1. -stimulate existing vocab -teach new words Vocabulary Phases 1&2

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

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

4. Why are we here today? Vocabulary

5. What do we mean by teaching vocabulary ? What does vocabulary ‘look like ‘ ? 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 ‘came from’ words they already know.

6. Today’s Roadmap Teach new words Review vocabulary for the topic Store vocabulary in memory Automatise new vocabulary Why teach new vocab Use known words

7. 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.

8. How important is vocabulary ? A reader with low vocabulary reading a text Like many other ancient XXXXXXX. Egypt developed around a river; the Nile. It is the XXXXXXX of XXXXXXX. The river provided a XXXXXX supply of water in a land that had XXXXXXX no rain. Its XXXX floods XXXXXXX the fields in which the XXXXXX was planted.

9. How important is vocabulary ? A reader with better vocabulary reads the text as Like many other ancient civilizations Egypt developed around a river; the Nile. It is the lifeblood of Egypt. The river provided a regular supply of water in a land that had virtually no rain. Its annual floods irrigated the fields in which the crops was planted.

10. Why is it important to teach vocabulary ? 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.

11. 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%

12. How well do your students understand new vocabulary? Rate them on each scale from 0 (never) to 4 (always). They find it easy to say new words accurately and rapidly 0 1 2 3 4 read new words accurately and rapidly 0 1 2 3 4 spell and write new words accurately 0 1 2 3 4 understand the meanings of new words 0 1 2 3 4 know how to work out the meanings of new words 0 1 2 3 4 understand new words even in unfamiliar contexts 0 1 2 3 4 see the roots of new words in words they know. 0 1 2 3 4 Total:

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

14. What does a low score mean? These students are not able to say, read and spell key words accurately and rapidly say what they mean work out the meanings of new words link new words with related words remember them.

15. You want to help students learn vocabulary What do you do teach them ? Teach them to say new words accurately read new words accurately spell and write new words understand the meaning of words work out the meaning of new words in familiar and unfamiliar contexts link the words with related words in networks see how new words came from words they know.

16. What does the brain do to learn new vocabulary ? The Nile was able to “sustain” life in Egypt. The new word here is “sustain”. What happens in a person’s brain to learn its meaning ?

17. Short Term Memory (Thinking Space) Long Term Memory (Existing Knowledge) “Sustain” Ideas joined here Learn “sustain” New vocabulary The Nile was able to “sustain” life in Egypt. Memory : Short term and long term

18. Reader 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 words that sound like it: main, pain, stain look at spelling patterns …ain, sus… …tain Form new meaning - link with synonyms: last, keep going, continue ain Keep going Sus- tain “Sustain” Joined Here (learned “sustain”) How new words are learnt

19. 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

20. Today’s Roadmap Teach new words Review vocabulary for the topic Store vocabulary in memory Automatise new vocabulary Why teach new vocab Use known words

21. The five phases of teaching vocabulary 1. Stimulate known word meanings 2. Teach new words or phrases 3. Review and consolidate new vocabulary with the topic 4. Store new vocabulary in memory 5. Automatise new vocabulary, check / test key words

22. Planning the vocabulary teaching 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 2 groups; words that are well supported by other words in the text, have redundancy words that are introduced with little support or redundancy.

23. Planning the vocabulary teaching (cont.) Plan to teach explicitlywords that are introduced with little support or redundancy in the text Plan to have students use their ‘meaning making motors’ in small groups words that are well supported by other words in the text

24. Today’s Roadmap Teach new words Review vocabulary for the topic Store vocabulary in memory Automatise new vocabulary Why teach new vocab Recall and use known words

25. Phase 1 : stimulate existing vocabulary 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

26. Herbertia the vile Suggest words that describe what snakes look like how snakes move what snakes do how people react to snakes

27. When students have difficulty reading and spelling words When students have difficulty reading and spelling words they are expected to know: note how they read the words check their phonological knowledge re words note how rapidly they say the written words

28. Today’s Roadmap Teach new words Review vocabulary for the topic Store vocabulary in memory Automatise new vocabulary Why teach new vocab Use known words

29. Phase 2: Teaching new words 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 word means find synonyms for the key word visualise images of the meaning of new word use the new word

30. 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

31. Phase 2: Students select key words Look at the text in front of you. Scan down the page and identify key words and phrases.. Look at the text in front of you. Scan the page and circle any words you don’t understand.

32. Phase 2: Students say, read, spell aloud ‘Inundation’ Please say the word: in-un-da-tion. Inundation In-un-da-tion. Inundation.

