T he 7 H igh R eliability L iteracy T eaching P rocedures Getting Knowledge Ready {G.K.R} Vocabulary Reading aloud Paraphrasing Saying questions the text answers Summarising Reviewing HRLTP Information from Dr. John Munro Presented by Concetta Cerra

Taken from John Munro 2.

When you are teaching vocabulary to students you are teaching them to Say key words accurately Read key words accurately Spell and write key words Understand the meanings of words How to work out the meanings of new words Understand key words in particular contexts or in unfamiliar ways Link the words with related words in networks See how new words ‘come from’ words they already know Taken from John Munro What do we mean by teaching vocabulary? What does vocabulary ‘look like’?

A reader’s vocabulary for a topic is the building blocks they will use to build further knowledge in the area. Vocabulary teaching Directly improves their ability to read words accurately Directly improves their ability to understand what they are reading Helps them use what they know about some words to read and understand other words Helps them show what they know Helps them learn more about the topic you are teaching Taken from John Munro Why is it important to teach vocabulary?

Rapid Automize Naming {R.A.N} Retrieve and remember how to say the word Taken from John Munro Rapid Automize Naming

1)Stimulate known word meanings 2)Teach new words or phases 3)Review and consolidate new vocabulary with the topic 4)Store new vocabulary in memory 5)Automatize new vocabulary, check/test key words Taken from John Munro The five phases of teaching vocabulary

Identify key words in the text you expect students to read and comprehend List the words you think will be unfamiliar to the student readers Select up to 10 unfamiliar words Sort the unfamiliar words into two groups Planning the vocabulary teaching Taken from John Munro

Planning the vocabulary teaching Taken from John Munro Words that are well supported by other words in the text, have redundancy Words that are introduced with little support or redundancy Plan to have students use their ‘Meaning Making Motors’ {M.M.M} Plan to teach explicitly

Phase 1. STIMULATE existing vocabulary Taken from John Munro Students Name key items in pictures, imagery Suggest words they expect in the text Say, read, spell expected words Hear words from text to be read and suggest synonyms

Phase 2. TEACHING new words Taken from John Munro Students or teachers Select unfamiliar words Say each unfamiliar word Read each unfamiliar word Spell the word {Perhaps say it first} Work out what new words mean Find synonyms for the key word Visualise images of the meaning of new word Use the new word

Teaching new words or phrases Taken from John Munro Teacher selects words Teacher and students say, read and spell words Explicit teaching Meaning Making Motor Glossary with synonyms and definitions and images

Phase 2. TEACHING new words – M eaning M aking M otor Taken from John Munro The Meaning Making Motor What is it? Readers work out what words mean

Taken from John Munro Students are cued to work out meaning of new words using the text in particular ways Students are cued to work out meaning of new words and say what they did after doing it They say how doing this helped them Students say what they will do to work out meaning of new words before they begin to read Students apply the strategy independently when they read, automize it and link it with other strategies Sequence for teaching M.M.M strategy

Phase 2. TEACHING new words – M eaning M aking M otor Taken from John Munro 1)Say the word 2)Look at the letter patterns in the new word 3)Visualise the sentence 4)Use the context to work out meaning of the word 5)Note any graphics that go with the new word 6)Say to yourself what the word does in this sentence 7)Substitute 8)Check your guess and modify guess if needed 9)Check your dictionary meaning

Phase 2. TEACHING new words – Find synonyms and antonyms Taken from John Munro What is a synonym for What is the antonym for Another word for is An opposite to is

Phase 2. TEACHING new words – Visualise what new words mean Taken from John Munro When you say the word what picture do you see in your mind?

Phase 2. TEACHING new words – Use the new word in a sentence Taken from John Munro Say the word in a meaningful sentence Where else could you use this word? Say it in a different sentence Write a short story using the word

Phase 3. REVIEW the vocabulary for the topic Taken from John Munro At the end of a lesson or reading session the student can Select/identify the new words they have learnt Say how they are spelt, write them Say what the words mean Suggest synonyms for the new words Say the mental pictures they link with each word to help them remember it Say actions they will link with the word

Phase 4. STORE new vocabulary in memory Taken from John Munro Teach the students to Say what they will remember about what the words mean Say how it is like what they already knew and how it is different -Where the new ideas ‘fit in’ {What do the new words remind me of? What word is it like? What are opposites?}

Phase 4. STORE new vocabulary in memory When is vocabulary in memory? Taken from John Munro Students have stored vocabulary in memory when they can Say what they think key words mean Link words with what they know Create their own definitions Visualise pictures of the words Act out words

Phase 5. AUTOMATIZE vocabulary Taken from John Munro Students practise recalling vocabulary from memory: they Speed up reading Spell and recall the word Use some words to stimulate/cue/predict related words based on what they have learnt Hear a sentence description and say the word it describes

Learn each vocabulary separately Practise the strategy regularly Say what they did and how each strategy helped them Experience success using the strategy Students need to: Taken from John Munro

What could it/does the word mean? Are there smaller words within the word? Can I think of synonyms? What type of text is it? Do the synonyms fit/make sense? Can I look at the words around it? Do I need to re-read or read on? What other words look like or sound like this word? What pictures does this word bring up in my head? Self talk Taken from John Munro

Teachers can List the key vocabulary for the topic or lesson Select from tool kit Plan the vocabulary activity Collect feedback from students about how the teaching has helped them build their vocabulary Teachers preparing to teach vocabulary Taken from John Munro

Students will Bring together what they know about word meanings at the beginning of a topic Learn new vocabulary: say, read, spell, synonyms Review and consolidate the new words Practise recalling new words Use self-talk strategies Automatize word meanings and the links Students preparing for learning vocabulary Taken from John Munro

Recall automatically Read/say and spell words Improve their learning Read, spell and recall the meanings of words you have taught Transfer word knowledge to other words Say what they can do to learn new vocabulary Students who build their vocabulary skills will be able to Taken from John Munro

Word wall A series of words related to topic or letter pattern Acting out the meaning Scrabble, Up words, Boggle... Draw a picture Use analogies Visualise Dictation Word games {Snap, Memory, Bingo, Alphabet games...} Suggest other words they know Spell and recognise patterns Define – use dictionary Think, pair, share Cloze activities Synonyms Antonyms Glossary Quizzes Vocabulary tools Taken from John Munro Every tool does a slightly different job. Pick the right tool for the job.

Taken from John Munro

What I have learnt? How have I learnt it? What next? Taken from John Munro