Vocabulary Presented by Module 2 The High Reliability tutors:

Vocabulary 2.04.08 Presented by Module 2 The High Reliability tutors:
Are teachers from a variety of KLA backgrounds and this is supplemented by John Munro’s background as a math teacher. They are from a range of NMR schools which have implemented the program Have completed the full High Reliability training program and worked with these strategies both in own classes and in support roles to colleagues in successful school-wide programs “We want to share with you the things that have worked for us. We hope you will have an open mind to the ideas and that we will interest you enough to go back to your school and give the ideas a try” The approach we will be guiding you through in this program, works across all domains, not just English/ Humanities, and is compatible with VELS outcomes.

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

Getting Knowledge Ready What questions does the text answer?
The HRLTPs Getting Knowledge Ready Vocabulary Reading Aloud What questions does the text answer? We see reading as a central component to learning. To comprehend effectively students need to consciously apply a number of strategies. As teachers we need to build these in as teaching procedures to support students to apply them. 1.Before reading students need to Get their Knowledge Ready as a bridge to the text they will read. 2. Vocabulary can be taught and learned before, during or after reading aloud. We want to maximise development of their Meaning Making Motor. The amount of time spent on this will depend on students’ tolerance levels for new vocabulary. This tolerance can be supported and built up over time. 3. Reading aloud 3 levels of text: Recreational level– fun and easy Training Level– zone of proximal development (Vygotsky). Challenging without defeating. Frustration level– too difficult, leads to giving up. Paraphrasing, What Questions does the text answer? and Summarise are procedures which follow reading aloud and reading silently. The interaction with the text becomes evident in these procedures. 7. Review and consolidate This is the time to go back over the reading and check the new knowledge. It is the time to remember the information and add to existing knowledge. It is the time to review and to show what we now know. Paraphrasing Summarise Review

Vocabulary Why are we here today?
This is all about spending time with the words of your topic. This results in: better recall better spelling more understanding of the meaning better links between the known words and new words Spending time with the words is really Learning the Key Concepts that you want students to know from this written text. It is in your interests as a teacher to invest the time with the words.

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

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. Read this passage. What sorts of things did you do to try to understand this passage with multiple unfamiliar vocabulary? Skim read for general picture Look for words we do know Think of words they remind us of . Eg. Prosy=prose pro Switch off and wait for someone else to think of something Make guesses Say the difficult word in syllables Say the word aloud What the word does in the sentence. These are the strategies we have learned to use but do the students have these sort of strategies when dealing with difficult words.

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. Imagine reading a page of that? What are the missing words? That’s what it would look like to a student who didn’t know the meaning of the following words: Civilisations Ancient Lifeblood Regular Virtually Annual Irrigated Crops. These are not words used regularly by our students so we have to teach them. This slide shows the importance of having prior knowledge activated. Need to talk about the ratio of words that the average person can read without understanding before they stop reading. 10 in 150 words Without teaching vocab, there can be no engagement, because they can’t understand the work. When you’re learning to drive managing all the tasks: checking the gauges, gears, brakes, rear mirror etc your cognitive load is too great. What happens?

Chances of Learning New Words in Context
Robert Marzano Dimensions of Learning Factor Chances of Learning Word Grade Level Grade 4 Year 11 8% 33% Text Density 1 new / 10 words 1 new / 74 words 1 new / 150 words 7% 14% 30% Robert Marzano’s research reveals the odds of students learning the meanings of new words from the context. It varies according to ability and age and the density of the text. This helps people understand the importance of teaching vocabulary rather than assuming that students learn from the context. Can take this slide out if you think it confuses rather than assists. The number of unfamiliar words in a passage has a huge impact on the chances of learning a new word. If students know most of the words in the passage they are more likely to be able to work out the meaning from the context. Even at Year 11 if students only have a 33% chance of independently learning the new word from the context then clearly it implies that the teacher must directly instruct students on strategies to use to make new words meaningful. The NMR Language Support Program (Oral Language) tells us that readers must understand 95% of words in a text before they comprehend meaning.

How well do your students understand new vocabulary
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: Give out handout (of slide): Do this as Think Pair Share “We want you to think about the behaviours that students show when you give them reading or learning tasks so you can decide how important teaching vocabulary is for your students.” “How often do your students show the following behaviors when you ask them to read or to learn by reading ?’ Do the survey activity

What did your students score?
ACTIVITY: Think Pair Share? “What is an acceptable score?” “What is low score? “Think of those students who you scored low in terms of Vocabulary behavior…how effectively are they learning? How would you describe them as learners?” “How do you explain the link between teaching vocabulary and further learning? 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 Some students aren’t confident they can work out new words Can’t remember them? Haven’t been taught them systematically?