33. Phase 2: Make a spelling image To help you remember how to spell the word, make a picture of how it sounds and looks. Button is ‘butt’ ‘on’ Yacht is ‘y’ ‘a’ ‘ch’ ‘t’

34. Phase 2: Reading the word To help you remember how to say each word WordSound/ syllables/chunks/stressesMeaning ‘yacht’‘y’ ‘o’ ‘t’ Thoughtth’ ‘or’ ‘t’ ‘thort’ Button‘butt’ ‘on’ butt’n’ Doctor‘doc’ ‘ta’

35. Phase 2: The Meaning Making Motor What is it? Readers work out what words mean

36. Using the meaning making motor The trees in the orchard were bacciferous. Their branches were weighed down with their heavy loads. The berry pickers worked without stopping. As they picked the berries, they put them in baskets made of baft. The baft scratched and cut their bare arms. If only the farmer had given them containers made of softer fabric. Two steps: work out what the words in bold mean Say what you do to work them out

37. Phase 2: The Meaning Making Motor What the word means What could bacciferous mean ? It means having / holding lots of fruit. What are some other words or phrases we could use for it ? What is an image we can link with it ? What are actions / feelings we could link with it ? What could baft mean ? What are some other words or phrases we could use for it ? What is an image we can link with it ? What are actions / feelings we could link with it ?

38. 1. Say the word 6. Say to yourself what the word does in this sentence Phase 2: The Meaning Making Motor What actions help us work out the meaning ? 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

39. Phase 2: Working out what new words mean using your meaning making motor (1) What do you think the word “delta” means? How can you work it out? The ancient Egyptian civilization developed around the Nile. It flows from the wet highlands of central Africa through the desert red lands and finally empties into the sea through a long delta.

40. Phase 1: Work 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’

41. 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??

42. 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.

43. Phase 2: Write key words and meanings in glossary Write the words ‘sustain’/ ’fertile’/ ‘inundate’ in your glossary. write your definition for each In your own words. write the class definitions we worked out. WordMy definitionClass definition sustainkeep goingkeep living fertilegrow things well inundateflood

44. Phase 2: Find synonyms and antonyms What is a synonym for ‘environment ’? What is the antonym for ‘extinct ? wordsynonymantonym environmenthabitat extinctdeadliving Another word for environment is habitat. An opposite to extinct is living.

45. Phase 2: Visualise what new words mean When you say the word ‘treacherous’ what picture do you see in your mind ? In my picture I am paddling down the river. There is a dangerous part ahead but you can’t see the danger. This part is ‘treacherous’?

46. Phase 2: Use the new words in a sentence Say the word ‘habitat in a meaningful sentence. Where else could you use this word? Say it in a different sentence. Write a short story using the words we’ve just added to our glossary. You have 10 minutes. Its habitat had lots of food. The habitats of many wild animals is threatened by industry.

47. Phase 2: Apply MMM to ancient Egypt How would you teach students to work out the meanings of script and inscription ? 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.

48. Phase 2: Apply MMM to ancient Egypt How would you teach students to work out the meaning of 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.

49. Phase 2: Apply MMM to ancient Egypt How would you teach students to work out the meaning of Inundation ? Its banks provided reeds 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.

50. What actions can you teach students to use ?  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 that have the new word and other ideas; they put as much of the sentence as they can into the image..  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.

51. What actions can you teach students to use ?  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.

52. 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.

53. To teach each meaning-making actions Teach students to do each action one at a time say what they did; they describe the action practise using it learn how to apply it to more complex text.

54. Students learn self talk to use their MMM Teach students to talk to themselves about working out the new vocabulary: ask themselves questions : Could it / does it mean … ? tell themselves what to do :  I tell myself what I think it means,  I need to try possible synonyms and see how they fit,  I need to fine tune my first try at its meaning.

55. GKR: Know in experiences, images Know in experiences, images What does pictures show ? What does it tell you it is about ? What does it remind you of ? How might picture be different in an hour ? What do you already know about this topic ?.

56. GKR: Know in words, sentences Know in words, sentences  Say title in other ways.  Say in sentences what pictures show ?  What questions might it answer ?  What words might come up in text Words for how worms move, breathe ?  If you were a worm what would you want to say about …?  Why do you think giant worms in Gippsland grow so big ? Article.

57. Planning how to teach vocabulary Look at the text and select the new vocabulary. Which terms are defined within the text ? New terms defined in the textNew terms not defined in the text organic materials hatch from eggs burrows cells egg case

58. Planning how to teach vocabulary Look at the text and select the new vocabulary. Which terms are defined within the text ? New terms defined in the textNew terms not defined in the text organic materials hatch from eggs burrows cells egg case

59. Order for teaching vocabulary GKR Retrieve known words, how to say, read, spell them, suggest meanings, synonyms While reading +learning Teach new vocabulary Teach how to work out new vocabulary - MMM Review Review new meanings, link with synonyms and images Store in memory Automatise recall, use of meanings

60. Teaching vocabulary Using your meaning making motor. Work out the meaning of organic material. What do you do to work it out ?

61. Teaching vocabulary Read page 4. What does hatch mean ? How do you work it out ?

62. Teaching vocabulary Read page 6. Teach the meaning of egg case. Visualize how the egg case changes.

63. Teaching vocabulary : review and consolidate new meanings Ask students to select and collate the new vocabulary. New termssynonymImage /icon organic materialsMade from animals and plants hatch from eggsGrow burrowsHole egg caseShell or cover cells