Transcript Is this a crab?

“Key Issues In EBD”
ILLINOIS COUNCIL FOR CHILDREN WITH BEHAVIORAL DISORDERS
WINTER DRIVE IN CONFERENCE
February 6 to February 7, 2015
LISLE, IL
“Effective Reading Vocabulary Strategies for Students with EBD”
Edward J. Cancio, Ph.D.
The University of Toledo
[email protected]
The Road to Reading Success
Students with EBD &
Academic Instruction
 The academic needs of students with EBD is often
neglected in order to focus on the control & elimination
of problem behaviors (Wehby, Lane, & Falk, 2003).
 Frequently, academic instruction provided for students
with EBD is based on worksheets, non-meaningful
curricula, and ineffective strategies (Barton-Arwood,
Wehby, & Falk, 2005; Steinberg & Knitzer, 1992).
 While reducing the problem behavior of students with EBD
is a priority, it is also important to focus on academic
achievement as well!
Reading & Students
with EBD

Researchers have linked academic & behavioral
problems (McIntosh, Sadler, & Brown, 2012).
 This link is frequently cited for students with EBD & atrisk for EBD, especially in the area of reading (Nelson,
Benner, & Gonzales, 2003).
 Research also suggests that interventions targeting
academic skill remediation may have collateral effects on
reducing problem behaviors (Cole & Krehbiel, 1984;
Depaul, Ervin, Hook, & McGoey, 1998).
National Reading Panel (NRP)
 The NRP (2001) indicated that reading instruction
should include these essential components:
 Phonics instruction;
 Phonemic awareness;
 Vocabulary instruction;
 Fluency; and
 Comprehension
Vocabulary
 Vocabulary = stored information about the meanings
& pronunciations of words necessary for
communication.
5 types of vocabulary:
 1.) Listening Vocabulary
 words needed to understand what is heard
 2) Speaking vocabulary
 words used when speaking
 3.) Reading vocabulary
 words needed to understand what is read
 4.) Writing vocabulary
 words used in writing
 5) Sight vocabulary
 words that can be identified without explicit decoding
during reading
Three Goals for Vocabulary Instruction
• Provide students with skills/opportunities to learn words
independently.
• Teach students the meanings of specific words
• Nurture a love and appreciation of words and their use.
 The relationship between decoding & vocabulary knowledge
is reciprocal (Perfetti, 2007).
 Knowledge of vocabulary is also related to reading
comprehension (Bursuck & Damer, 2015).
 Students often need instruction in key vocabulary to make
sense of what they are reading (Bursuck & Damer, 2015).
 Reading ability & vocabulary size are related.
 Elementary aged children learn about 2,000 words per year.
Meaningful Differences
Children enter school with “meaningful differences”
in vocabulary knowledge (Hart & Risley, 1995).
Before entering school, young children whose
parents have jobs categorized as “professional”
can be exposed to twice as many words as students
whose parents are on welfare, and 50%more words
than students whose parents are considered “blue
collar” (Hart & Risley, 1995).
What matters:
relative economic advantage
Cumulative Experience
Word heard
per hour
Words heard
in a 100-hour
week
Word heard in 4 years
a 5,200 hour
year
Welfare
616
62,000
3 million
13 million
Working
Class
1,510
125,000
6 million
26 million
Professional
2,153
215,000
11 million
45 million
Hart & Risley, 1995
Meaningful Differences
By the time the children were 3 years old, parents in
less economically favored circumstances had said
fewer different words in their cumulative monthly
vocabularies than the children in the most
Cumulative
Vocabulary
economically
advantaged families in the same
Children from professional families
1100 words
period of time (Hart & Risley, 1995).
Children from working class families
Children from welfare families
700 words
500 words
(Hart & Risley, 1995).
The Vocabulary Gap
Children who enter with limited vocabulary knowledge
grow more discrepant over time from their peers who
have rich vocabulary knowledge. The number of words
students learn varies greatly.
