Developing Word & World Knowledge in PreschoolMeaningful Talk in the Classroom

Christina M. Cassano, Ed.D.

The knowledge gap:

“Those who have access to more information read more, have higher-level conversations, and more continued educational opportunities…the knowledge gap is associated with quality-of-life differences, including health and crime prevention.”

Cervetti et al., 2009

Objectives

If this is a successful workshop, you will have a better understanding of:

– The relationship between language experience and school performance

– How to foster meaningful learning conversations

– How to target words for instruction across the school day

A Quick Look at the Research… Why does vocabulary matter?

Variations in Learning to Read• When measured in preschool and/or kindergarten,

code-skills (alphabet knowledge, phonological awareness, etc.) predict early reading in the first grade and vocabulary predicts reading comprehension beginning in 3rd grade.

• 75 to 88% of the children who struggle with reading in K-2 will continue to struggle throughout their school careers.

• The improvers have higher levels of vocabulary, phonological awareness, and self regulation at the end of preschool than the non- improvers.

Variations in Learning to Read (continued)

• By age 3, some children are exposed to 30 million fewer words than others.

• This early vocabulary “gap” widens with each successive grade level.

• Unfortunately, the importance of vocabulary also increases with every grade level, as texts become more and more complex and background knowledge matters for adequate comprehension.

(Data source--Hart & Risley, 1995; Hirsch, 1996 Image source--www.zerotofivefunderscollaborative.org)

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Research demonstrates that children:

• Learn vocabulary through:• extended and responsive 1 on 1 conversations,• sharing and hearing personal experiences,

• hearing and talking about books and stories. • Learn English language syntax by:

• having teachers provide grammatically correct language models,

• hearing good books regularly,

• Learn to read earlier because of experience with complex uses of oral language.

Variations in Early Language Exposure, Vocabulary Size and Growth

• Children who hear more language AND more diverse language have larger vocabularies than their peers.

• Children with larger vocabularies acquire words at faster rates than their peers.

Dickinson & Smith, 1994; Elley, 1989; Hart & Risley, 1995; Huttenlocher et al., 1991, 2007; Klibanoff et al., 2006 Pan et al., 2005; Rowe et al., 2009; Sénéchal, 1997; Weizman & Snow, 2001

Vocabulary development thrives in the early years when parents and teachers…

• Talk a lot.• Provide multiple exposures to sophisticated

words, and provide word learning support.• Talk about topics that build children’s content

knowledge. • Engage children in cognitively challenging

conversations.• Elaborate, clarify, and recast children’s language.

Vocabulary development thrives in the early years when parents and teachers…(continued)

•Model curiosity and interest in words (e.g., “It says that crayfish have exoskeletons. I looked that word up in a dictionary. It means they don’t have bones inside their bodies like we do…”). •Explain new words to children (e.g., “Animals that lay eggs are oviparous. Oviparous means having babies that hatch from eggs—are not born alive—like we are.”).•Scaffold children’s attempts to describe past events (coach de-contextualized language use).______________________Dickinson & Smith, 1994; Elley, 1989; Hart & Risley, 1995; Huttenlocher et al., 1991, 2007; Klibanoff et al., 2006 Pan et al., 2005; Rowe et al., 2009; Sénéchal,

1997; Weizman & Snow, 2001

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Acting on the EvidenceFostering language learning across the preschool day

Strategies to support word learning

• Targeting words for instruction for use in– Learning conversations – Story reading– Hands-on activities– Thematic units

Guiding Principles• Choose words children do not already know.• Choose rare and interesting words.• Choose words that are more precise than the

words children use. • Choose words that connect to children’s home

languages and cultures.• Help children learn to use the words.

