Vocabulary

1. Vocabulary 2.04.08 Presented by Module 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 HRLTPs Getting Knowledge Ready Vocabulary Reading Aloud What questions does the text answer? Summarise Paraphrasing Review

4. Why are we here today? Vocabulary

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

6. 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.

7. 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.

8. Chancesof Learning New Words in Context

9. How well do your students understand new vocabulary?Rate them on each scale from 0 (never) to 5 (always).

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

11. 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

12. 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

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

14. Student 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 Joined Here (learned “sustain”)

15. 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

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

17. 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

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

19. 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

20. 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.

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

22. 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

23. 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:

24. Morning tea

25. Phase 1: TheMeaning Making Motor What is it? Working out what words mean

26. 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 7. Substitute 8. Check your guess and modify guess if needed 9. Check your dictionary meaning

27. 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?

28. 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’

29. 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?? How could drawing angles help me find a fire??

30. 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.

31. 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.

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

33. 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?

34. 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.

35. 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

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

37. 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

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

39. 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

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

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

42. 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

43. 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

44. More Vocabulary Tools 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 18. Model Every tool does a slightly different job. Pick the right tool for the job

45. 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.

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

47. 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

48. 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

49. 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?

50. 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.