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 This is the core message. This may be repeated but Ramon Lewis says learners need to hear the message several times before recall and understanding really takes place,

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

Student New Vocabulary The Nile was able to “sustain” life in Egypt.
Say like sounding words and see if there are any clues Sustagen Sustain Cereal Yes: apply No: try another approach Long Term Memory (Existing Knowledge) Short Term Memory (Thinking Space) New Vocabulary The Nile was able to “sustain” life in Egypt. “Sustain” Retain Maintain Obtain ” sustain” may mean to keep going Spelling patterns E.g. of prefixes and suffixes Joined Here (learned) Devise and test Constructed Meaning Synonyms: last keep going continue This is how the process might look as students try to convert the new vocabulary to personal knowledge. 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 Vocabulary underpins comprehension: the richer the vocabulary networks , the better the comprehension. Word meanings are the building blocks of oral language. 40 % of incorrect AIM test answers in the Math test come from poor literacy ( ACER 2007) The richer a student’s vocabulary of a topic, the more they know about it and the better they can display their knowledge. A specific vocabulary is necessary for every subject area/topic area. The teacher of that subject/ area has the responsibility to teach the skills to acquire the specific vocabulary. That’s why every teacher needs to be a teacher of literacy.

Today’s Roadmap Why teach new vocab Teaching new words
Reviewing vocabulary and the topic Checking learning of vocab Automatising the learning process There are 3 phases of the process of teaching vocabulary.

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 To deal effectively with learning new vocabulary we need to address these 3 areas at all stages of learning the topic- introduction, while reading and testing.

Teacher and students say read and spell the words
Teaching new words or phrases Teacher selects words Teacher and students say read and spell the words Meaning Making Motor Explicit Teaching The teaching process may take different directions depending on the word or phrase. You can’t treat all words or phrases in the same way. Sometimes there are few clues in a word to unpack the meaning while others have many features that give students an entry point into the meaning. Eg. “Yacht” has few clues to help work out how to say it and what it means. For this you need explicit teaching. For others it is helpful to use the Meaning Making Motor. Activity: Display drug words; We will put you into the shoes of a student that has met some difficult text and needs to find ways of approaching the word. Being able to say the word is the first step in approaching the word… Methamphetamines Amyl Nitrate Loratabs Venlafaxine Carisoprodol Say the word aloud Say it in syllables Spell the word Write the word Visualise some images to help you remember this word Glossary with synonyms and definitions and images

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 Planning for teaching the vocabulary Teacher selects the key words you want students to take away from the lesson Check for prior knowledge of vocabulary. How might you do that? Write key words and meanings in glossary - I would use the glossary here for the students to select the words they think are relevant Spelling and saying aloud the key words Find synonyms for the key words eg . Global=world, earth At the initial stage work on the relevant content words they do know. Then add new words. Work from the known to the unknown.

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. Key words are the main building blocks of the topic. Show students that sometimes these key words are bold. They are usually the words that are used to talk about the main ideas or processes being taught. Knowing these meanings unlocks the meaning of the rest of the text.

Phase 1: Say, read, spell aloud
‘Inundation’ Everyone repeat the word: in-un-da-tion. Inundation In-un-da-tion. Inundation. This is for phonological knowledge. Phonemes are the smallest units of sound Phonemic awareness is the knowledge of the 44 individual sounds in the English language. Phonological knowledge is knowledge of onset and rime, morphemes and syllables : the building blocks of words. Listen to the word. Say it in unison. This helps students to learn the word’s sound pattern. This in turn helps spelling and recall of the word. The more students listen to the words, the more they will remember them. Say it in syllables Activity: once a range of key words have been said, syllabified and spelt, remove one of the syllables from each word and ask the students to recall the missing letters. Venlafaxine Metamphetamines Carisoprodol Playing with and manipulating the syllables will assist visualising the parts of the word, recalling the sound and remembering the meaning.

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 Explicit teaching is necessary for some words where there are no clues or rules. Glossary Initially it really needs to be the words they already know. It can also be words that students select as relevant from the text. It could be the names of characters and a word to describe them.

Phase 1: Saying or writing for pronunciation
Word Sound/ syllables/chunks/stresses Meaning 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: Say the word in syllables. When syllables are blended, a stress is placed on one of the syllables. A glossary for pronunciation could be useful for some students. Eg. ESL students It could also be appropriate for subjects with very difficult words.

