Transcript Text Talk

Tier 2 Words and
Text Talk
Robust Vocabulary Instruction
Tiers of words
Tier 1 Words:
Basic words: clock, baby, happy, walk
Tier 2 Words:
Words that are of high frequency for mature
language users and are found across a variety
of domains: coincidence, absurd, industrious,
fortunate
Tier 3 Words:
Low-use, topic specific: isotope, lathe,
peninsula, refinery
Some Criteria for Tier 2 Words
Importance and Utility - Characteristic of mature
language, used across domains
Instructional Potential - Build rich representation
of word, connections to other words &
concepts
Conceptual Understanding - Words that develop
into more precision and specificity in
describing the concept.
Repeated Exposures
Words should be used in meaningful
contexts
10-15 times
Janet Allen
Implications
“Because of the large role they play in a
language user’s repertoire, rich knowledge of
words in the second tier can have a powerful
impact on verbal function.” This includes
reading, writing, and speaking.
Direct teaching of these words can
have the most impact on word
knowledge and subsequent usage.
Essentially words
The Essential Curriculum has specific
vocabulary goals and objectives for each
grade K-5.
The student will be able to:
 increase vocabulary
 develop a conceptual understanding of
words
 understand and use new vocabulary
Essentially words
“The student will collect ______ new
words for deeper study each week
across content areas.”
Kindergarten & 1st Grade = 5-8 new words
2nd Grade = 8-12 new words
3rd -5th Grades = 12-20 new words
EACH WEEK
We Must Remember
A large working vocabulary is highly
correlated with academic achievement.
Lower SES students come to school
with a vocabulary deficit.

We have the opportunity and
responsibility to increase our students’
word knowledge to enable them to
become highly achieving learners.

How Do We Teach
Tier Two Words?
 Text
Talk…
– outlines a process for providing
direct instruction in vocabulary
before or after a story has been
read. (1-3 words)
– Bringing Words to Life, Isabel Beck
 Text
Talk…
– explains the meaning of words
using student–friendly definitions.
– provides opportunities for children
to use the word(s) beyond the
context of the story.
– encourages children to interact
with the word(s) and make
connections.
How Do You Develop
Student-Friendly Definitions?


Characterize the word and how
it is typically used.
Explain the meaning in everyday
language.
Characterize the word.
Tamper: you mess with something, if you tamper
with something it might not work anymore,
tampering is often done secretly to trick or harm
someone
 Dictionary: to interfere in a secret or
incorrect way (lacks the sense of messing up
something in possibly a sinister way)
 Student Friendly: to change something
secretly so that it does not work properly or
so that it could harm someone
Explain meaning in everyday language.
Ally:
 Dictionary: one associated with another
(How do we communicate the meaning of
associated in student-friendly terms?)
 Student-Friendly: someone who helps you in
what you are trying to do, especially when
there are other people who are against you.
Who Wrote the Better
Definition?

Organization:
–
–
When you form things into a
coordinated whole.
–
Random House American Dictionary
–
Winnie the Pooh
What you do before you do
something so that when you do it,
it’s not all mixed up.
Let’s Plan a “Text Talk”
Lesson Together!
Sample Trade Book
1.
2.
reluctant
drowsy
Text Talk
Instructional Steps
1.
Contextualize the word for
its role in the story.
Example
“In “A Pocket for Corduroy”
Lisa was reluctant to leave the
laundromat without Corduroy.”
2.
3.
Explain the meaning of the
word.
Ask the children to repeat
the word so they create a
phonological representation of
the word.
Example


“Reluctant means you are not
sure you want to do something.”
“Say the word with me –
reluctant.”
“reluctant”
4.
Provide examples in contexts
other than the one used in
the story.
Example

“Someone might be reluctant to
eat a food they never had
before, or someone might be
reluctant to ride a roller
coaster because it looks scary.”
5.
Children interact with examples
or provide their own examples.
Example

“Tell about something you would
be reluctant to do. Try to use
the word reluctant when you
tell about it. You could start
by saying something like:
I would be reluctant to _____.”
6.
Children say the word again
to reinforce its phonological
representation.
Example

“What’s the word we’ve
been talking about?”
“reluctant”
7.
Encourage children to
interact with the word(s).
Example

“We’ve talked about two words –
reluctant and drowsy. Let’s think
about these words some more.”
(Choose one or more of the following activities.)
 Making
Choices
– “If any of the things I say are
examples of someone being
reluctant say “reluctant”. If not,
don’t say anything.”
»“A girl is not sure she wants
to go into a dark room.”
»“A boy flies a kite in the
park.”
(continue with other words)