Which Words Do I Choose?• Tier 1:

– Common, everyday vocabulary– Require little attention or are quickly learned

• Tier 2: – Common for mature language users– Sophisticated and interesting words

• Tier 3– Low frequency– Domain specific 15

Word (and Language)Learning Strategies

• Label• Repetition• Elaboration/Expansion• Recasting• Questioning• Encouragement

(Collins, 2012)

Learning Conversations (or cognitively challenging talk)

Having conversations with children that include sophisticated vocabulary:• Exposes children to new words • Actively engages them in word learning• Provides them with opportunities to practice using new

words and receive feedback (nocturnal)• Extends their understanding of known words

(hibernate)• Informs us about their language development

Group ActivityAnalyze a Learning Conversation

How does this teacher is support word learning:• Does she use repeat key words, concepts, or ideas?• Does she attempt to clarify confusion?• Does recast or rephrase what children say?• Does she elaborate or extend what a child said

(elaboration)?• How does she encourage talk? (encouragement)?• What does she label? Describe? Explain?• Does she provide semantic (or word meaning) support? • How does (or should) she use physical support (e.g.,

demonstration, gesture, concrete modeling, visual). 18

• Teacher: You probably remember that we talked yesterday about plants like this. They have an interesting name because they have so many leaves that stick out like legs. Does anyone remember the name of this kind of plant?

• Children: A spider plant.• Teacher: Yes, we call this kind of plant a spider plant. Remember, yesterday, I clipped this little part off the

mother plant? What are these tiny parts of the plant called?• Children: Spider.• Teacher: Yes, the whole plant is called a spider plant, and this tiny part -- the part we can put in soil to begin

a completely new plant that will grow into another big plant--is called a plantlet. It's a baby plant.• Children: Yeah.• Teacher: And this plantlet was hanging down from the mother plant yesterday, before I clipped it off.• Child: And then the spider comes out.• Teacher: Well, the plant is called a spider plant because spiders have a lot of long legs--eight legs--and this

plant has a lot of leaves that grow out and sort of look like a spider’s legs... So, the plant is not a real spider, but something about it resembles a spider, and that's how this plant got the name, spider plant. Now that it's been clipped off of the mother plant, we need to help it grow. What's one thing it needs to grow?

• Children: Water.• Teacher: Yes, it needs water to grow some roots of its own before we plant it in soil. We're going to put it in

here....in this bowl--in water. Every day, I want you to come in and observe it. I want you to check it out and see if there are roots growing so we can see how it changes over time. We have another spider plant over here and what do we have growing off of it? (points to roots)

• Children: Overlapping voices including roots and root hairs• Teacher: Yes, this plant has main roots and then root hairs--tiny roots--growing on the main roots. • Child: And spiders.• Teacher: Actually, there are no real spiders here, just some plants that have a lot of long leaves that look like

spiders' legs. I'm going to pass this around so that all of you can take a look at it and decide whether you think it's ready to plant in soil, now that it has a lot of roots and root hairs.

Your Turn: Rainbow CupsUse a running commentary strategy by describing ALL of your actions (i.e., talk like a sports commentator)• Squeeze several drops of food coloring into each cup of

water, using primary colors• Stir in enough food coloring to make a rich hue.• Have a recorder write down key vocabulary

– Specific words that describe the objects and their uses (aim for sophisticated vocabulary).

– Action verbs that describe the processes of mixing colors– Quantitative concepts that describe and compare amounts – Sequence words (first, next, afterwards)

• Shout it out: Report out the words we used

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Words

• Several• Mixed• Added• Observed• Darker• H20• Six• Swirl• Settle• Transparent• Blended• Pee• Changing• Gently• Happens• Chameleon• “changes color”• Squeeze• Droplet• Spill• Number

• Tornado• Remember closer• less• Concoction • Recall• Blended• Utensil• Observe• Remove• Kool-aid• Dye• Stain• Streaks• Aqua• Blend• Slowly• Droplet• Settling• Sync• Swirl• Orange-y• Longer• Spirals• Similarities/differences• Cover• Compare• Darker/lighter

• Predict• Tsunami• Clear• Pedialite• Estimate• Experiment• Compare• Initial• Glob• Next• Primary• Explain• Bottom• Sinking• Blood/bleed• Edible/inedible• Mixture• Longer• Waves• Light• Add• Cherry• Counting words• Scientist

