Transcript The Kissing Hand - Megan Conroy`s E

BUILDING VOCABULARY
USING WEEKLY READ
ALOUD SELECTIONS
Megan Conroy
Final Vocabulary Project
RED 6545 Issues in Vocabulary and Word Study
University of South Florida
WHY TEACH VOCABULARY
USING READ ALOUDS?
Children’s books present more advanced, less familiar vocabulary than
typically used in everyday speech
Read alouds can help to extend children’s existing oral vocabularies
Children can learn meanings of unknown words through incidental exposure
during a read aloud
Children will learn more words with multiple readings of a book
Children will benefit from being talked with and read with during read alouds
Blachowicz, C., & Fisher, P. (2010). Teaching vocabulary in all classrooms. (4th. ed.). Boston, MA: Allyn & Bacon.
Watts-Taffe, S., Blachowicz, C., & Fisher, P. (2009). Vocabulary instruction for diverse students. In Morrow, L. M., et al., Handbook of research on literacy &
diversity (p. 320-336). New York, NY: Guilford Press.
VOCABULARY WORD SELECTION
How do you choose words from a storybook?
Beck, McKeown, and Kucan (2002) propose three tiers of words to study:
Tier 1 words: common words
Tier 2 words: high frequency words, that occur across a number of domains but not know by
many students
Tier 3 words: academic content words
Look for Tier 2 & Tier 3 words in the storybook and choose the words you think your students
need to know.
Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford Press.
What a week’s vocabulary routine might look like…
Day 1- Introduce vocabulary words and their
meanings; include examples and gestures for
each word when introduced.
Day 2- Review vocabulary words, their
meanings and associated gestures.
Interactive read aloud of story with students
playing “Snap When You Hear It.”
Day 3- Review vocabulary words, their
meanings and associated gestures. Choose a
vocabulary strategy to use (ideas on
upcoming slides).
Day 4- Review vocabulary words, their
meanings and associated gestures. Re-read
story with students playing “Snap When You
Hear It.” Choose a vocabulary strategy to use.
Day 5- Informal Assessment Option
All Week- Students tally word usage on a
Wonderful Words chart in the classroom.
A WEEK’S VOCABULARY ROUTINE FOR
THE READ ALOUD OF…
THE KISSING HAND
by Audrey Penn
Penn, A. (1993). The kissing hand. Broadway, NY: Scholastic Inc.
VOCABULARY WORD SELECTION
FOR THE KISSING HAND
BY AUDREY PENN
First I read the story and listed all the words I thought might be words I want
to teach. Then I narrowed the list down to 5 vocabulary words for the week.
Original List of Words: nuzzle, strange, cozy, secret, interested, silky, tingled,
grinned, familiar, scamper
Final List for Instruction: strange, cozy, interested, grinned, familiar
THE KISSING HAND
by Audrey Penn
Vocabulary Words:
strange, cozy, interested, grinned, familiar
Day 1Introduce Vocabulary Word Meanings, Gestures & Examples
WORD MEANINGS:
GESTURES:
strange- not the usual
strange- make a puzzled, confused face
cozy- comfortable
cozy- rub your arms like you are giving yourself a warm hug
interested- wanting to learn more about
something
interested- make your eyes wide and say “ooooh!” like you want to
know more about something
grinned- smiled
grinned- smile widely and point to the dimples in your cheeks with
your pointer fingers
familiar- describes something you have
seen, heard, or experienced before
familiar- wave hello to a person who you have seen or met before
EXAMPLES:
strange- it would be strange if we wore pajamas to school everyday; if the floor in the classroom was made of grass
not carpet
cozy- your bed at home feels warm and cozy; wearing a soft sweater when it’s cold out can make you feel cozy
interested- when you went book shopping, you chose books that interested you; you decided to go see a movie that
interested you
grinned- when you meet up with a friend from another class on the playground, you grin at each other and say
hello
familiar- our classroom is a familiar place for all of us; our homes are familiar to each of us, but not to everyone
Wonderful Words Chart- begin using on Day 1
How does it work?
After introducing the words, display the Wonderful
Words chart in a prominent place in the classroom at
a height accessible to the students. If students use
these words correctly in their daily conversations or
notice these words used in other texts or by the
teacher, they may record a tally mark next to the word
on the chart.
At week’s end, count up the tally marks and celebrate
the class’s usage of new vocabulary words! Then
move the chart to another place in the classroom that
is still accessible to students; do not remove it
entirely. This will encourage future use of the learned
vocabulary words.
Simple to implement, engaging with active learning,
and it motivates word learning! What fun word play!