Morning tea Recall 3 phases of addressing vocab

Phase 1: The Meaning Making Motor
What is it? MMM What is it? It is the ability to make sense of new words If there is no fuel in the motor it won’t work. The teaching of saying, spelling, pronouncing words is the fuel. Doing these things will fuel the motor. This is scaffolding the learning of words to support the learning of ideas. Working out what words mean

Phase 1: The Meaning Making Motor
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 Kinaesthetic Activity: Each person has a card Put them in order that you might use them. Discuss why you chose this order. 7. Substitute 8. Check your guess and modify guess if needed 9. Check your dictionary meaning

Phase 1: Working out what new words mean using your Meaning Making Motor (1)
Everyone has the capacity to understand new words What do you think the word “sociology” means? How can you work out the meaning? What words or stems can you see in that word and do you know other words that use those stems? (“socio”: social, society, sociopath. “ology”: biology, physiology, theology etc). Can you put two stems together to make a meaning? Suggesting links with other familiar words that sound the same as the new word helps students to see the common sound patterns. Once they begin to see the similarities they will be better able to remember both the word and the spelling.

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’ New words should be taught by examples rather than by definitions. To arrive at the meaning of vertigo we need to scaffold some questions to help students to get to the idea that this is a sick feeling that you may get in some circumstances. ‘Vertigo’ reminds us of ‘vertical’. What happens when we go up really high or in an elevator? What happens when you look down from a tall building? Show some pictures that show the key features of what the word means. Ask the students to discuss the features that are common to the images. Ask the students to visualise what the word means. Give students 3 familiar contexts in which the word is used. Then ask them to say what is common about the 3 examples: The fish live in a watery environment. In the lizard’s dry environment there is little vegetation. Our environment is changing as more and more factories release waste into the air.

How do we work out the meanings of new words?
To find the location of the forest fire we had to triangulate from the peaks of nearby mountains. tri=three?? angul=angle?? ate=the action?? When we come across unfamiliar/tough words how do we make them meaningful? Reflect on strategies we used to work out the meaning of the word Which strategies do you use? Say the word. Look at the letter patterns in the new word. Break the word into Syllables or chunks (breaking it down into units they can say/ recognise) – sound it out. What is the word’s purpose in the sentence eg. Verb, adjective etc. Look at the other words in the sentence - Context of sentence Think of similar words eg.Tri - three (break the words into smaller words to work out the meaning) Look at any graphics that go with the new word. 6. Say to yourself what the word does in this sentence 7. Check if guessed meaning makes sense. 8.Visualise what the sentence might mean – the three lines being drawn between the landmarks 9. Check guess with a dictionary How could drawing angles help me find a fire??

Forest fire lookout towers use triangulation to locate spot fires.
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. Another Example: Spelling - yr 11 Homonyms Brainstorm metre/ meter, thermometer, kilometre, barometer, meteorology, Put the ‘er’ words in 1 list and ‘re’ words in another. What’s the pattern? ‘er’ =object that measures ‘re’ = unit of measurement Then come up with a rule – if it ends in ‘er’ its an object that measures and if it ends in ’re’ it’s a unit of measurement. Make a Word Wall/Poster of the process of learning the word Words The rules or patterns we have learned.

Phase 1: Write key words and meanings in glossary
My definition Class definition Copy the words ‘happy’/ ‘beaker’/ ‘numeral’ into your glossary. In your own words write a definition. Copy down the definitions we worked out. Think Pair Share to come up with student definitions.

Phase 1: Find synonyms and antonyms
Word Synonym Antonym What is a synonym for ‘happy’ What is the antonym for ‘happy’? Give many examples