2 vs. 8 words per day 750 vs. 3000 per year (Baker,
Simmons, & Kameenui, 1997)
Stanovich (1986) describes the rapidly widening gap
between students who read independently and those who
don’t as the Mathew Effect, loosely translated as the
“rich get richer & the poor get poorer.
2 Ways Students Learn
Vocabulary:

direct instruction (notice lower case d.i.)

Indirectly

A balance approach to learning vocabulary, including
both direct instruction & learning vocabulary
indirectly, is the best way for everyone to enhance
their vocabularies.
 It is best to connect new vocabulary words to the
meaning of those vocabulary words students already
know.
 Example: Review key concept words before
introducing new vocabulary word to activate students’
background knowledge. Then relate the term to the
new concept by using analogies and other relationships.
 Students must be actively engaged in the vocabulary
instruction or else they will not connect it to their
previous knowledge & remember new word meaning.
Ways to actively involve students
in vocabulary instruction:
 encourage students to discuss new word(s)
 have students elaborate on new word(s)
 have students demonstrate meaning of new word(s)
 provide numerous opportunities for students to use
new word(s) in the classroom
Importance of Vocabulary Knowledge
Importance of vocabulary knowledge to school success, in
general, & reading comprehension, in particular, is widely
documented (Becker, 1977; Anderson & Nagy, 1991).
The National Research Council (1998) recently concluded that
vocabulary development is a fundamental goal for students in the
early grades.
Vocabulary Instruction
•Direct Teaching
•Teach about 300 words per year.
•Selecting Words to Teach
•Teaching Strategies
- Modeling
- Synonyms
- Definitions
Student Friendly Definitions
- Semantic maps
- Keywords
•Independent Learning Strategies
- Using the Context
- Morphemic Analysis
- Using the Dictionary
Which Vocabulary
Words to Teach
 Important words – words they need to know to
understand the particular text they are reading.
 Useful words – high frequency words that students are
likely to see repeatedly in their reading.
 Difficult words – words that are hard for students to
understand such as words with multiple meanings
invalid (not true) & invalid (week or ill) or words that
are spelled the same & and pronounced the same but
have different meanings, fix (fix the car) fix (fix a
sporting event).
(Graves, 2009)
Applied Activities
1. The following vocabulary words have been identified in
your reading series for the upcoming story about a
farmer who planted a seed that grew into a large turnip:
granddaughter, planted, grew, strong, enormous, and
turnip. Assuming you only have time to teach your
second grade students the meaning of two of these
words, which words would you choose to teach? Justify
your selections.
Research indicates that for increased
comprehension students need at least
12 encounters with a new word,
teachers cannot afford to miss
opportunities to teach vocabulary in
a variety of contexts throughout the
school day (McKeown, Beck, Omanson,
Pople, 1986).
Direct Teaching of Vocabulary using:
Modeling
Synonyms
Definitions
Vocabulary (teach explicitly):
This is a
crab.
This is a crab
This is not a crab
This is a crab.
This is not a crab
This is not a crab
Vocabulary (teach explicitly):
Is this a
crab?
Is this a crab?
Is this a crab?
Is this a crab?
Is this a crab?
Is this a crab?
Vocabulary (teach explicitly):
a. crab: A crab is a shell fish with a broad flat
shell, eight legs and two claws.
b. grin: Grin means to smile with your teeth
showing
1. Develop either a student friendly
definition or synonym for each of the
following vocabulary words: survive,
frontier, nearby, tame, and orchard.
2. For two of the words above, one using a synonym, &
the other a definition, develop a series of student
questions to teach the meaning of the word using
examples & non-examples. Model your questions after
ones shown in Table 6.3. For each word, include at least
3 positive & 3 negative examples.
Vocabulary (teach explicitly):
crab: A crab is a shell fish with a broad flat shell, eight legs and two claws.
1.
Is this a crab or not a crab ? Why not?
2.
