Howick Literacy Cluster

Howick Literacy Cluster

Using an interactive read aloud approach for teaching vocabulary and enhancing comprehension

This session will include an outline of:
• explicit teaching of vocabulary, including the type of words to teach;
• using text structure for comprehension;
• features of interactive read aloud;
• combining a focus on vocabulary and comprehension in an interactive read-aloud session;
• selecting texts for teaching vocabulary and comprehension.

Comprehension and vocabulary are appropriate learning focuses at all levels and for all students. A strong vocabulary is the basis of being a good decoder and a good comprehender.

Vocabulary is a critical component of classroom writing instruction at each stage of writing-preparing to write, composing, revising and publishing.
As students become confident and more skilled writers, they learn  how to make decisions about vocabulary.

Kerry Hempenstll- Read about it
                        Scientific Evidence for Effective Teaching of Reading

Five pillars:

There are five essential and interdependent components of effective, evidence-based reading instruction — the five ‘keys’ to reading:
• Phonemic awareness: Knowledge of, and capacity to manipulate, the smallest distinct sounds (phonemes) in spoken words.
vital frame for sounding out words or sound through the words
 • Phonics: Learning and using the relationships between sounds and letter-symbols to sound out (decode) written words.
• Fluency: The ability to read accurately, quickly and expressively. Fluent readers are able to focus on reading for meaning.
• Vocabulary: The words children need to know in order to comprehend and communicate. Oral vocabulary is the words children recognise or use in listening and speaking. Reading vocabulary is the words children recognise or use in reading and writing.
• Comprehension: Extracting and constructing meaning from written text using knowledge of words, concepts, facts, and ideas.

Vocabulary development-Pillar

Life-Long leaning that begins early
Decoding* Language Comprehension= Reading
D*C=Reading
Children can learn 3,000 words in a year

Students with stronger Vocabulary are great readers.

Morphology
Teaching about morphology can enable students to comprehend the meanings of new words based upon their structural similarity to known words.

• Knowing about words
• becoming word detectives
• words from same family, same base
• morphemes and how they work(-s;ed; affixes)
• when a child learns one word ,there are up to 3 related words they can understand.

Interactive read aloud 

• model high level thinking
• Ask thoughtful questions for analytic talk
• Prompts children to recall story
• Read same book repeatedly
• Insert short definition/ action for some vocab
• Explicit teaching of vocab after reading
• Read other books on similar topic/theme

EXPLICIT TEACHING

Teaching directly instructing

• using modelling
• guidance towards student learning
• specific and immediate feedback
• opportunities for practice
• high student engagement disadvantage

carefully planned in sequence

• from simple to complex
• from known to new
• in manageable chunks

Book Title:- My cat Maisie by Pamela Allen

Tier 2 words from the book-- stray, scruffy, lapped, snuggled, squeezed,leapt, blurted, exclaimed, murmured
Read the story and during reading it may be appropriate to briefly define the some words e.g stray-something that doesn't have a particular home.

Explicit teaching of words after the story reading

5 Pillars

• Phonological awareness
• Alphabetic principle/word knowledge
• Vocabulary
• Comprehension
• Fluency

Phonological Awareness


D x C = R
Decoding x Comprehension = Reading Success

Fluency




Vocabulary Development

• Life-long learning that begins early
• Influences thinking and understanding
• Strong vocabulary early, deepened and broadened throughout schooling

There are three tiers of Vocabulary Instruction

Tier two words need to be taught explicitly

• Explicit instruction at greater intensity and duration
• Repeated readings over multiple days
• Planned opportunities for student responses
• Multiple encounters with a word over contexts
• Every day definition not dictionary

Knowledge of Language
Phoneme


Morpheme


Framework for robust teaching of vocabulary using a story book

• Read the text for enjoyment and for its storyline -celebrate the message
• Select 3-10 tier two words for teaching
• Over a series of lessons explicitly teach the selected words

             -Child-friendly definition: Children say the word
             -Show the word in context of the story
             -Describe the word out of the story context
             -Choose ways for children to interact with the word
                     i) give reasons, examples or ask questions for the work
                    ii) engage the children in making choices about the word
                   iii) using all the words, relating words in the same context, children create examples

Practice and reinforcement over time is critical.

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