Intervention News
Information & Ideas for the Support of Struggling Readers
April
20072006
December
In this Issue:
Welcome • Research Corner • “Narrowing the Gap” in Vocabulary Skills • School Profile • Instructional Tips • What’s New?
Welcome
Welcome to the April issue of
Intervention News with the theme of
vocabulary instruction. In this issue you will
find information regarding one method of
Research Corner
Vocabulary is one of the five
components of reading that have been
identified by the National Reading Panel
(2000; NRP) as being an important part of
instruction for children learning to read. The
NRP did not identify one specific method for
teaching vocabulary in the primary grades, but
rather described themes or general categories
of instruction that are important components
of effective instruction. Several implications
for vocabulary and reading instruction were
identified. First, vocabulary instruction should
involve both direct and indirect instruction,
multiple exposures to words being taught, and
provide learning opportunities in different
contexts. Next, activities that include active
engagement and participation by students
produce the best learning. In some instances,
computer programs can be used as an alternative
to teacher instruction in vocabulary lessons.
Vocabulary is also learned incidentally as well
as through direct or implicit instruction. The
NRP concluded that using only one method
of instruction in vocabulary would not yield
as strong results as a combination approach.
In 2007, Beck and McKeown
published an article describing two studies
of vocabulary instruction with elementary
aged students from a low-achieving school.
The implications of the findings from this
article suggest that frequently occurring ‘rich
vocabulary instruction’ is most effective for
meeting the vocabulary needs of students
from low achieving schools. In the first study,
they calculated how many Tier 2 words* were
vocabulary instruction, encouraging news
regarding the vocabulary skills of children
in our Reading First schools, a profile of a
school focusing their efforts on improving
the vocabulary skills of their students, and
two instructional tips for working with words
with multiple meanings.
Vocabulary Words and Rich Instruction
learned by a group of children who were
explicitly taught these words compared to a
group of children who received no explicit
instruction. As was anticipated, the children
who received the instruction demonstrated
greater gains in their knowledge of the mature
vocabulary. In the second study, Beck and
McKeown investigated the within-group
difference between one group of students
receiving three days of instruction on a set of
vocabulary words versus receiving six days of
instruction. Again, as expected, the gains in
knowledge of words that were taught for six
days were twice as large as the gains for those
that were taught for three.
In selecting the words to use in
the studies, the authors first chose children’s
literature with rich linguistic content. They
looked for stories that would present unfamiliar
events and challenging concepts that would
lend themselves to a rich discussion. Once
the stories were chosen, the authors focused
on selecting the Tier 2 words. Once Tier 2
words were identified in the story, they further
narrowed the words to be taught by choosing
words that were easily explained in a child
friendly manner, words children would most
likely apply to events in their daily lives.
The instruction was provided by the
classroom teacher using storybooks that are
typically read aloud in kindergarten and first
grade. The vocabulary instruction occurred
after the story had been read and discussed
with the children. The level of instruction
provided in the two studies is described as
rich instruction. “Rich instruction includes
explaining word meanings in student-friendly
language, providing multiple examples and
multiple contexts, and requiring students
to process words deeply by identifying and
explaining appropriate and inappropriate uses
and situations and creating multiple contexts”
(Beck & McKeown, 2007, p.254). A specific
step by step example of rich instruction is
included in the article on page 256 and will
be summarized here. First, the word was
contextualized in terms of how it was used in
the story. Then, the definition of the word was
explained using student friendly terms. The
children were then asked to say the word in
order to build the phonological representation
for the word. Next, the word was presented in
various contexts other than the one used in the
story. The children were presented sentences
containing the word and asked whether the
examples provided were appropriate. They
were also asked to make their own examples.
Finally, the phonological and semantic
features are reviewed by the teacher stating
the definition and asking the children for the
word. The teacher also reinforced the words on
other days by using the words in her lessons,
morning message and having a word chart
where children could keep tally marks of the
times they used or found the words in text.
*Tier 2 words are frequently used
words that will be helpful across several
contexts such as obvious, anxious, fortunate
etc.
References:
Beck, I. L., & McKeown, M. G. (2007). Increasing young low-income children’s oral vocabulary repertoires through rich and focused instruction. The
Elementary School Journal, 107, 251-271.
Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. solving problems in the teaching of literacy. U.S.; New
York: Guilford Publications.
