Vocabulary Draft : Presented by ___________ Module 2

The 7 High Reliability Literacy Teaching Procedures (HRLTPs) This approach to literacy was developed by Prof John Munro identifies the strategies readers need to convert written text information to knowledge uses 7 High Reliability Literacy Teaching Procedures (HRLTPs) to teach readers how to comprehend and learn from written text

The 7 HRLTPs GKR Vocabulary Read aloud Paraphrasing What questions does the text answer? Summarising Review

Why are we here today? Vocabulary

Today’s Roadmap Teaching new words Reviewing vocabulary and the topic Checking learning of vocabulary Automatising the learning process Why teach new vocabulary

Why is it important to teach vocab? Consider the following text The message had the quality of prosy. As much as we tried, we could not dilute its mind-dulling, tiresome and mediocre quality. We have no difficulty deciding its source, the brain behind the prosopopoeia. But why the need for a verbose emissary? Why the non-appearance? As the emanation continued, we saw both the diatribe and the day protend. Oh but to locate the promptuary for such rhetorical drivel.

How important is vocab? Consider the following text Like many other ancient XXXXXXX, the XXXXXXX of XXXXXXX Egypt developed around a river – the Nile. It is the country’s XXXXXXX… The river provided a XXXXXX supply of water in a land that had XXXXXXX no rain. It’s XXXX floods XXXXXXX the fields in which the XXXXXX was planted.

Chances of Learning New Words in Context Robert Marzano Dimensions of Learning FactorChances of Learning Word Grade LevelGrade 4 Year 11 8% 33% Text Density1 new / 10 words 1 new / 74 words 1 new / 150 words 7% 14% 30%

How well do your students understand new vocabulary? Rate them on each scale from 0 (never) to 5 (always). They find it easy to say new words accurately They find it easy to read new words accurately They spell and write new words accurately They understand the meanings of new words They know how to work out the meanings of new words They can understand new words even in unfamiliar contexts They can see the roots of new words in words they already know Total:

What did your students score? How would you have liked your students to score?

What does a low score mean? Sometimes these students are not able to say, read and spell key words accurately and rapidly define new words work out meanings of new words link new words with related words remember them

When you teach vocabulary you Teach students to Say words accurately Read words accurately Spell and write the words Understand the meaning of words Work out the meaning of words in familiar and unfamiliar contexts Link the words with relate words in networks See how new words came from words they already know

‘The facing angles of a cyclic quadrilateral are supplementary.’ Before vocabulary is taught explicitly, a student may learn like this… TRANSLATION: The opposite corners in a four sided shape, drawn to sit on the edge of a circle, add up to 180 degrees. A B C D

Student Short Term Memory (Thinking Space) Long Term Memory (Existing Knowledge) New Vocabulary The Nile was able to “sustain” life in Egypt. Joined Here (learned) Say like sounding words main pain stain train Spelling patterns …ain Sus… …tain Constructed Meaning (Synonyms) last keep Going continue ain Keep going Sus- tain “Sustain” Joined Here (learned “sustain”)

Why teach vocabulary? It helps students to read words accurately understand what they are reading use what they know about some words to understand other words better show what they know about the topic learn more about the topic they are learning

Today’s Roadmap Teaching new words Reviewing vocabulary and the topic Checking learning of vocab Automatising the learning process Why teach new vocab

The three phases of teaching vocabulary 1. Teaching new words or phrases 2. Reviewing vocabulary and the topic 3. Checking/testing key words students have stored and automatised

Meaning Making Motor Explicit Teaching Teacher selects words Glossary with synonyms and definitions and images Teacher and students say read and spell the words Teaching new words or phrases

Phase 1: Teaching new words Students or teachers select the key word Say, read, spell aloud Say or write the word for spelling Say or write the word for pronunciation Work out what new word means Write key words and meanings in glossary Find synonyms for the key word Visualise images to remind students of the meaning of new word Use the new word The following slides will now go through these steps in more detail

Phase 1: Select the key words Look at the text in front of you. Scan down the page and identify key words and phrases. OR Scan the page and circle any words you don’t understand.

Phase 1: Say, read, spell aloud ‘Inundation’ Everyone repeat the word: in-un-da-tion. Inundation In-un-da-tion. Inundation.

Phase 1: Saying or writing it for spelling To help you remember how to spell the word form a picture of how it looks. Button is ‘butt’ ‘on’ Yacht is ‘Y’ ‘a’ ‘ch’ ‘t’ Write in your glossary

Phase 1: Saying or writing for pronunciation To help you remember how to say the word ‘yacht’ You can say it as: ‘y’ ‘o’ ‘t’ ‘yacht’ = ‘y’ ‘o’ ‘t’ Thought is ‘thort’ thought’ = ‘th’ ‘or’ ‘t’ Button is ‘butt’n’ Say ‘butt’ ‘on’ Doctor is ‘Doc’ ‘ta’ Write in your glossary: WordSound/ syllables/chunks/stressesMeaning

Morning tea

Phase 1: The Meaning Making Motor What is it? Working out what words mean

1. Say the word 6. Say to yourself what the word does in this sentence Phase 1: The Meaning Making Motor 4. Use the context to work out meaning of the word 5. Note any graphics that go with the new word 2. Look at the letter patterns in the new word. 7. Substitute 8. Check your guess and modify guess if needed 3.Visualise the sentence 9. Check your dictionary meaning

Phase 1: Working out what new words mean using your Meaning Making Motor (1) What do you think the word “sociology” means? How can you work it out? What words or stems can you see in that word? (social, society, sociopath. “ology” biology, physiology, theology etc). Can you put two stems together to make a meaning? Everyone has the capacity to understand new words

Phase 1: Working out what new words mean using your Meaning Making Motor (2) Use the context to figure out the meaning of the new word: ‘As the man reached the top of the ladder he suddenly felt vertigo. He quickly climbed down and felt better.’ What might ‘vertigo’ mean? What words are related? ‘Vertical’‘Go’

To find the location of the forest fire we had to triangulate from the peaks of nearby mountains. How do we work out the meanings of new words? ate=the action?? tri=three?? angul=angle?? How could drawing angles help me find a fire??

