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Words do matter

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Erika Schilling

on 10 March 2013

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Transcript of Words do matter

"Blind" Objectives Common Vocabulary Research Early vocabulary development occurs through oral language from birth to nine years of age.
By age six a typically developing child in the United States has learned approximately 6,000 words through listening and speaking (Montgomery, 2006)
By age nine a typically developing child will know about 88,533 words. The size of a child's vocabulary is directly related to the success that child will have in school. Review common vocabulary
Provide examples of functional strategies to enhance language skills
Provide opportunities to practice questioning techniques and use of expansion strategies
Increase awareness of being intentional with communication skills within the classroom setting expressive language
receptive language
social language Research continued.. Words do matter! Biemiller (2001) states that early vocabulary development is a great predictor of later reading achievement.
Some researchers state that it is the #1 predictor of reading success (Judy Montgomery, 2006)
If a child is able to sound out a word but does not have the vocabulary knowledge to support comprehending the word, it will be very difficult for that child to fully comprehend and demonstrate knowledge during assessments. Top three vocabulary building
strategies: 1. Wide reading
2. Repeated exposures
3. Link to prior experience (meaningful) Why are repeated
exposures so important? Importance of Repetition, intentionality and Processing time Strategies for building language and Grammar Imitation
Talk about what you and the child are doing
Ask open ended Questions
Encourage Interactions
Redirect/prompted initiation
Accept mistakes Small group activities/Discussion/questions: Kindergarten work and play time
First grade reading group
Fourth grade science experiment
Second grade lesson on Habitats Book review activity looking for interesting words/describing words W.O.M. Language http://www.beyond-words.org/expressive_language_norms.htm Research continued Dickinson and colleagues (Dickinson et al., 2011) found that in a kindergarten classroom 80% of the talk time involved teacher direction and during that time students had 2 % opportunties for discussion.

During kindergarten/first grade literacy time only 5 minutes of instructional time per day was devoted to engaging children in activities that develop oral language skills (Cunningham, Zibulsky, Stanovich, & Stanovich, 2009). 1. Variety of opportunities to repeat and expand language within the classroom setting.
2. Choose words that will help build vocabulary and use them often, check for understanding
3. Allow wait time after open ended questions for student to organize thoughts
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