As a classroom teacher, I found that my students who were predominantly from low income areas were not acquiring and using new vocabulary in their reading, writing, and speaking. The problem with that for me really was discovering that even my students who would normally achieve and thrive were also not acquiring and using new vocabulary in their writing or speaking. I began to look for ways to combat the fact that students were not achieving this goal by looking at the state standards for vocabulary instruction to understand what they should know at their current grade level, what they should already know and what they will learn in subsequent years. In second grade students need to know how to use print and digital resources, use context to determine the meaning of words that are unfamiliar, identify the meaning of and use words with affixes and explain the meaning and uses of synonyms, antonyms, idioms, and homographs as well as respond to text using new vocabulary when it is appropriate. I wanted to understanding how vocabulary should be taught to help students achieve these expectations I also wanted to know what other teachers where doing to teach vocabulary to their students.  I read studies like the one that Lynn Cohen and Katherine Bynes (2007) a professor and a classroom teacher respectively conducted. Their action research was conducted to understand which instructional procedures for teaching vocabulary support of third grade bilingual and monolingual students’ use of literacy. Their research compared two instructional approaches. One that used read-aloud trade books that had targeted vocabulary and opportunities for daily direct word learning strategies and the other was a traditional definitional approach. Their findings showed that helping students develop strong vocabulary requires more than them looking up words in the dictionary. Another article I found informative focused on the types of children I taught. Lovelace and Stewart (2009) examined the effects of systematic vocabulary instruction techniques with African American 2nd grade children with below average vocabulary skills and also to examine the role of book type in the retaining novel vocabulary words. The study took a look at the use of multicultural books on word knowledge of these children. This study resulted in those students gaining word knowledge and maintaining at least two weeks after the introduction of those new words. These findings show that there is a potential impact of vocabulary instruction for facilitating vocabulary development with these children, but that the book choice did not matter as much as the robust instruction. A thought emerged; what would happen if I was intentional with the way I taught vocabulary? What if, I thoughtfully choose words, planned how and when they were taught and created opportunities for students to use those new words in their reading, writing, listening and speaking? What does robust vocabulary instruction look like? I began to share what I was learning with other teachers, but I also noticed that there were some educator who were already teaching vocabulary and that was evident because their students where using new words. Not only understanding them when reading, but also in their conversations and in writing.
      I have always worked in the public school setting and with students from low income areas and as I studied and read more, I understood that some students may come to school with achievement gaps so it is very important for teachers to be intentional with their classroom instruction and especially with vocabulary instruction because there is a direct link to comprehension of increasingly challenging text.. The gap that some students come to school with is disheartening especially when I think about the link between early vocabulary knowledge and early reading achievement (Snow, Burns & Griffin, 1998; Berne & Blackowicz, 2009).
    

Thank you for reading. I would love to hear your thoughts,

What really is equity in education? It's been on my mind and I am sure I am not alone. This pandemic and our new norm have brought this back to the forefront again for me. We know and have discussed the word gap, the knowledge gap or whatever you choose to call it. We talk about schools in low income areas not having enough resources to effectively educate children who are already grade levels behind their peers. We have even come up with a few ideas to help level the playing field so to speak., but this pandemic has exposed some real inequalities to the world. My mind is in deep thought and I am seeking to answer the question: "What can I do to level the playing field?"