Biemiller, A., & Boote, C. (2006). An effective method for building vocabulary in primary grades. Journal of Educational Psychology, 98, 44-62.
National Reading Panel (2000). Teaching Children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading
instruction. National Institute of Child Health and Human Development, Washington, D.C.
Intervention News
Information & Ideas for the Support of Struggling Readers
April
20072006
December
Discussion Questions
• Does your school’s core reading program select “Tier 2” words for vocabulary instruction? If not, establish a working team at each grade level
and work to review the books read with each unit and select six Tier 2 words per story.
• Does your core reading program address all of the components of rich vocabulary instruction?
explaining word meanings in student-friendly language
providing multiple examples and multiple contexts
requiring students to process words deeply by identifying and explaining appropriate and inappropriate uses and instances
If not, what are some activities you could include to increase the richness of your vocabulary instruction?
• How can you increase the amount of vocabulary instruction you provide each day?
“Narrowing the Gap” in Vocabulary Skills
Data obtained from administration of the Peabody Picture Vocabulary Test-Third Edition at the end of each year indicate that the vocabulary of students in Reading First schools is growing at a rate substantially faster than in the general population of students in the country.
This is good news, because scientific research on reading indicates that
the size of a student’s vocabulary becomes an increasingly important
determinant of reading comprehension ability as students move up the
grades from early to late elementary school.
Table 1 below shows the percentage of students able to meet
grade level standards in vocabulary at the end of each grade during the
first three years of Reading First in 318 Cohort 1 schools:
03-04
04-05
05-06
Kindergarten
38%
39%
38%
1st Grade
41%
42%
43%
2nd Grade
44%
47%
48%
3rd Grade
43%
47%
50%
There are several interesting findings from this table. First,
notice that even at the end of the first year of Reading First (03-04),
a higher percentage of students met the grade level standard (which
requires performance at or above the 40th percentile compared to a
School Profile
national sample of students) in third grade than at the end of kindergarten. This means that some “narrowing of the gap” in vocabulary was
probably going on in Reading First schools even before Reading First
began. Now, notice the second interesting thing – at the end of the third
year of Reading First, there is much stronger evidence for “narrowing the
gap” from kindergarten to third grade than at the end of the first year.
Whereas after one year of Reading First, 5% more third graders attained
the grade level standard in vocabulary than kindergartners, at the end
of year three in Reading First, the difference between kindergarten and
third grade was 12%. This is clear evidence that vocabulary instruction,
or vocabulary building reading experiences, in grades 1, 2, and 3 has
become stronger since Reading First began.
Although the vocabulary instruction and reading experiences
we are providing students in Reading First schools are definitely having
a positive impact on the growth of their vocabulary, there is obviously
much more to do. For example, there has been essentially no change
from year to year in the percentage of students able to meet grade level
standards at the end of kindergarten. This suggests we need to find ways
to strengthen vocabulary work in kindergarten. Second, we still have
too many students at the end of third grade who cannot meet grade level
standards in vocabulary, indicating that we must find additional ways to
support vocabulary growth in grades one, two and three.
Vocabulary Instruction at Spring Creek Elementary
Spring Creek Elementary School is located in Bonita Springs in
Lee County. Mrs. Karen Leonardi has been the principal at Spring Creek
for 5 years. The school has approximately 800 students in K-5th grades,
with 71% qualifying for free or reduced lunch, 70% minority students,
and a substantial number (28%) of students with limited English
proficiency. As soon as you enter the doors at Spring Creek Elementary,
you know it is a school community where respect and student learning
are held in high regard. Mrs. Leonardi works with the Reading Coach,
Mrs. Bonnie Roddis, on strategies to address the vocabulary needs of
their students. Due to the number of students with limited proficiency
in English, vocabulary and oral language have been two areas of special
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focus for the school for several years.
The school utilizes several published programs as well as general
vocabulary strategies to help supplement the vocabulary instruction
provided in the core reading program, *Scott Foresman’s Reading with
Links to Reading First. In kindergarten, the children with limited English
proficiency receive extra instruction in small groups using the *Language
for Learning program from SRA. Paraprofessionals who receive their
initial training by a representative from SRA and then receive follow up
training with Mrs. Roddis, provide this instruction while the classroom
teachers are working with other students requiring iii using *Scott
Foresman’s Early Reading Intervention. The kindergarten teachers also
Intervention News
Information & Ideas for the Support of Struggling Readers
April
20072006
December
School Profile
Vocabulary Instruction at Spring Creek Elementary
have access to a video program created by Barbara Geiser, a speechlanguage pathologist from Lee County that contains sequenced lessons
on various language concepts (same, different, he, she, under, more,
less, etc.) set in a story context. In the kindergarten classrooms, there
is a heavy emphasis on vocabulary instruction and making connections
so that students who enter school with limited proficiency in English
can acquire the language and vocabulary they need to be successful in
school.
