1. -review and consolidate new vocabulary -store new vocabulary in memory -automatise new vocabulary, check/test key words Vocabulary Phases 3,4 & 5

2. 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

3. Phase 3: Review the vocabulary for the topic At the end of a lesson or reading session the students 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 the actions they will link with the word

4. Phase 3: Review and collate the key words What it meansMental picturesentence extinctnot living, dead endangeredunder threat speciesa type habitatenvironment heritagewhat it gets from parents After reading Pandas becoming extinct students in TPS select and collate key words, say what each word means, suggest 1- 2 synonyms, mental picture and use in sentence/

5. Phase 3: Students use each word in a sentence to show its meaning write a paragraph using the words. organise new words and synonyms on a chart match key words with synonyms from different texts. use the new words in a wider range of situations. Phase 3: Review the vocabulary and the topic -useful activities

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

7. Phase 4: Teach students to store new vocabulary in long term memory Teach the students to 1. say what they will remember about what the words mean. Useful activities include TPS, finish written definition. each student drafts their definitions of key words pairs of students synthesize a definition of each word two pairs join, evaluate their definitions and form joint definition

8. Phase 4: Teach students to store new vocabulary in long term memory Teach the students to 2. say how it is like what they already knew and how it is different (where the new ideas ‘fit in’). They ask themselves: What do the new words remind me of ? What words it is like ? What are opposites ?

9. Phase 4: Teach students to store new vocabulary in long term memory Teach the students to 2. say how it is like what they already knew and how it is different (where the new ideas ‘fit in’). They ask themselves: What do the new words remind me of ? What words it is like ? What are opposites ?

10. Phase 4: When is vocabulary in memory ? Students have stored vocabulary in memory when they can 1. Say what they think key words mean 2. Link words with what they know 3. Create their own definitions 4. Visualise pictures of the words 5. Act out words

11. 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

12. 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

13. 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.

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

15. Phase 5: Automatise vocabulary Students practise recalling vocabulary from memory : they speed up reading, spelling and recalling the words, for example, the names of items as rapidly as possible. Begin each lesson with 5 minutes revising vocabulary taught in the previous lessons. “Give me for synonyms and antonyms for each of these words as quickly as you can: ancient, fertile, sustain.” use some words to stimulate/ cue / predict related words based on what they have learnt What words go with moons, orbit, Solar, year ?

16. Phase 5: Automatise vocabulary (cont.) Students practise recalling vocabulary from memory : they hear a sentence description and say the word it describes (for words already taught) I am land that grows lots of food. I am not like the desert. play card games like Snap, Bingo, Memory in which they match the word with a synonym or antonym or match a word with the category to which it belongs.

17. Phase 5: Automatise vocabulary (cont.) Students practise recalling vocabulary from memory : they make up quizzes for other groups based on the vocabulary they have learnt. use cloze activities to revise the vocabulary you have taught earlier. Write some sentences using the key vocabulary for the topics. Delete the key vocabulary. Objects attracted to magnets are made of either ______, ________ or _________. When you stroke a nail or a needle with a magnet, you are ___________ it.

18. Students need to learn each vocabulary strategy separately practise the strategy regularly say what they did and how each strategy helped them. experience success using the strategies Teach students to learn new words independently

19. Sequence for teaching MMM strategy Students are cued to work out meaning of new words using the text in particular ways, eg., imagine what word might mean use analogy. Students are cued to work out meaning of new words and say what they did after doing it; they say I imagined what the rest of the sentence was about. I thought about what word would fit. They say how doin this helped them, Students say what they will do to work out meaning of new words before they begin to read; they say To work out what new words mean I will imagine the sentence with the word in it. Students apply the strategy independ- ently when they read, automatize it and link it with other strategies

20. 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?

21. Teachers preparing to teach 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.

22. 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

23. 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. ________________________________________________________ ______________________________________________________ ______________________________________________________

24. How to learn to do HRLTPs in teaching ? discuss in PLTs visualise, reflect on using HRLTPs to teach topics plan lessons that include the HRLTPs see HRLTPs demonstrated in your classes coach staff to do HRLTPs in teaching trial, evaluate HRLTPs in teaching in action research see how HRLTPs solve problems in teaching

25. Implementing HRLTPs in teaching Implement 1-2 aspects of HRLTPs at a time Need clear operational plan and action plan Need explicit PL procedures, PLT led by MLLL Need clear data Need clear model of teaching Need to know how to lead change in teaching

26. What do you do to improve teaching ? Identify term by term goals Pool new professional knowledge regularly Use specific procedures for PL How to use in teaching topics - lesson planning Demonstration and modeling Peer and external coaching Use data to inform teaching – AfL Gather data to monitor progress

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

28. The plans Know how to develop an literacy action plan a professional learning plan an implementation plan

29. Key questions to assist with action planning What will effective literacy teaching look like ? When the effective literacy teaching is in place what will teachers be doing differently ? What does effective literacy teaching look like ? how will students be learning differently ? What does effective literacy learning look like ?

30. How will you set goals for each year ? Term Term outcome studentsteachers Term 1 Know how to get their knowledge ready trial getting knowledge ready in teaching Term 2 use getting knowledge ready when they learn have improved vocabulary knowledge and strategies use getting knowledge ready in teaching trial vocabulary teaching Term 3 use GKR work out new word meanings paraphrase text they read teach vocabulary and MMM trial teaching paraphrasing

31. 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

32. Example : Student outcomes to target in Term 1 2008 Students will have improved ability to talk + write in sentences about pictures they see in texts talk + write about the images they generate when they hear the title, its topic, key words or sentences. suggest possible vocabulary that may be used in the text identify 5W +H questions the text might answer paraphrase title and suggest possible ideas in the text.

33. Be clear on what you want as outcomes Have an explicit focus on PL and staff activity: By end of Term 1 : What will staff be doing differently? What will students be doing differently? What will SLTs be guiding, scaffolding differently ?

34. How will you set goals for each term ? Activity During termTerm outcome What will teachers do independently ? What will teachers trial ? What will teachers be coached to do ? What will teachers see modeled/demonstrated in teaching ? Collaborative lesson planning ? Novel student activities ?

35. Staff learning : Weekly planning proforma weekSee teaching procedures modelled build procedures into topics to be taught Trial procedures in classroom Work on procedures in PLTs Student outcomes 1-2 3-4 5-6 7-8 9=10

36. How will you lead teachers to implement activities each week ? Weekly planning proforma HRLTPLesson 1Lesson 2Lesson 3 GKRHear key words, visualize the context Talk about images in sentences Say what questions the text might answer vocabularyRead and spell key words Work out meanings of key words synonyms

37. Student learning : Weekly planning proforma Plan for teaching new aspects of each strategy for Term 1 WeekUse orally When cued Read,do, say evaluate Say and do when read Apply 1GKR 2vocabGKR 3vocabGKR 4vocabGKR 5vocabGKR

38. 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.

39. Monitoring your progress Know how your school will gather data formative data : Afl summative data Know how your school will interpret data and map it into action

40. 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.