Guide to teaching Vocabulary 7 step approach (developed by Beck, McKeown, Kucan [2002])

5 new words a week to each class from reception to year 6 5 new words a week to each class from reception to year 6. Around 190 new words per year. Chosen from a variety of different places: - your current class reader, - a guided reading text currently being used, - a WAGOLL you have written, - class text being used in English

Step 1: Contextualise the word Step 2: Repeat the word 1. This is introducing the word to the children in the context where they will first hear it. This is usually when reading with the children. 2. Repeat the word to the children then ask the children to repeat it back to ensure pronouncing it correctly. It is also important at this stage the children can see the word as well. You can ask the children to repeat the word in different ways: singing, whispering, a deep or high voice or in the way the word may be said (e.g. furious would be said furiously).

Step 3: Explain the meaning At this step, you must explain the meaning to the children in a way that they will understand. Top tips for explaining the meaning: Make your explanation as particular as possible Ask yourself ‘When do I use this word?’ Explain meanings in everyday language You might use someone or something in your explanation. Although you don’t need to record anything, this is an example of an activity you might use during this stage: Word Text Explanation planted One day, the little old man planted some turnip seeds. put (a seed, bulb, or plant) in the ground or a pot so that it can grow enormous One of the turnips grew… and grew… and grew… until it was enormous. very large budge Together they pulled, and pulled, but still the turnip would not budge! move popped Together they pulled, and pulled, and pulled, and suddenly… out popped the enormous turnip! A quick, sometimes noisy movement. invited   He invited everyone round for a turnip dinner! Ask someone politely to go somewhere

“One day, the little old man planted some turnip seeds.” put (a seed, bulb, or plant) in the ground or a pot so that it can grow “One day, the little old man planted some turnip seeds.”

Step 4: Provide other examples At this stage, provide the children with other examples when you would use the word in a variety of different contexts. e.g. Budge over boys, Id like to sit down The lunchtime queue hasn’t budged at all I tried moving my desk but it wouldn’t budge

Step 5: Relate to own experience Children are now given the opportunity to think about when they might have used this vocabulary. For example: When might you have tried to budge something? When have you invited someone over to your house? Can you think of a word that is the opposite of enormous?

Step 6: Engage with the word in different ways.  This enables the children to interact with the word in different ways Children should be involved with thinking about and using the meanings of these words. Questions, Reasons, Examples 1. When have you seen something that is enormous? When have you seen something that is the opposite of enormous? 2. Which of these things might not budge? A bookcase full of books or an empty bookcase? When might you....? How might you...? Why might you...?

Step 6: Engage with the word in different ways. Making Choices If any of the things I say might be examples of something being planted say ‘Planted’. If they aren’t, say, ‘not planted.’ Putting a plant in the ground Putting a tree in the ground Putting a plant in the bin Throwing seeds on the soil Somebody refusing to move their feet

Step 6: Engage with the word in different ways. Have you ever? This helps children to associate new words with contexts and activities from their own experience: “Describe a time when you have invited someone, popped something, planted something. Ideas Completions To avoid children creating meaningless sentences using their new word, provide sentence starters that require them to use a word’s meaning in a context in order to explain a situation e.g. Sally invited her friend to… The cupboard wouldn’t budge because… Sentences Sometimes more than one of the newly instructed words can be used in a sentence. For example, in the case of prefer, budge and ferocious, we could develop the following question: Would you prefer to budge a sleeping lamb or a ferocious lion?

Step 6: Engage with the word in different ways. Applause, applause! Children are asked to clap in order to indicate how much they would like (not at all, a little bit, a lot) to be described by the target words: frank, impish, vain, stern. As always, ask why they would feel that way. Challenge Challenge children to use the new words in their independent writing. Challenge them to find the words in different contexts, in reading and in hearing them used orally.

Step 7: Record in the Vocabulary Journal Each class has their own vocabulary journal. This is a class book that contains all of the words that have been taught. There is one page per word. You and the children can illustrate each in any way you like to show your learning of this word. You might take pictures of the children acting out the word, write the definition of the word, let children draw an illustration of the word, cut out a picture of the word or any other creative ideas you have to show the word. This book should then be displayed in your classroom from children to refer back to.

Step 7: Record in the Vocabulary Journal Displaying the words To ensure children are exposed to your chosen words throughout the week all classes have their words displayed on a poster and a golden star on the classroom door. This will ensure children are seeing these words regularly and adults who come into the classroom will know your key words and can either use them or ask the children about them. We also use 5 larger, sparkly stars which have a space for your key word and a space for a child-friendly definition of the word. These need to be displayed on your English Working Wall or a vocabulary display so all children can see them while working.