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. script flax inscribed delta sustain inundation ACTIVITY: Using the Meaning Making Motor (slide 25) H ow would you teach students to work out the meanings of the following words as they read each paragraph? 10 minutes Think Pair Share Early Egyptian cultures along the Nile. script and inscribed If you cannot read Arabic, the script above will be meaningless. Egyptian was also meaningless to historians for a long time. Then, in 1799, an inscribed stone was found that allowed scholars to interpret them. Much was then learnt about the world of ancient Egypt. delta. Like many other ancient civilisations, the civilisation of ancient Egypt developed around a river — the Nile. It flows from the wet highlands of central Africa through the desert Red Lands, and finally empties through a long delta into the Mediterranean Sea. sustain. The Nile’s water, the plants and palms that grew on its banks, and the birds, fish and mammals that lived in and around it all helped to sustain the society of the ancient Egyptians. The river provided a regular supply of water in a land that had virtually no rain. Its annual floods irrigated the fields in which crops were planted. The creatures it supported provided an extra food source. Flax Its banks provided reeds to make boats, roofs, baskets and papyrus. The flax that grew in the riverside fields provided the material needed to make fabric. Inundation. The river’s annual flood cycle helped to set the calendar. The Inundation, or flood season, was regarded as the start of each year. This period from about July to September was seen as a time of ‘rebirth’ — a time when fertile new soil washed down from the highlands was dumped on farmlands as a base for the next year’s crops. For each word students can say to themselves what the word does in the sentence flax was a plant that grew on the banks and was used to make material. visualize the sentence/s that have the new word and other ideas; they put as much of the sentence as they can into the image. To work out the meaning of delta they visualize the river Nile just before it enters the sea; the ground might be sandy or muddy. note any pictures or visual features that go with new word. look at the letter patterns in the word, guess at what each part might mean by linking them with other words they know. They can link script and inscribed with reading and writing. Paraphrase. Try to put other words or phrases in place of it and see which one/s fit best. check their guess by re-reading the sentences with the other words in them and modify their guess if necessary. consolidate their guess: I think inundation means flooding; the students visualize the Nile overflowing its banks and covering all the land beside the river. check their guess with a dictionary definition. You can teach students to do these meaning-making actions one at a time and to practise using them. They also need to learn how to apply them to more complex text.

Reviewing vocabulary and the topic Checking learning of vocab Automatising the learning process

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 Teach students to: Say what words mean Link new words with prior knowledge Think. Pair, Share Synonyms. Activity Collect different descriptions of the same topic, for example, pages about a topic from diffent texts, the same article in different newspapers (Age, Australian, Sun) and have students, in small groups, try to find pairs or sets of synonyms. They could use the synonyms in each to see which article is easier to read or understand. Alternatively, you could give students the key words for a topic and have them find synonyms in each article. Ask students to link new word meanings with more general and more specific meanings. by drawing a network diagram linking the word meanings. This helps students link related word meanings. Examples: Pair – couple – duo –two – tandem – twin-duet – Pyramid –tomb- where pharaohs buried- Drug Cards Activity Distribute a card to each person. Ask a question eg. If your drug is legal go to the right of the room. ( or hands up if we can’t move easily in the room) If it is not go to the left. If a doctor can prescribe this drug go to the left. If not-right. If you have used this drug this week/right If not /left. If you can say and spell the name of this drug correctly/right. If not/right. If you can find a little word inside your big word/right. If you can buy your drug at the supermarket go to the right. If not go to the left. Ask for more questions from the students. Put the words in alphabetical order. Everyone must read out their word so that they have more chance of recalling it for slide 45.

Use each word in a sentence to show its meaning Write a paragraph using the words Create a list of the new words as a class Ask these questions as a guide: What new words have you learnt? What do they mean? Play bingo Create a 9 square bingo chart. Insert 9 words you have used in this topic. Teacher gives the words or synonym or meaning. A-Z Thinkers Keys Find a word from the topic for each letter of the alphabet. Word charades Celebrity heads Replace the celebrity with a word from the topic. Synonym review Pick the wrong synonym out of a list of 4.

Reviewing the vocabulary and the topic
Phase 2: Reviewing the vocabulary and the topic Use a chart to organise new words, terms, synonyms and sentences Match key words with their synonyms found in different texts Give key word in a meaningful sentence and ask them to restate the sentence. Cloze activities Word Wall Teams compete to collect as many synonyms as they can in 2 minutes. Collate and share list to help students link new meanings with what they know and to store them in their memory. What new spelling patterns or spelling rules have they discovered.

Use the new words in a wider range of situations. Fuel

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 Providing several opportunities for review of new words gives teachers valuable information as they can assess students at the beginning of a topic, during it and at the end of it. It is assessment for learning when it indicates what concepts needs to be learned next. When students are involved in the process of reviewing their own knowledge of words it is Assessment as learning. Checking knowledge of new words and students’ ability to use them in context will provide valuable opportunities for assessment of learning. The Getting Knowledge Ready and Vocabulary procedures give us information to adjust or shape our teaching. They gives many opportunities for Formative Assessment.