Is this a crab or not a crab? Why?
3. Sebastian in “The Little Mermaid” walks along the sand carrying his shell on his eight legs
and keeping his claws out of the sand. Is Sebastian a crab or not a crab? How do you know
he’s a crab?
4. My brother is afraid of the eight legged insects that make webs in the corners of his room. Are
those insects crabs or not crabs?
5. Last night for dinner I ate the most delicious shell fish. Although the eight legs didn’t
have lots of meat, the claws did and were my favorite part. Did I eat a crab or not a crab?
What tells you it was it a crab?
b. grin:
Grin means to smile with your teeth showing.
1. Smile with your teeth showing and say “This is a grin.”
2. Smile without your teeth showing and say, “This is not a grin.”
3.
Ask Jenna to smile and show her teeth and point to her and say,“This is a
grin.”
4. Ask Dario to frown and point to him and say,“This is not a grin.”
5.
6.
7.
Is this a grin or not a grin? Why is it a grin?
Mario was so happy that the teacher had told his mother what a good student
he was that he smiled from ear to ear showing his pearly white teeth. Did
Mario grin or not grin? Why?
Is this a grin or not a grin? Why isn’t it a grin?
b. Spotted: Spotted means saw. What does spotted
mean?
1. Billy saw the sad, little puppy in the window from across the street, and asked his mother
if she would buy it for him. Tell me if Billy spotted or did not spot the puppy in the
window? How do you know he spotted a dog?
2. Jill and Josie looked up at the stars in the sky on a hot summer night and saw a shooting
star. Tell me if Jill and Josie spotted or did not spot a shooting star in the sky? Why did
you answer that way?
3. Brenda lost her movie ticket and could not go in the theater. Tell me if Brenda spotted or
did not spot the movie ticket? Why not?
4. Frank saw the brand new car in the driveway from his bedroom window. Tell me if Frank
spotted or did not spot the brand new car in the driveway?
5. Andrew found his favorite toy under his bed and grabbed it to play with. Tell me if Andrew
spotted or did not spot his favorite toy under his bed?
6. Kyle looked everywhere around the neighborhood for his cat but had no luck. The cat had
disappeared. Tell me if Kyle spotted or did not spot his cat? Why not?
Guidelines for Developing Vocabulary Questions
1. Use the names of your students in your examples whenever possible.
2. Remember to end your questions by providing your students with the opportunity
to say the vocabulary word, even if they answer “ not (vocabulary word).”
3. Construct your questions so they reflect experiences in students’ lives, material
they are learning at school, or popular media they have seen or heard.
4. Always write your questions so students listen to and use the exact vocabulary word
used in the story.
5. Mix in why questions after some of your example and nonexample questions.
Format for Teaching Vocabulary Through Modeling
Instructions:
Teacher
Student
1. ADVANCE ORGANIZERS:
2. MY TURN:
If modeling a word, show students three positive examples and three non-examples of
the word. If teaching the word eyebrow, point to your eyebrow and say, “This is an
eyebrow.” For a non-example, you might point to Jason’s foot and say, “This is not an
eyebrow.”
3. YOUR TURN:
Ask students direct questions about the vocabulary word related to positive and
negative examples. Intermix your type of questions. Students should answer 6
questions correctly before moving on to the next step.
If modeling the word eyebrow, you might point to Shondra’s chin and ask this nonexample question, “Is this an eyebrow or not an eyebrow?” You might point to
Kendra’s eyebrow and ask this example question, “Is this an eyebrow or not an
eyebrow?”
4. REVIEW of previously learned words (example-and-nonexample-based questions)
interspersed with questions about the new word.
5. INDIVIDUAL STUDENT CHECKOUT:
Ask two or three students to answer questions about the new word and/or review
words.
Error
Correction
If students make an error, immediately return to a “My Turn,” “Your Turn” pattern.
Later in the lesson ask students about the word they missed to provide more practice.