Vocabulary Instruction
Vocabulary instruction is teaching children word meaning and usage of words for reading, writing, listening, thinking and speaking. Effective teaching of vocabulary has children being exposed to new, rich, and robust vocabulary words, understanding how to find the meaning of those words, and using those new words in their reading, writing, and speaking. Research says there is not one specific way to teach vocabulary, there are various ways to do so. Teaching vocabulary should have ways for students to have multiple meaningful exposures with unfamiliar words by being intentional with teaching new words, helping students gain word consciousness by having them understand words parts, the contexts words are used in, and having them read deeply and widely in texts that expose they to these words.   Understanding the meaning of new words in context helps with comprehension. Choosing the ideal words to focus on when teaching is very important and can have a very big impact on how well new words are retained and used later. It is ideal that students acquire new words in their reading, writing, listening and speaking.
Planning a Lesson
When planning a mini lesson using a mentor text, consider the vocabulary, ideas, and skills you want to teach. As I am  planning my mini lesson I pre-read the book, I and consider the teaching points I can make to decide the direction I will go when highlighting and choosing words for students to practice understanding word meanings with. A good narrative text would have several “rich and robust” (Bringing words to life) words for students to be exposed to and will have a well-developed story structure.  Because of research I have read, I suggest choosing no more than 3 to 5 words to highlight. I would possibly consider as many as 7 words if the students are older and the mentor text that I use has some words in it that students would need to know in order to comprehend and follow the literary structure of the story. I would consider highlighting words that would help with understanding the theme, story structure, and/or any words that would help me understand and explain a characters feelings, actions, or behaviors as well as those tier 2 (high frequency, multiple meaning words) and tier 3 (low frequency, content specific) words students can benefit from learning.  In my planning, I would also consider whether I would take time to focus on the words as I am introducing the book or whether I would discuss the words as I come to them in the text. Here is a peek into the planning of a vocabulary lesson with the mentor text “The Name Jar”.
I am preparing a mini lesson with a focus on vocabulary using the mentor text “The Name Jar” written and illustrated by Yangsook Choi. The story is about a girl named Unhei who has moved from Korea to America and is attending an American school for the first time. Unhei, is unsure about telling her American classmates her name because children on the bus ride to school are having trouble pronouncing it. The theme of the story centers on your name being your identity. I will prepare for several reads of the book because there are various teaching points that can be taken from it.  On the first day of the read, I choose to highlight the words fingered, pronounced, souvenir, and blush. As I pre-read, I notice words that are from the Korean culture and other tier 2 words like complained that I choose not to highlight for students before reading the book aloud because they don’t necessarily help with the comprehension of the text or with understanding the theme and not understanding them will not get in the way of students enjoyment of the reading. I chose intentionally not to highlight the Korean words because the author knew that these words might be words that students would not understand and chose to give context clues, whether by defining it or by restating it. I will however, explain that they are examples of using context clues as I think aloud when reading aloud to the students by giving the meaning of other tier 2 words on the fly, by giving a quick synonym of the word and moving on with the story because they help with understanding the theme but may be known by most of the students.  
Discussing the Standards and Delivery
I will focus on ELAR TEKS 3.3B and 3.3C states: use context within and beyond the sentence to determine the relevant meaning of an unknown word and determine the meaning of and use affixes to determine the meaning of unknown words.  I will use Marzano’s 6 Steps to help students understand the meaning of these words because as I have stated previously, I understand that it takes multiple meaningful exposures to new words for them to stick. This will be done over several days. Here are Marzano’s 6 steps:

1. First you start with a kid friendly definition.
2. Next, you have them restate what the word means.
3. Then you would have students do some type of work with the word, like draw a picture of what the word looks like or acting out the word.  
4. Then you would have children work with the word and do activities with it like student it’s morphology, and/or complete graphic organizers that have students list synonym, antonyms, and examples and non-examples of the word.
5. The fifth step has student talking about the words in meaningful ways as another exposure.
6. The last step is a fun one. Students play games like charades with the words to show that they know what the words mean

The first 3 steps give students a general understanding of the word meanings and the last 3 steps help with a deeper understanding of the words.
Lesson Layout
On day one of my reading, I will introduce the words fingered, pronounced, souvenir, and blush before reading and give students a kid friendly definition of each word. I want to spark interest in the story so, once I tell students what each word means, I will ask them to think about what they think the story will be about based on those words and the title of the story and share that with their elbow partner. This story is a powerful one about the importance of a name so I will also mention to the children that names sometimes have meaning. Once I began reading I will stop at salient parts of the story to either think aloud or to ask questions about what is happening. I will also use the illustrations to help with comprehension. When I come to the words that I have introduced students to, I will have them restate the meaning of those words. Steps 3-6 of Marzano’s will be completed after the completion of the reading. Because I am focusing on vocabulary, I will alter my voice when coming to words and phrases that help with meaning of the words I am working on, and think aloud how context clues work. Here is an example:
“As she ran her fingers along the grooves and ridges of the Korean characters, she pictured her grandmother’s smile.” This sentences helps visualize what the word fingered means. “But her face still felt red” to help students get a picture of what blush means.
 