Using Illustrations
– “Which pictures show someone
who might be feeling drowsy?
Tell me a sentence about each
picture you choose. Use the
word drowsy in each of your
sentences.”
(continue with other words)
 Using
Facial Expressions
– “Show how you would look if you
were reluctant about taking your
little sister to the park.”
– “Show how you would look if you
sat down in a comfortable chair
and started to feel drowsy.”
 Choices
– “ If you stay up too late would
you feel drowsy or reluctant in
the morning?”
– “If you are not sure if you
want to go to summer camp by
yourself would you feel drowsy
or reluctant?”
Let’s Put It All
Together!
Text Talk Instructional Worksheet
Grade Level: K-2
Text: “A Pocket for Corduroy”
Vocabulary: reluctant
drowsy
1. Contextualize the word for its role in the story.
“In “A Pocket for Corduroy”, Lisa was reluctant to leave the
Laundromat without Corduroy.”
2. Explain the meaning of the word.
“Reluctant means you are not sure you want to do something. Lisa was
reluctant or not sure if she wanted to leave the laundromat without
Corduroy.”
3. Ask the children to repeat the word so they can create a
phonological representation of the word.
“Say the word with me – reluctant. Let’s say it, spell it, say it reluctant, r – e – l - u - c - t - a – n - t , reluctant.
4. Provide examples in contexts other than the one used in the
story.
“Someone might also be reluctant to eat a food they never had before
because they are afraid that it might taste bad. What might you do if
you were reluctant to eat a new food? Someone might also be
reluctant to ride a roller coaster because it looks scary. What might
you look like if you were reluctant to ride a roller coaster?”
5. Children interact with examples or provide their own
examples.
“Tell about something you would be reluctant to do. Try to use the
word reluctant when you tell about it. You could start by saying
something like: I would be reluctant to…”
6. Children say the word again to reinforce its phonological
representation.
“What’s the word we have been talking about? Reluctant.”
***At this point, repeat steps 1-6 if the word “drowsy” is also
going to be introduced.
7. Encourage children to interact with the word(s).
“We’ve talked about two words today – reluctant and drowsy. Let’s
think about these words some more.”
Activity for Interacting With the Word(s).
“If any of the things I say are examples of someone being reluctant,
say reluctant and hold up your hand in the stop position. If the things
I say are examples of someone feeling drowsy, say drowsy and then
pretend to yawn. Let’s practice how to respond – reluctant (wait for
student response), drowsy (wait for student response).”
1. “A girl is not sure she wants to go into a dark room.”
2. “Your brother is having trouble staying awake during a movie.”
3. “After eating a big meal, you feel like taking a nap.”
4. “Your friend is not sure she wants to climb the tree in your
backyard.”
5. “Your little sister is rubbing her eyes and laying her head on your
shoulder.”
6. “Your friend is not sure if he wants to spend the night at your house
because he is afraid that he will miss his parents.”
Possible Tier 2 Words

Words from the Text
– vain
– gossip

Sophisticated Words Representing
Simple Words & Ideas
– determined
– hard-working
– tired
– boastful
– clever
– spoiled
– observe
– calm
– proud
Text Talk Instructional Worksheet
Grade Level: _________
5. Children interact with examples or provide their own
examples.
Text: __________________
Vocabulary: ____________________________________
1. Contextualize the word for its role in the story.
6. Children say the word again to reinforce its phonological
_________________________________________________
representation.
_________________________________________________
_________________________________________________ _________________________________________________
_________________________________________________
_________________________________________________
2. Explain the meaning of the word.
_________________________________________________
_________________________________________________
7. Encourage children to interact with the word(s).
_________________________________________________ _________________________________________________
_________________________________________________ _________________________________________________
_________________________________________________
_________________________________________________
3. Ask the children to repeat the word so they can create
a phonological representation of the word.
_________________________________________________ Activity for Interacting With the Word(s)
_________________________________________________ _________________________________________________
_________________________________________________
_________________________________________________
4. Provide examples in contexts other than the one used in
_________________________________________________
the story.
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_________________________________________________
_______________________________________________
In Conclusion…
“The teacher who is alert to opportunities
for using sophisticated, interesting, and
precise language is probably the most
important element in such an environment.
Teachers who revel in language are those
who use words well and are eager to
discover new words and word meanings.
They play with words, rejoice in word
lore, and model a genuine fascination for
the feelings and images that words can
evoke and create.”
-Isabel Beck