Contextualized Vocabulary - Text Talk

Text talk is a research based method developed by Isabel Beck and Margaret McKeown.  Text talk is a read aloud method that will help students develop in - depth knowledge of word meanings.  This activity is perfect for grades kindergarten through second grade.  Text talk can be done in a whole group, small group or pairs.

In text talk, text specific vocabulary is extensively introduced after a story has been read aloud to students.

The components of text talk are the following:

1. Preread text and select target words.
2. Read the story aloud - As you are reading, pause and give a brief explanation for each target word when you come to it, as well as for any words that are likely to affect comprehension.  Explanations should not interrupt the flow of the story, target words will be fully explained after reading the story.  
3. After reading the story -
1. Contextualize the word - The context of the story provides a familiar situation within which to introduce the word.
2. Say the word - Create a phonological representation of the word.
3. Give a student - friendly explanation - Explain the word’s meaning in everyday language - language that is clear and accessible to students.
4. Provide a different context - Show how the word can be used in a context different from the story context.
5. Engage actively with the word - Provide playful opportunities for students to interact with the word and process its meanings right away.
1. Finish the idea - Sentence starters require students to use and apply the meaning of a target word in a different context.  Give students the beginning of a sentence and have think of an ending.
2. Choices - Making choices enables students to apply the meaning of a target word.  Name some situations and if it is an example of the target word students should say the target word and if it isn’t they shouldn’t say anything.
3. Questions - Ask questions that require students to apply the target word’s meanings.
6. Say the word again - Reinforce the word’s meaning and phonological representation.
4. Repeat for all other target words.
5. Bring the target words together - After introducing the words one at a time, provide opportunities for students to use all words together.
1. One Question - Using all the target words, develop one thought - provoking question and then challenge students to answer it.
2. Questions: Two Choices - Develop a question in which students must choose the target word that best describes a particular situation.
3. Questions: One Context - Using a single context, develop a question for each of the words.  
4. Questions: Same Format - Using a uniform format, develop a question for each of the words.
5. Prompts - Develop an open - ended discussion prompt for each of the words.
6. Extend word use beyond the classroom - Developing an in - depth, thorough and permanent understanding of new vocabulary comes through multiple exposures in more than one context. I use the following sheet in my classroom to promote my students to use and listen for vocabulary words in a multiple of settings. Vocabulary by Being a Teacher | Teachers Pay Teachers