I mentioned that I will discuss context clues and what they mean when I come to them. One example of this is the word kimchi the text tells students that it is a Korean-style spicy pickled cabbage. I will explain to the students that this is an example of how an author would use a definition to tell the meaning of some words.

After the first read, students will both draw and write. I want them to use the response skills strand to tell me something about the story using the words so, students will draw a picture of what the word means and then they will create a sentence with the word. The sentence has to tell something from the story.

Before the second read of the book, I will write the words fingered and pronounced on the whiteboard or chart paper and have them focus on the inflectional ending –ed. We will then talk about how the ending changes the meaning of those words and at the end of that read students will complete a graphic organizer that has them working with the words at a deeper level. They will have to list a synonym, an antonym, an example and a non-example for each word.

Before the third read I will allow students to discuss what they know about each word. This is the last time we will focus on vocabulary for this book. My focus will tune to the theme. The fun of step six will involve several words students have learned over the semester with games like charades.

Final Thoughts
Vocabulary instruction, when intentional, explicit, and well planned is a good way to build students word knowledge. Knowing the meaning of words helps with comprehension. The evidence of vocabulary acquisition is having students use new words in reading, writing and speaking. As educators, we can help children learn new words if we plan opportunities for them to be exposed to new words. I have discussed one way that can be done. There are lots of other ways for vocabulary instruction to happen. We need to remember that research says that students need multiple, meaningful exposures to the words you want them to learn. We can affect this through conversations, read-alouds, or videos. The idea is that we do it and often.

Thank you for reading

I continue reading about skills and strategies educators can model while conducting a read-aloud. In my opinion, the read-aloud is something that needs to be revisited as a tool that can be used as a part of the gradual release model to help students see an exemplar of the skill you are teaching. There are so many ways that the read-aloud can be used to model lessons for children in a safe and engaging way. This time I will focus on interactive read-aloud  with non-fiction text. More specifically, the think-aloud a teacher can do while conducted a read-aloud. The think-aloud used during modeling is a good way to help students learn how to think about their thinking (meta-cognition) when they are reading informational and narrative texts. For the purpose of this blog, I will focus on the informational text.

 I read an article written by Erin L. McClure and Susan King Fullerton titled: "Instructional Interactions: Supporting Students' Reading Development Through Interactive Read-Aloud of Informational Texts. In this article I saw a pattern of what good teachers do consistently when conducting a read-aloud and how they are able to model their thinking and thus are able to teach their students how to think for themselves when reading an informational text. To paraphrase the authors, "the goals of an interactive read-aloud is to expose students to a variety of text, model fluent reading and meaning making strategies, encourage communication to facilitate understanding, lift the level of student thinking, and demonstrate behaviors students will be able to use independently in texts." In my reading I am finding that the interactive read-aloud is a good tool to use with students of varied age levels to model the thinking process of good readers in a safe way.

 As I have stated before, when wanting to conduct a read-aloud there are some things to take into consideration for those read-aloud to have the maximum benefit for the students. You would want to...

• Consider planning using interactive read-aloud  with informational text
  
• Match reader’s needs, interest, and instructional intent (text selection is important)
  
• Use think-aloud to scaffold student thinking.
  
• Practice your thinking (prepare what think-aloud points you will make)

     You will use the gradual release of responsibility when implementing the think-aloud strategy. You will share your thinking with the students by modeling it. You will allow your students to practice sharing their thinking, first in a small group with a turn and talk or a think-pair-share and then allowing them to share their thinking with the whole group.

 During your read-aloud, you will model your thinking, focus on key ideas and vocabulary you want to highlight, and stop periodically for student to have the opportunity to interact with the text. (consider these stopping points when you are planning) It’s important to establish routines and have a structure to make your classroom a place where students feel comfortable enough to engage with the text, share their thoughts, and participate in conversations about the text. Your goal is to begin to allow your students to engage in whole group conversations about informational texts. Rosenblatt (2013) said: "textual interpretation is socially situated as readers transact with the text by relying on their unique experiences, which mediates the construction of meaning." Basically, each student can learn and share information when they spent time sharing (interacting) with the text. Students are developing their understanding by listening to you conduct a think-aloud, their classmate's thought and sharing their own.