Vocabulary Tools 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

More Vocabulary Tools Every tool does a slightly different 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 The importance of these tools is giving students time to spend with specific, relevant words for the topic. Model Attach an action to the word showing how it works in a sentence Show how it works Demonstrate with materials Verbalise the thinking 18. Model Every tool does a slightly different job. Pick the right tool for the job

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. You can use any of these tasks for consolidating and reviewing vocabulary, storing vocabulary in memory and using vocabulary automatically. recall sets of vocabulary items for a topic, for example, write all the words you think of when you hear Pandas becoming extinct or The Solar System. You have 2 minutes. How many relevant words can students provide ? draw a meaning map for a topic showing how the vocabulary items are linked, for example, What are some key words you would expect to read in a description of Australian landforms ? Draw a network map showing how the key words are linked . Hear a sentence description and write the word it describes (for words already taught), eg., I am made of sun-dried bricks made of mud and chopped straw. My outside is painted white. Suggest synonyms and antonyms. Students can be asked to List antonyms and synonyms, Complete a sentence with a synonym Rewrite a simple text using appropriate synonyms or retell in their own words what they read, using their own words, for example, state whether each of the following is a proper fraction; form an equivalent fraction to by multiplying the numerator and denominator by 5; list the first eight multiples of 4; write these fractions in ascending order (from smallest to largest. Describe a picture, poster, using different synonyms. The speed of recall (Rapid Automatised Naming) should increase during the course of the topic. Activity: 5 minutes Can you remember the drug words? Use the Drug Sorter handout to show which drugs are legal and which are not.

Automatising Students store vocabulary into memory when they can
Link words with what they know Say what they think key words mean Create their own definitions Visualise pictures of the words Act out words Heavily scaffold these actions initially. Use regularly in a familiar manner Gradually reduce the teacher direction Encourage students to independently use them. Spelling Tiggy Synonym Tiggy Word Meaning Tiggy

Teaching students to independently learn new 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 Students need to understand themselves as learners. The driving the car analogy. How did I become a good driver? Each action had to be learned separately, rehearsed, adjusted, automatised.

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? Students need to understand themselves as learners. Strategies need to be explicitly taught A key step on learning to use each strategy independently is to convert the action to self talk. Students can start to make a list of their own set of instructions. Eg. I have to remember to picture the word/idea

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. Preparing the teaching to build students’ vocabulary. Teachers can select the topic/s to be taught and identify key vocabulary to be targeted in lesson. They list the key words and phrases to be taught each lesson and the vocabulary they will review and revise. select, plan and discuss the teaching procedures they will use to teach vocabulary at each phase. They decide what will the teaching would ‘look like’ for each phase, that is, the teaching they will use to teach students to get their vocabulary ready learn new vocabulary while/ reading and learning a new topic review and consolidate the new words and meanings they have learnt store new words and meanings in long term memory and practice recalling them automatise word meanings and the links; revise key words and vocabulary decide what they will use as student indicators to decide whether the teaching worked at each phase. Eg. Can they use it meaningfully in a sentence? Can they say it/spell it? Have they sped up their recall? Has the conversation become informed? decide how they will collect feedback from students about how the teaching has helped them to build their vocabulary.

Students preparing for learning 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

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. Teachers can plan a weekly regime for teaching the vocabulary activities. Each day over the week you use a different activity for teaching vocabulary. In each literacy session you use a particular activity and develop it over a term.

It can look like this… Students learn Students practice Automatise
Teacher select Teacher reflection should be both retroactive and proactive Reflect back to self assess. Reflect forward to try out new things. Both you and the students need to take time to get used to these new strategies. Students practice Automatise Self-talk

How do you build these into your teaching ?
Lesson 1 Lesson 2 Lesson 3 Lesson 4 Spell and say the word phonetically Write key words and meanings in glossary Select the key words Find synonyms for the key words Use the new words ACTIVITY Fill in with planning for a sequence of lessons Remember the three phases of Vocab (have an activity targeting one or two stages for each lesson). The activity may only last 5 minutes but it will be a critical part of understanding the topic. These activities are driving the learning. These activities will give teachers a knowledge of where students are at. It’s one aspect of formative assessment.

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. Teacher reflection both retroactive and proactive Reflect back to self assess and reflect forward to try out new things. Both you and the students need to take time to get used to these new strategies. How will you tell if students are becoming more familiar with using these strategies?

An NMR Literacy Improvement Initiative
Teacher development presentation and PD materials by Northern Region teachers: Alistair Forge Yota Korkoneas Lillian Leptos Les Mitchell David Mockridge Karen Money Petrina Scanlan Effie Sgardelis Jan Smith

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