Day 2Interactive Read Aloud of The Kissing Hand
with students playing “Snap When You Hear It”
Interactive Read Aloud with Think Aloud and Turn And Talk:
Think Aloud, Cover- This story is called The Kissing Hand. I’m wondering what a
kissing hand might be. From the cover illustration, I think it involves a hand and a
kiss, but what is it? Let’s read to find out.
Think Aloud, p. 2- Poor Chester. He looks so sad, see the tear in his eye. Shake
your head yes or no if you felt the same way he did before the first day of
school.
Turn & Talk, p. 6- Are any of those activities familiar to you? T&T to your partner
about the ones that you’ve done before at school.
Think Aloud, p.7- Chester asked the same question I did at the beginning of this
book, What’s the kissing hand? I’m interested in finding out the answer. If you are
too, say “I’m interested” and make our gesture; make your eyes wide and then
say “ooooh!”
Turn & Talk, p.12- Now we know what the kissing hand is! T&T to your partner
about what it is and how it is done.
Think Aloud with Turn & Talk, p. 18- I think I know what Chester is going to do, he’s
asking for his mothers hand. Do you have a prediction? T&T to your partner
about what you think Chester is going to do next. p. 22- Confirm your
prediction.
Day 2Interactive Read Aloud of The Kissing Hand
with students playing “Snap When You Hear It”
“Snap When You Hear It”
 As you read aloud, students are actively listening for the introduced
vocabulary words. Instruct students to snap each time the vocabulary words
are read within the story or heard during your Think Aloud or Turn and Talk
directions. Students may also snap throughout the day when the words are
used in other contexts. Recognize and praise their listening with a thumbs
up!
Pause to define words as you read aloud:
 When you read aloud the vocabulary word, pause to briefly define it while
making the gesture, then reread the word in context and continue with the
story. Example- “Even if they seem strange and scary at first.” Pause and
say- “strange means not the usual” while making the gesture (a puzzled,
confused face). Reread- “Even if they seem strange and scary at first.” Then
continue reading the story, providing multiple exposures to the word
Day 3 & 4
Review vocabulary words & their meanings using gestures
Choose a vocabulary strategy to use
VOCABULARY STRATEGY IDEAS:
~SYNONYM WEB
~”FOUR-SQUARE” APPROACH
Vocabulary Strategy Ideas:
Synonym Web
“Four-Square” Approach
Vocabulary Strategy Ideas:
Word Play
Word play is highly motivating, engaging
and fun! It requires students to be active
word learners. Some strategies we’ve
used:
 Gestures (acting out the word meanings)
 Wonderful Words chart
 “Snap When You Hear It”
Wonderful Word Chart
Day 5 Informal Assessment, Option 1:
Word Associations: Which word goes with…does not go with? Why?
Directions: Ask the above questions with the provided suggestions below. Students will make
an association to one of the vocabulary words. Have students turn and talk with partners
about their selected vocabulary word and why they chose to associate it with the clue in the
question.
Non-Examples
Examples
 strange- teachers wearing clown outfits to  strange- seeing your friends at school?
work? students playing on the playground
going home after school? riding a bus for
all day at school? no books in a
a field trip?
classroom?
 cozy- an itchy sweater? pants that are too
 cozy- a soft sweater? comfy pajamas to
tight? sleeping on a hard floor?
sleep in? a warm hug from your parents?
 interested- swimming in freezing cold
 interested- reading your favorite story?
waters? cleaning the bathroom? doing the
watching your favorite movie? having a
laundry?
play date?
 grinned- being sad? being angry? when
 grinned- something you do if you are
you get in trouble? when mom and dad
happy? when you open a present? when
give you the look?
your teacher praises your work?
 familiar- being in a new building? going to
 familiar- the routines of our classroom?
the zoo for the first time?
how family members look to you?
Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford Press.
Day 5 Informal Assessment, Option 2:
Yea/Nay (Beck & McKeown, 1983)
How do you implement?
 Students need two cards, one that says
yes and one that says no.
It’s an assessment that students
perceive as a game!
 Words are presented in pairs and the
teacher asks questions
 After asking each question and allowing
the students time to think, the teacher
asks, “Yea or nay? 1, 2, 3”
 On the teacher’s count of 3, students
put up their choices and a discussion
involving explanations of choices
ensues.
Beck, I. L. & McKeown, M. G. (1983). Learning words well– a program to enhance vocabulary and comprehension. The Reading Teacher, 36, 622-625.
Now it’s time to choose another
book, make instructional plans
and truly enjoy
building vocabulary using read
aloud selections!
I know what book is next for me…