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

meek arrogant shabby jeered

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. arrogant would be said arrogantly).

To think that you are more important or better than someone. Arrogant To think that you are more important or better than someone.

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 arrogant . . . They had hard, selfish, arrogant hearts. To think that you are more important or better than someone.

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. The arrogant girl pushed to the front of the queue. The arrogant footballer refused to talk to his fans. After she won the lottery, my cousin became arrogant and would not mix with her old friends.

Step 5: Relate to own experience Children are now given the opportunity to think about when they might have used this vocabulary. e.g. When might you have acted in an arrogant way ? When has someone been arrogant towards you ? Can you think of a word that is the opposite of arrogant ?

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 Which of these is arrogant behaviour ? Someone pushing to the front of a queue or someone opening a door for someone ? 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 someone being arrogant say ‘Arrogant’. If they aren’t, say, ‘not arrogant’ When you ignore all your friend’s suggestions When you push past someone A teacher telling a pupil off Turning your head away from someone when they are speaking Collecting money for charity

Step 7: Record in the Vocabulary Journal