Only use a “Together” if students have difficulty pronouncing the vocabulary word and
could use the practice saying it with you.
not
an
eyebrow
an
eyebrow
Synonyms: Examples and nonexamples for teaching the word timid:
1. Before presenting example and non-examples, have students look at the word and repeat the synonym
after you until they can easily say it:
timid “Timid means easily frightened or shy. What does timid mean?”
2. Ask students questions based on examples and non-examples of timid.
The new student was shy on the first day of school. Was the new student timid or not timid? How do you
know?
Gabriel enjoys making everyone laugh. Is Gabriel timid or not timid? Why?
Sara is not afraid to give presentations in front of the class. Is Sara timid or not timid?
Marissa became easily frightened during the play and forgot her lines when she saw all the people in the
audience. Did Marissa become timid or not timid? Why?
William is very friendly and outgoing. He can make friends with anyone. Is William timid or not timid?
A deer is a shy animal. Is a deer timid or not timid?
(Teacher makes a scared face with matching body posture.) Do I look timid or not timid?
On the first day of camp, Jorie was so afraid that she could hardly talk. Was Jorie timid or not timid?
How do you know?
Lionel always raises his hand in class because he likes to explain the answer. Is Lionel timid or not timid?
Why?
Sara is afraid to give presentations in front of the class. Is Sara timid or not timid?
(Teacher swaggers around the room with an “I am cool look” on his face.) Do I look timid or not timid?
A robin will fly away as soon as a person comes close to it. Is a robin timid or not timid? Why?
A grizzly bear will growl and run after a human who is trying to escape from him. Is a grizzly bear timid
or not timid? Why?
3. Ask students to tell you the definition for the word timid one more time. Ask review questions about
previously learned words.
What does timid mean? What does nonsense mean? Kendra moved from Swan Hillman School to Lewis
Lemon School when she was in first grade. Would you say that Kendra transferred or did not transfer schools?
Adapted from: Carnine, D.W., Silbert, J., Kame’enui, E.J., & Tarver, S. (2004). Direct Instruction Reading:
Fourth Edition. New Jersey, Merrill Prentice Hall.
Direct Teaching: Definitions
Teaching Definitions: Examples and nonexamples for teaching the word permanent
1. Before presenting example and non-examples, have students look at the word and repeat the
definition after you. Say the definition slowly and with emphasis so students can easily repeat
it. With more difficult definitions, you may need to inject some “together” when teaching the
definition. You and the students will repeat the definition together until they are able to say it
by themselves.
“Permanent means “meant to last for a long time.” What does permanent mean?”
2. Ask students questions based on examples and non-examples of timid.
Molly bought an ice cream cone on a hot day. Is an ice cream cone permanent or not
permanent? Why?
The Mayor of Chicago paid the artist, Pablo Picasso, to build a large concrete sculpture
that sits in the plaza. Is the sculpture permanent or not permanent? Why?
Patrick put his old plastic action figures into a box when he left for college. The action
figures are made out of strong plastic and will probably last until his grandchildren are
old enough to play with them. Are these action figure toys permanent or not permanent?
Why?
Stuart wrote a secret spy note to his friend on paper and told his friend to destroy it after
reading the message. Is the note permanent or not permanent? Why?
 After Maria’s baby teeth fell out, new, larger teeth grew in her mouth. Maria’s mother
told her that if she brushed these new teeth every day, she would have them for the rest of
her life. Were the new teeth permanent or not permanent? Why?
3. Ask students to tell you the definitions for the word one more time. Ask review questions.
“Tell me one more time what permanent means?”
3. Develop a keyword for one of the following words:
burly, cram, epic, enzyme, or pow-wow.
4. Develop a semantic map to teach students the
range of words that can be used to represent the
word soft.
Figure 6.4
Key Words:
Apex
Semantic Map
 Semantic maps are visual representations of
vocabulary that assist students organize
subject matter by having them categorize,
label the categories, & discuss concepts
related to a target word.