Triangulation is the process of pinpointing the location of something by taking bearings to it from three remote points. Forest fire lookout towers use triangulation to locate spot fires.

Phase 1: Write key words and meanings in glossary Copy the words ‘happy’/ ’beaker’/ ‘numeral’ into your glossary. In your own words write a definition. Copy down the definitions we worked out. WordMy definitionClass definition

Phase 1: Find synonyms and antonyms What is a synonym for ‘happy’ What is the antonym for ‘happy’? WordSynonymAntonym

Phase 1: Visualise images to remind students of the meaning of new words When I say the word ‘happy’ what pictures appear in your head?

Phase 1: Use the new words in a sentence Say the word ‘happy’ in a meaningful sentence. Where else would you use this word? Now use the word ‘happy’ in a different sentence. In 10 minutes, write a short story using the words we’ve just added to our glossary.

ACTIVITY: Egyptian cultures along the Nile Teach students to work out the meaning of unfamiliar words as they read using the various previous strategies. scriptinscribeddeltasustaininundation

Today’s Roadmap Teaching new words Reviewing vocabulary and the topic Checking learning of vocab Automatising the learning process Why teach new vocab

Phase 2: Reviewing the vocabulary and the topic Students can Say what the words mean and how they are spelt Talk about the mental pictures they link with each word to help them remember it

Phase 2: Reviewing the vocabulary and the topic Use each word in a sentence to show its meaning Write a paragraph using the words

Use a chart to organise new words, terms, synonyms and sentences Match key words with their synonyms found in different texts Phase 2: Reviewing the vocabulary and the topic

Phase 2: Reviewing the vocabulary and the topic Use the new words in a wider range of situations.

Today’s Roadmap Teaching new words Reviewing vocabulary and the topic Checking learning of vocab Automatising the learning process Why teach new vocab

Phase 3: How do you check the learning of vocabulary? Provide multiple opportunities for improvement Frequent assessment points (POLT) Assessments at each stage of the learning Use the following toolbox

1.Word Wall e.g. students write one word/phrase and then read / Say aloud each new word/phrase 2. A series of words related to topic or letter pattern. 3. Acting out the meaning 4. Scrabble, Up words, Boggle… 5. Draw a picture 6. Use analogies 7. Visualise 8. Dictation Vocabulary Tools Every tool does a slightly different job. Pick the right tool for the job

9. Word Games eg Bingo, Alphabet Game 10. Suggest other words they know 11. Spell and recognise patterns 12. Define – use dictionary 13. Think pair share 14. Cloze activities 15. Synonyms 16. Antonyms 17. Glossary More Vocabulary Tools Every tool does a slightly different job. Pick the right tool for the job 18. Model

How do you test vocabulary? Students can recall sets of vocabulary for a topic draw a meaning map for a topic showing how the vocabulary items are linked hear a sentence description and write the word it describes suggest synonyms and antonyms.

Today’s Roadmap Teaching new words Reviewing vocabulary and the topic Checking learning of vocab Automatising the learning process Why teach new vocab

Automatising Students store vocabulary into memory when they can 1. Link words with what they know 2. Say what they think key words mean 3. Create their own definitions 4. Visualise pictures of the words 5. Act out words

Students need to Learn each strategy separately Practise the strategy regularly Say what they did and how each strategy helped them. Experience success using the strategies Teaching students to independently learn new words

Self Talk Students who self talk ask What could it/does the word mean? Are there smaller words within the word? Can I think of synonyms? 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?

Teachers preparing for teaching vocabulary 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.

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 Practice recalling new words Use self-talk strategies Automatise word meanings and the links Students preparing for learning vocabulary

Lesson plan 1.List the key vocabulary for the topic or lesson. ________________________________________________________ ______________________________________________________ ______________________________________________________ 2. Select from tool kit, plan the vocabulary activity ________________________________________________________ ______________________________________________________ _____________________________________________________ 3.Decide how they will collect feedback from students about how the teaching has helped them to build their vocabulary. ________________________________________________________ ______________________________________________________ ______________________________________________________

It can look like this… Students practice Teacher select Students learn Automatise Self-talk

How do you build these into your teaching ? Lesson 1Lesson 2Lesson 3Lesson 4  Spell and say the word phonetically  Write key words and meanings in glossary  Select the key words  Write key words and meanings in glossary  Find synonyms for the key words  Write key words and meanings in glossary  Use the new words

Students who build their vocabulary skills will be able to 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.

How can these procedures be used in your teaching? Implement the strategies gradually. Select one or two strategies and use them consistently. A whole school approach is best.

Pictures taken at just the right angle