Welcome to Salem School’s Literacy Night FALL 2010 “ Bringing Words to Life”

1. Welcome to Salem School’s Literacy NightFALL 2010“Bringing Words to Life”

2. What the reading experts say….. • Reading and talking with children plays an important role in developing their vocabulary. • The more you read to children, the larger vocabulary they will develop. • Research has shown children learn new words by: • Hearing a word over and over • Hearing words spoken by the important people in their lives: mom, dad, siblings, grandparents • Hearing words in a meaningful context- during conversation at dinner, in the car, while playing a game, while reading a book

3. One of the most powerful things we can do to increase children’s vocabulary is to encourage them to read as widely as possible. Stahl, 1999

4. How can parents help at home? • Create or learn songs to expand your child’s vocabulary. • Play games that involve vocabulary, such as Scrabble, Boggle, Charades, and Crosswords. This investment will pay off large as your child develops their vocabulary and excels in school. Plus it's fun and the whole family can benefit.

5. Read stories such as The Three Bears or Three Billy Goats Gruff. Act out the stories using small, medium and large stuffed animals. Find other items in your home that are of varying sizes. Ask your child to classify the items according to size. • Play "I Spy" with your child using words that describe an object's position. ("I spy something on the carpet, in front of the couch, next to the dog.") Expand this activity by playing "Simon Says" using directional words. ("Simon says put your hand above your head.") • Keep a journal. Spend some time every night discussing your activities from the day. Introduce new vocabulary words by elaborating on the day's activities. Write down your child's impressions of the day.

6. Rephrase and extend your child’s words • Ask a clarifying question (Tell me more about your field trip today.) • Model more complex vocabulary or sentence structure (Yes, I see the tall skyscraper you built with lots of windows.) • Ask open-ended questions

7. What does it mean to really “know” a word? Words can be known at various levels, and fully learning a word is a multifaceted task. Vocabulary is learned through multiple exposures (repetition), in varied contexts, over time.

9. Vocabulary notebooks Grades 1-4: Encouraging students to build word collections

10. Vocabulary should not be taught in isolation • Instruction should concentrate on using context to infer unknown word meanings Example: “Her dad listened incredulously.” Example: “Her dad listened incredulously. ‘I find what you are telling me really hard to believe,’ he admitted when she had finished explaining how the accident had happened.”

11. Use structural analysis to identify and examine word parts such as prefixes, suffixes, and root words to “sniff out” the meanings of new words. • Examples: unlucky, redo, limitless, peaceful, microscope • Use the dictionary to improve word knowledge and put definitions in student-friendly terms.

12. Caution: The context can sometimes be misleading “The waiter in the crowded restaurant grimaced as the tray slid to the floor.”

13. Selecting Vocabulary There is no formula for selecting age-appropriate vocabulary words. As long as the word can be explained in known words and can apply to what students might talk or write about, it is an appropriate word to teach. Beck, McKeown & Kucan 2002

14. Choosing words to teach? • TIER 1 Words: Basic vocabulary • TIER 2 Words*: High frequency vocabulary How generally useful is the word? • TIER 3 Words: Limited use vocabulary

15. Model your own word wonder during read aloud Pausing for just a moment, rereading the phrase, and marveling at how the words let you feel what the characters are feeling help children become aware of the power of words and how great authors choose words to paint pictures and bring you into the story.

16. Having a large vocabulary gives a child a great start when learning a new language. Tips for ELL Parents Speak to your child in your native language. TIP #1: When doing household chores, involve your child by naming and describing the tools used to perform the task both in your native language and in English.

17. TIP #2: When grocery shopping, invite your child along and point out the printed words. Ask him/her to name the different items you are buying in both languages if possible or have your child help you with the English word. TIP #3: Listen to your child read the take home books and the words in the Word Bank Bag. Ask your child to describe and explain the meaning of the words. You can provide the meaning and sentence in your native language. Some words have a common base or root. (ex: Latin root)

18. TIP #4: When possible, read to your child in either language and ask questions about the story. Tip #5: Research tells us it takes up to 7 years for a Language Learner to be fluent in the English academic language , not the conversational language. Please use your native language to enrich your child’s vocabulary which helps him/her to better acquire and make connections to the English language. The school teaches the child to be fluent in the academic language; parents should make sure their children never forget their native language.

19. The message in this kind of research is unambiguous: It’s not the toys in the house that make the difference in children’s lives; it’s the words in their heads. The least expensive thing we can give a child outside of a hug turns out to be the most valuable: words. Jim Trelease, The Read Aloud Handbook 2006-2007 edition