how to step up
the vocabulary
Use the “Shoot for the
SSTRS” strategy
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During books
During conversations &
everyday routines
A child’s
vocabulary at age
2 ½ was
influenced by the
quantity (number)
of words a parent
used a year earlier
But that’s not
all………..
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A child’s vocabulary at age 3 1/2 was
also influenced by exposure to a
variety of sophisticated words one year
earlier .
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Vocabulary at 4 ½ years was influenced by talk
about things that happened in the past or in the
future and explanations one year earlier.
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Understood by the child
Initial sound in child’s repertoire
Motivating for child to say
Expressed as a gesture
Action words (verbs)
Occurs throughout the day
Target Word Program by Cindy Earle
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Wet
Cat
Table
Sleep
Mad
Dirty
(Variety of nouns
such a names of
people, place, things
(toys), verbs that are
part of routine, and
common
descriptors)
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Soggy
Drenched
Exhausted
Filthy
Furiously
Involves a variety of
word types (names,
actions, descriptors,
How words (ending
in “-ly”)
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Carnivore
Technology
Medication
Saturated
(Geography, Science,
History, etc)
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High contextualized
Exposure to novel
words
Authentic, familiar
routine
Motivating
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Flexible, practical strategy that can be infused
into shared reading and other daily activities
and routines in early childhood environments
and at home.
Developed by the Hanen Center
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S-tress the new word
S-how what the new word
means
T-ell what the new word
means
R-elate the word to the
child’s experience,
knowledge, and other
relevant situations
S-ay it again, again and
again!
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Before reading
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Discuss the word in the
introduction
Briefly discuss meaning
During the reading
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Pause before and after the word to
draw attention to it
Change volume
Point to illustration and word
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Example: Lonely, Firefly
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After the reading
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Repeat word during the
discussion
Refer back to illustrations
during discussion
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Point to the illustrations
Show a picture, prop or
object
Use facial expressions (sad
face to represent lonely)
Use actions or dramatic
gestures
Change how you say the
word
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Name the words category
 A firefly is an insect/bug
Describe the words meaning
 Lonely means he is sad
because he has no friends
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Give specific details
 A firefly is a beetle with
wings and has a light
on its body
Describe what the word is
and what it is not
 A firefly is not an
animal
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To the child’s experiences
To other contexts
To other words
Relate with comments & open
ended questions
 Remember when you…..
 This reminds me of….
 Do you ….?
 Have you ever…?
 Can you think of….?
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Ex: Remember when we went
to the butterfly farm?; Can
you think of other insects?
This reminds me of your first
day at school…
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Drawing on ideas from
the child’s background
knowledge increases the
likelihood of the child
connecting the new
word to old information
Make it “stick” so that
it’s more easy to
remember
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Daily routines
Creative activities
Sensory activities
Dramatic play
Playtime
Science
Circle time
Ex: Insect hunt in the backyard, model how to
use the word lonely, such as bedtime)