All teachers in grades K-2 have access to the program *Elements
of Reading: Vocabulary by Steck-Vaughn. This is used outside of the
reading block during a homeroom period. At Spring Creek, students
are grouped for instruction during the reading block according to their
performance levels in reading. Elements of Reading: Vocabulary is used
while the children are heterogeneously grouped to allow for a richer and
deeper discussion around the Tier 2 vocabulary words.
Students in third through fifth grade are exposed to vocabulary
instruction throughout their curriculum. They use a supplementary
program, *Sadlier-Oxford’s Vocabulary Workshop while some others use
*Vocabulary Connections by Steck-Vaughn that challenges the children
and involves engaging non fiction selections. Mrs. Roddis also has
worked with the teachers on using specific strategies such as word
webbing and making connections between the texts they use for read
alouds, which gives the children multiple exposures to new words across
multiple contexts.
As part of a school wide effort, Mrs. Leonardi introduces the
students to new words on the morning news and subsequently these
words are placed up on a word wall in the media center. Mrs. Leonardi
selects these words related to school activities and also introduces the
word of the month provided by the district that relates to character
education (e.g. integrity).
Special area teachers at Spring Creek also get involved in
improving the vocabularies of their students by collaborating with
classroom teachers and learning about the topics that are being discussed
in class. The multi-cultural teacher (K-5) and the science teacher (3-5)
provide children with content area vocabulary throughout their classes.
The other special area teachers (e.g. physical education, art, etc.) teach
words that relate to their subject area and make connections to words
learned in the classroom.
Mrs. Roddis provides professional development opportunities
to all teachers in which she presents the teachers with strategies they can
use to improve the vocabulary skills of their students. One such strategy
is to introduce words using a gradient line to help explain different
aspects of a word’s definition, such as droplet -> ocean. Another strategy
that many teachers at Spring Creek utilize is the word map that includes
four boxes around the target word labeled: what it is, what it’s like, nonexamples, and a sentence. This is very similar to the 2-3 student center
vocabulary activity, V.017, Word Wrap developed by the Florida Center
for Reading Research.
Spring Creek has also extended their vocabulary professional
development to their parent community. Once a month, the school
hosts a night called, “Roaring Readers” celebrating family literacy. Four
times a year at this event, Mrs. Roddis and other staff members hold a
20-30 minute parent meeting on various topics related to development
of oral and written language. The training is also translated into Spanish.
Mrs. Leonardi sends home a weekly newsletter in which vocabulary
words are highlighted. The school also sends home a monthly newsletter
in both English and Spanish which addresses vocabulary words and how
to work with words at home.
The administration and teachers at Spring Creek work
extremely hard at ‘making connections’ for their students and building
their vocabulary knowledge in order to make their students’ school
experience successful.
*Please note: In this school profile, we have mentioned the names
of several published vocabulary and reading programs used at
Spring Creek. This was done to communicate more details about
the way vocabulary instruction is being provided at the school, but
it does not constitute an endorsement, or recommendation of these
particular programs, over other similar programs by Reading First
in Florida.
Instructional Tips
Two Instructional Tips when focusing on words with multiple
meanings:
• Multiple Meaning Match (V.032) activity from the 2-3 Student
Center
Activities.
(http://www.fcrr.org/Curriculum/PDF/G2-3/
bookTwoVocabPartFive.pdf ). Students identify multiple meanings of
words playing a sentence game. The students match two sentence cards
with each word and then write the two definitions on a worksheet as a
follow up to the activity.
• When focusing on words with multiple meanings, one way to motivate
your students to be ‘word detectives’ is to use an M & M candy jar in
your class. The M & M represents the Multiple Meaning words. Each
time a student recognizes a multiple meaning word he or she gets to
put an M & M candy in the jar. When the jar is full, the class receives a
predetermined prize.
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Intervention News
Information & Ideas for the Support of Struggling Readers
April
20072006
December
What’s New?
