Text+Talk

**Text Talk**

**Content** Reading Vocabulary

**Grade Level** This strategy would work best in elementary and middle school. For this example I used eighth grade CSOs.

**Curriculum Standards** RLA.O.8.1.3 use etymology, context clues, affixes, synonyms or antonyms to increase grade appropriate vocabulary.

**Description of Practices**
 * 1) Describe the word in the context of the the text
 * 2) Explain the meaning of the word
 * 3) Ask the children to repeat the word so that they create a phonological representation of it.
 * 4) Provide examples of the word in contexts other than the one used in the story.
 * 5) Have the children make judgements about examples.
 * 6) Ask the children to construct their own examples.
 * 7) Reinforce the word's phonological and meaning representations by asking students to say it again. Have the students read the word if they have the skills to do that.
 * 8) Reinforce the words on subsequent days by (a) keeping charts of the words from several stories posted on the wall; (b) placing a tally mark next to the word if children hear or use one of the words; (c) attempting to use the words in regular classroom activities that occur each day such as the morning message.

**Implementation Considerations** This strategy can be used in all settings. In a small group setting all student could share their examples and the teacher could ensure the students were repeating the word.

**Example** This site gives many examples of Text Talk lessons: http://www.schools.utah.gov/curr/readingfirst/documents/combinedtexttalklessons.pdf

**Citation** Beck, I., & McKeown, M. (2001). Text talk: Capturing the benefits of read-aloud experiences for young children. //55//(1), 10-20. Retrieved from http://www.jstor.org /pss/20205005