Project WORLD
TEACHER QUESTIONING BEFORE, DURING AND
AFTER SHARED BOOK READING: QUESTIONS
THAT ACCELERATE VOCABULARY
WORLD Project Team
Dr. 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
Word Knowledge
Pre-School
Language
Development
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 label
2.
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 knowledge
3. 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!