Assessment Team at FCRR
• The Peabody Picture Vocabulary Test – Third Edition (PPVT-III)
is a test of receptive vocabulary which measures a student’s listening
comprehension of spoken words. Data from this test for students in
Reading First schools are reported in another section of this newsletter.
This outcome measure is administered to all students in kindergarten
through third grade at Reading First schools. The PPVT-III should
be administered to all students who are enrolled in the school during
the third assessment period. Many students with disabilities are able
to respond adequately to the PPVT-III because non-verbal responses
(pointing to pictures) are acceptable. We are measuring oral vocabulary
for English and therefore only the English version of the test should
be administered. The PPVT-III can be administered to students with
limited English proficiency if they are able to successfully meet the
training criteria. Only raw scores should be entered in the Progress
Monitoring and Reporting Network (PMRN) for this outcome
measure. The PMRN will then automatically convert these raw scores
into standard scores, percentile ranks, normal curve equivalencies, and
stanines for each student.
Just Read, Florida!
• 2007 Summer Reading Coaches Academy
July 22-26, 2007, Rosen Centre Hotel, Orlando
This academy is for reading coaches who have never attended one of our
larger coaching conferences or the boot camp, the last of those having
been held in 2005.
• Reading First Summer Reading Academies
Dates and locations determined by your local school district and the
Reading First Professional Development Office at UCF, please contact
your district Reading First contact.
• Summer 4th and 5th Grade Teacher Academies
Rosen Centre Hotel in Orlando for July 22-26, 2007
This training will be similar to the K-3 Summer Reading Academies
offered by Just Read, Florida! each summer, but the curriculum will be
more specific to the literacy needs of 4th and 5th grade students.
• Summer Reading Leadership Team Institutes
More information coming- dates and locations to be determined
• 2007 Just Read, Florida! K-12 Leadership Conference
August 5-8, 2007, Rosen Shingle Creek Resort, Orlando
This year’s conference promises to be the most exciting event ever with
more than 4,000 principals, assistant principals, reading coaches, and
district administrators sharing what works for improving literacy in
Florida’s schools through more than 300 breakout sessions.
Curriculum and Instruction Team at FCRR
• Vocabulary materials have been developed to be used in independent
student center activities for grades K-3. Go to http://www.fcrr.org/
Curriculum/curriculum.htm to download these ready to use activities
listed by reading component. Student center activities for grades 4 and
5 are coming soon!
• The Guidelines for Reviewing a Reading Program document has been
revised by members of the C & I Team. This streamlined document
helps guide the review of core and supplemental/intervention programs
for all grades using one form. This user-friendly document is now
available for use by schools and districts to assist in the program review
process. Download the newly revised form at http://www.fcrr.org/
FCRRReports/guidelines.htm.
RFPD Update
Reading First Regional Coordinators have been presenting the fourth
quarterly professional development training for reading coaches focused
on helping coaches:
• Describe and analyze a coaching session based on a guided-reading
lesson conducted with second grade students;
Revisit the use of effective questioning techniques within the coaching
conversation;
• Revisit the use of effective questioning techniques within the coaching
conversation;
• Revisit a previously-viewed guided reading lesson, and observe the
teacher’s efforts to increase student engagement through various response
options;
• Study corrective feedback procedures, with the goal of increasing the
power of instruction.
PMRN Update
• The PMRN provides a raw data set that contains all of the scores
submitted at a school or in a district for a given year. The fixed-formatted
data is downloaded as a text (.txt) file. The data set can be imported
into a student data management system, statistical program, or graphing
program.
• Instructions on how to download the School Data File and import
it into Microsoft Office’s 97-2004 Access and Excel are located on the
FCRR’s Website at http://www.fcrr.org/pmrn/help.htm. An Access
template is also provided so that the User does not need to configure
the program. Microsoft Access must be installed and be active on the
computer for the instructions to work.
Links
• The Florida Center for Reading Research - www.fcrr.org
• The PMRN - www.fcrr.org/pmrn/index.htm
• Just Read, Florida! - www.justreadflorida.com
• RFPD - http://rfpd.ucf.edu/
Please send any questions or comments regarding this newsletter to Elizabeth
Crawford, Director of Interventions, at ecrawford@fcrr.org. To access this
issue and past issues of the newsletter please go to www.fcrr.org. At this time a
subscription to receive this newsletter automatically is unavailable.
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