Figure 6.1
Semantic Map
Figure 6.2
Emotional Word Web
Mild
disturbed
unnerved
Moderate
Emotion
Scared
Strong
From: Barton (1996), p.
191
terrified
hysterical
petrified
shocked
firghtened
Figure 6.4
Semantic Maps
Vertical and Horizontal Semantic Maps
Music
classical
rock
pop
jazz
reggae
blues
new age
sculpture, poetry-Music-dance, theatre
SOURCE: Foil, C.R. & Alber, S.R. (2002) p. 134
.
Shown below is a passage from a Grade 2 basal. Tell
how you would teach students to use context clues to
figure out the meaning of the word lack.
The thick cloud of dust, rock, and smoke would swirl
around the world, blocking the sunlight for months
or even years. Without sunlight, the earth would
grow very cold . Their idea is that the lack of
sunshine caused dinosaurs and other life forms to
die.
Word-Part Clues
1. Look for the Root Word, which is the single word that
cannot be broken into smaller words or word parts. See if
you know what the root word means.
2. Look for a Prefix, which is the word part added to the
beginning of a word that changes its meaning. See if you
know what the prefix means.
3. Look for a Suffix, which is a word part added to the end of a
word that changes its meaning. See if you know what the
suffix means.
4. Put the meaning of the Root Word & any Prefix or Suffix
together and see if you can build the meaning of the word
(Baumann, Edwards, Boland, Olejnik, & Kame’enui, (2003).
Identify the words below that you would teach using morphemic
analysis. For one of these words, develop a mini-script telling
what you would say to your students when teaching them to use
morphemic analysis to figure out its meaning.
careless
confusing
discouraged
discipline
bicolor
demented
useful
uncomfortable
winless
unspeakable
substandard
revocable
Your students came across the following sentence in their
readers: The boys and girls made a dash for the
playground. You had them look up the word dash in
their dictionaries and they found the following three
meanings:
a rush: We made a dash for the bus.
a small amount: Put in just a dash of pepper.
a short race: He won the fifty-yard dash.
Develop a mini script that you could use to teach students to
figure out which meaning of dash is used in the story
(Table 6.4).
After lunch you can squeeze in ten more minutes of
vocabulary instruction. This week you have directly
taught the following vocabulary words:
slight, hull, reflected, curve, eclipse, and prairie.
Plan activities you could do during that time this week to
provide more practice for your third grade class.
Practice Activities
for New Words
 Preprinted response cards & write-on response Boards.
 Classwide peer tutoring
 Thumbs up-thumbs down
 Word journals
MY TURN:
If modeling a word, show students three positive
examples and three non-examples of the word. If
teaching the word eyebrow, point to your eyebrow
and say, “This is an eyebrow.” For a non-example,
you might point to Jason’s foot and say, “This is not
an eyebrow.”
If teaching a word by using a synonym or definition,
tell students the synonym or definition and then ask
them to repeat it. For example, you might say,
“Puzzled means confused. What does puzzled
mean?” Once students can say the word and the
definition/synonym by themselves, they are ready to
move to the next step.
YOUR TURN
1. Ask students direct questions about the vocabulary word related to positive
and negative examples. Intermix your type of questions. Students should
answer 6 questions correctly before moving on to the next step.
2. If modeling the word eyebrow, you might point to Shondra’s chin and ask
this non-example question, “Is this an eyebrow or not an eyebrow?” You
might point to Kendra’s eyebrow and ask this example question, “Is this
an eyebrow or not an eyebrow?”
3. If using a definition or synonym, you could ask about the following nonexample, “Mahogany tried to help her brother with a 5th grade math
problem but it was too hard for both of them. Do you think Mahogany was
puzzled or not puzzled?” (students answer) “Why?”
4. A non-example question is: “A 3rd grader was asked to say the sound of the
letter “m”. It was so easy! Do you think the 3rd grader was puzzled or not
puzzled? (students answer) “How do you know, Antonio”