Words • Swirl• Neon• Consistency• Richness• Bright• Drops• Droplets • Sphere• Demonstrate• Control• Hue• Concentrated• Squeeze• Dark• Halfway• Stir• Squish• First• Dilute

• Azul• Full• Color words• Dissolving• Sangre• Blending• Changing• Sparkling• Blood• Different• Mix• Volume• Clear• Transforming• Water• Shade• Colorless• Transparent

Rainbow Cups (continued)Introduce new words and extend children’s knowledge of the words you have already introduced by:• Mixing secondary colors by transferring a small amount

of colored water from two of the three cups of colored water. Consider how you might support more sophisticated word knowledge by:• Using more sophisticated words • Provide semantic and physical support

– See how the colors mix or blend together when I gently swirl the cup).

Words

words• Magic• Predictions• Suggestions• Violet• Combine• Hypothesis• Create• Request• Volume• Additional• secondary

• Dilute• Reflection• Primary• Ripples• Experiment• Stained• Saturated• Recognition of colors• Spill• Substitute• Solution• Science• Discovery• Trial and error

Extending the Learning• Next steps:

– Consider related words to target to extend children’s learning

• Weather (raindrop, “raining cats and dogs”)• Science (prism, reflect, form)• Colors (primary, secondary, colors-emotions)

– Plan concrete activities– Allow children to explore the rainbow cup activity in

free play

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Cognitively Challenging Talk across the Preschool DayPlay time

Can you describe how you built this tower? What steps did you take

What ingredients are you putting in your soup?

Oh, I hear quibbling and quarreling over there—why are you arguing?

Meal time I’m going to describe something from lunch. Can you guess what it is from my description?

What ingredients were needed to make our lunch?

It sounds like you and your brother were quarreling this morning. What were you fighting about?

Book In this book, Alexander describes his day as a “terrible, horrible no good, very bad day”. Can you describe or tell us about a time when you felt like that

What ingredients did the Old Woman use to make the gingerbread man?

These frogs quibbled and quarreled from dawn until dusk—that means they fought all day long.

Where the Words Are (average number of rare words per 1000)

• Newspapers (68.3)• Adult books (52.7)• Children’s books (30.9)• Children’s television (20.2)• Adult television (22.7)• Mr. Rogers (2.0)• Cartoons (30.8)• Conversation between two

college educated adults (17.3)

Strategies to Support Word Learning during Book Reading

• Semantic support– Child friendly definitions/explanations

• Physical support– Gesturing– Using your voice– Acting out concepts or vocabulary through role play

• Illustration support– Identification– Classification

• Comprehension asides– Rephrasing in your own words– Providing additional clarification

Example

After reading, Put on a stamp, T explained: “We put a stamp on letters to show that the letter is paid for.” Then T pointed to the stamp on the letter in Peter’s hand. “That’s the stamp, right here.”

Peter stared at the sheet of paper, T extended word’s pronunciation as she read it then said, “Stared…just looked at it.” (T looks down as if looking at something, and pauses just a second to do that.

Example: Clarifying Confusion

T: What’s “the mother bird’s soft down? Does anyone know what that is?

C: It’s laying down.T: Well, it’s not laying down. They call it “against her down.” The down is her feathers, her soft feathers.

C: Cuddle, cuddle.T: They cuddle against her down, the down is her feathers.

*Try to avoid asking children for definitions. Remember that other children are listening and thinking about what words mean.

Vocabulary Word Search

• Examine the selection of narrative texts• What words might be unfamiliar to your preschoolers?• Select 3-5 of those words to work with when reading

to young children.• How might you use different strategies to support

word learning?

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Reflect and Repair

Reflect and Repair

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Example: Preparing for reading or sharing:

Carefully consider if highlighted words are the ones you want to emphasize.

Story Reading: Keeping your goal and purpose in mind

– Concept development– Alphabet knowledge– Concepts of print– Pleasure in reading

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Going DeeperSupporting Word and World Knowledge in Preschool

How much instruction?• Receptive- “I know it when I hear it”

– developed through a few exposures to words (3-6) in story reading/conversational context.