The idea of the read-aloud/think-aloud is that you as the educator have the opportunity to co-construct meaning with your students by using the gradual release of responsibility. (model, shared practice, practice with a partner or small group, and sharing with the whole group and working independently) The read-aloud is a good scaffold for creating a safe place for students to apply their thoughts about the texts they are reading. Using the read-aloud is an aid to cultivate students independent reading.

Thanks for reading...

McClure, Erin L., and Susan King Fullerton. "Instructional Interactions: Supporting
           Students’ Reading Development Through Interactive Read-Alouds of 
           Informational Texts". The Reading Teacher (2017): n. page. Web.

​​As a literacy coach, I work with elementary teachers to enhance their literacy instruction. My goal is to build their self-efficacy, help them effectively teach children to think, read, write, listen, and speak, and improve these teacher’s classroom practice by equipping them with tools and resources they can use as needed. I do this both with one to one coaching and professional development of the whole group. I am fortunate to have a group of excellent educators in my cohort, so my job is always an awesome experience. I am blessed to see these teachers in action. It is inspiring to see the impact these teachers have on the future of our children. As I observe their classroom instruction, I look for ways to add what I have learned from reading research, observing other educators, my personal experience, and from conversations with colleagues to their everyday practice.


One of the biggest ideas (debates) in the reading research world is centered around reading comprehension and how best to teach it. Leading researchers are at odds. The debate is between whole language and phonics instruction. My stance is that children need both language comprehension and word recognition skills to become skilled readers. To me that means to be effective to teach children to read classroom instruction needs to have a healthy balance of systematic phonics instruction, for word recognition skills and vocabulary instruction for language comprehension. I also believe this needs to be done in authentic ways. According to A recent systematic review published in the journal Psychological Science in the Public Interest explains why both methods are important: Phonics, for early readers and for learning to write, as well as whole language instruction, to help children understand complex meanings.

Fortunately, I believe that we can agree that reading comprehension is about making meaning as one reads texts, but just how to get this taught is where the differences come in. Those differences trickled down to the curriculum resources, and supplemental material that classroom teachers use to aid in their instruction. In my work, I do not suggest any changes to the curriculum resources that my teachers have access to as per their schools and school districts, that is not my locus of control, however, my feedback for teachers follows the lines of research and good teacher best practice. I most often give recommendations to help my teacher’s guided reading time and during their whole group instruction.

I have often suggested that teachers choose a good mentor text. I have been trained by professionals who were a part of the Reading First Movement. As a result of that training my love for the use of the read-aloud as a mentor text was revived. As a classroom teacher I used the read-aloud because it is widely accepted as a means of developing vocabulary (Newton, Padak, & Rasinski, 2008). I have since learned that a good read aloud can be used as a mentor text that teachers can use to show students a strong model of how a skill they are learning is supposed to work. A good mentor text can be a supplement to a curriculum that may be lacking or can be an added benefit to your classroom instruction. Feedback to my teachers has included ideas that help them get started. Here are a couple of resources I have found. Mentor Text for Grades k-5 and Teaching with Mentor Texts . Mentor text serves as an important role in instruction, which needs to have a thoughtful and intentional selection process. A mentor text might be a poem, a newspaper article, song lyrics, comic strips, manuals, essays, almost anything (Baker, 2013).

Another of my recommendations centers around guided reading. Again, I don’t propose any one model or structure of guided reading, but I do believe that guided reading has some basic practices that make it meaningful. Readwritethink.org says guided reading gives teachers the opportunity to observe students as they read from texts at their instructional reading levels. Guided reading is subject to many interpretations, but Burkins & Croft (2010) identify these common elements:

• Working with small groups
• Matching student reading ability to text levels
• Giving everyone in the group the same text
• Introducing the text
• Listening to individuals read
• Prompting students to integrate their reading processes
• Engaging students in conversations about the text

To this list I add the recommendation that during the introduction of the text teachers give students a peek at words that they will encounter in the text that they may not know the meaning of nor how to decode. During this time helping students make meaning as they read and decode words they don’t know will help them do this as they attempt to read and make meaning of the text they are reading independently, but still during guided reading. I believe that students can never have too much practice learning to decode words and make meaning of them because they need both to become independent skilled readers. Students start out with books that have images in them that carry meaning so it’s easy to fall back on them as students try to guess what the word means, but teaching them to decode those words helps the student read that word when the pictures are no longer there to help them.

Thank you for reading...