Project WORLDTEACHER QUESTIONING BEFORE, DURING AND AFTER SHARED BOOK READING: QUESTIONS THAT ACCELERATE VOCABULARY

WORLD Project TeamDr. Jorge E. González, P.I. (2006-2014)

Texas A&M University

Dr. Sharolyn D. Pollard-Durodola, Co-P.I (2006-2014)

University of Denver

Dr. Laura Saenz, Co-P.I. (2010-2014)

University of Texas Pan American

Heather Davis, Project Coordinator,

Texas A&M University

Nora Resendez, Project Coordinator

University of Texas Pan American

Graduate Research Assistants (2006-2014)

Mathew Davis-TAMU Tamara Bravo-TAMU Dakota Seale-UTPA

Leonor Avila-TAMU Brenda Gamez-TAMU Nallely Garcia-UTPA

Lisa Lockwood-TAMU Patricia Lerma-UTPA

Sophia Tani-Prado-TAMU Maricruz Luna-UTPA

Becky Haynes-TAMU Rica Ramirez-UTPA

Minjun Kim-TAMU Iris Vasquez-UTPA

Leina Zhu-TAMU Miguel Montemayor-UTPA

Heather Davis-TAMU Megan Jove-UTPA

Laura Frame-TAMU Sonia Torres-UTPA

Juanita Vaquero-TAMU Gloria Cardona-UTPA

Acknowledgements

IES CFDA 84.305 IES Education Research Grants IES Goal Two: Development Grant Reading comprehension and reading scale-up research grants:

◦ Aim: Provide support for the development of interventions that address specific sources of reading comprehension difficulties.

Award Period: June 2005 – May 2009

IES CFDA 84.305A IES Education Research Grants IES Early Learning and Policies Efficacy and Replication Goal grants that:

◦ Aim: Provide support for the development of interventions that address specific sources of reading comprehension difficulties. Award Period: June 2011 – May 2015

Overview Project WORLD

Shared book reading benefits

How to read books with young children to build vocabulary

Type of reading styles

Types of questions to ask

Activity

Summary

Project WORLD Overview

Pre-School Language

DevelopmentWord Knowledge

Knowledge of Text and Structure

World Knowledge

Shared Book Reading Whether in Spanish or English, reading books to children is one of the most popular, enduring and effective methods adults use to develop young children’s language.

It is considered a developmentally appropriate practice for preschoolers

Benefits of Shared Reading Actively participate in reading

Learn to predict how a story will progress

Understand that illustrations can help construct meaning

Increase and develop new vocabulary

Discover and implement reading strategies

Recognize letters and sounds in the context of the words of the story

Understand concepts of the printed word

Sequence story events (K12Reader, 2014)

How to Read Books with Young Children

Introduce the story by discussing the title, cover, and author/illustrator. Ask the students to make predictions regarding what they think the story might be about.

Read the story aloud to the students using appropriate inflection and tone. Pause and ask the students to make predictions. Ask brief questions to determine students' comprehension level.

Conclude the reading by reserving time for reactions and comments. Ask questions about the story and relate the story to the students' similar experiences. Ask the children to retell the story in their own words.

Re-read the story and/or allow time for independent reading.

Conduct follow-up activities such as making crafts related to the story (Reading Rockets, 2014)

Books and Vocabulary Growth Shared reading provides a good place to talk about words (Dickinson & Porche, 2011)

Read books using demanding (asking prediction questions) reading styles that assist children in processing information helps most to build vocabulary

Asking questions together with discussions helps:◦ Children’s learning◦ Focus attention◦ Encourages thinking about what is being read

Rich Interactive Teacher Talk Matters

Begin by choosing a picture book that will spur a lot of questions

Children’s vocabulary grows when teacher talk requires them to reflect upon or analyze the words they hear

Teacher talk during shared reading benefits children when it moves beyond (labeling: “What is this?,” “What color is it?”) to more analytical questions (“What do you think is going to happen next?”)

Label/Identify/Recall◦ Questions:

1. To name; to identify or designate with a label2. Recall a previous day’s information

◦ Examples:◦ Teacher: “Look at this picture. This is a shadow◦ Teacher: “What new word did we learn yesterday?◦ Teacher: “Who is the character in the story?”◦ Teacher: “The title of our book is The Rainy Day.”◦ Teacher: “What is all over the ground?”

What Labeling Question Can You Ask?

Define/Explain/Describe Questions:

1. A statement or explanation that communicates critical attributes or meaning of the target vocabulary word

2. A definition or explanation that communicates understanding of the term◦ “A liquid is something wet, like water or juice.”◦ “Who can tell me what frozen means?◦ “What do you think will melt on this page?”◦ “What was the big thing that happened to Moonbear in the story?”

What Define/Explain/Describe Questions?

Associate/Connect/Expand/Relate

Questions:1. Make a logical connection of the new word with other words.2. Compare words and connected concepts with other words and concepts, to extend knowledge3. Connect concepts discussed in the story with life experiences

◦ “Could we be in the shade if we felt the hot sun? Why or why not?”◦ “What is the difference between standing in the shade and standing in the sun?”◦ “Are there schools and apartments on the earth?◦ “Lets pretend we are sitting outside in the dark. Since you can’t see anything in the dark, tell me what you hear?”

What Associate/Connect/Expand Questions?

In summary Three important types of questions

◦ Label/identify/recall◦ Define/Explain/Describe◦ Associate/Connect/Expand/Relate

Thank you!