– Minimal support for word learning (e.g., child friendly explanations, pictures, objects). No attempt to have child say the word required.

• Expressive- “I can use the word”– requires more exposures to the word (6-10) in story

reading/conversational context, – minimal support for word learning (as above), but active

attempt to have child use the word. • Definitional- “I know a lot about it”

– requires multiple exposures to the word in story reading/conversational AND

– concrete, meaning making experiences.39

Expressive Word Learning• Strategies are the same for receptive word

learning but include efforts to get children to SAY the words and to begin to USE them in everyday conversations.

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The ThThe“The butterfly splayed its wings as it drank nectar from the flowers.”

Example of Expressive Level Word Support

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Reading OneAdult: The butterfly spread its wings—it splayed them. See, its wings are opened

up (points to in illustration).C: Ya.Adult: Splayed means the butterfly opened its wings. They are wide open now, not

folded up. They are splayed. C: Yeah, big.Adult: Yes, they are big—splayed. Can you say ‘splayed’?Children: Splayed.Adult: Right, splayed. The butterfly’s wings are open. Reading Two (same page)Adult: Here is the butterfly.C: Its wings are open.Adult: Yes, they are splayed. You can say that word with me again.Children: Splayed.Adult: Yes, the butterfly’s wings are splayed—opened up--spread out.

Expressive Level Support in the Story Reading Context: Butterfly Book Example

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Supporting Definitional Level Vocabulary

• Read high-quality informational and narrative texts.• Use illustrations/diagrams and provide explanations during

and after the readings. • Lead rich discussions after story reading (and include the

targeted vocabulary). • Use words across a variety of different contexts.

• Concrete, meaning making activities (i.e., science and social science).

• Engage children in activities that involve comparing words. • Seed, plantlet, cutting, bulb, tuber

• Engage children in word games that deepen children’s understanding of some words (e.g., I’m thinking of a word…”)

• Develop 4-5 thematic units that are 4-6 weeks in length (this can be achieved by connection shorter units) 43

Extending the Learning When new words such as butterfly, chrysalis, and metamorphosis

are encountered multiple times in the context of concrete experiences, and not just in books, children’s understanding of the words (and the world) deepens.

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Extending the LearningConcrete, meaning-making experiences included:

– Open and focused exploration of the outdoors.

– Caring for a class terrarium. – Using naturalist tools (hand lens,

penlight, trowels). – Starting plants in different ways

(seed, tuber, bulb, cutting) and noting similarities/differences.

– Field trips & guest speakers.

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• Reflection activities: – Talking about concrete

experiences. – Creating and discussing

observational drawings.– Reading and discussing

books (e.g., field guides and other information books; storybooks).

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Extending the Learning (continued)

“Our tree has little pears on it. It needs rain to help them grow.” by Olivia

Why informational text?• Increase children’s world (and word)

knowledge• Increase children’s knowledge of how to read

and write informational texts • Assess children’s knowledge and

understandings

Putting it all together

• Use the contents of you book bag to develop a thematic unit

• What words would you teach to support:– Receptive understanding?– Expressive understanding?– Definitional understanding?

• How will you teach them?• What types of activities/experiences would

you plan?

Strategy Selection

• Review your list of words• Consider which strategies you could use to

help children learn these new words before or during reading (receptive vocabulary).

• What will you say or do to help children use these words (expressive vocabulary)

• How could you provide concrete experiences to deepen their understanding of these words (definitional vocabulary).

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Final ThoughtChildren will NEVER learn words they don’t hear

• Children initially have a limited understanding of words and concepts

• Over time, the understanding of each word deepens through:– Concrete experiences.– Books that connect to conceptual experiences.– Listening and responding to children’s confusions.

___________________DeTemple & Snow, 2006; Dickinson et al., 2006; Sénéchal, 1997

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ObjectivesDid you develop a better understanding of:

– The relationship between language experience and school performance

– How to foster meaningful learning conversations

– How to target words for instruction across the school day