Maximising students’ exposure to English through varied cross-curricular approaches

1. Maximising students’ exposure to English through varied cross-curricular approaches Language Learning Support Section EDB

4. Teaching vocabulary in content subjects

5. Why is vocabulary teaching so important? • Research shows that vocabulary knowledge • Is related to a student’s ability to comprehend text (Beck et al., 1987 Baker et al., 1995, Graves, 2000) • Is related to academic success (Saville-Troike, 1984)

6. Traditional vocabulary teaching practices in subject classrooms Dictionary Dictation

7. Why isn’t it effective? • Dictionary alone is not the answer because: • Definitions in the dictionary are not student friendly

8. Example 1 Osmosis • Osmosis is the distribution of liquid with a low concentration flowing through a membrane into an area with a higher concentration resulting in the concentrations being equal on both sides • (Your Dictionary)

9. Example 2 Opportunity Cost ??? cost in terms of foregoing alternatives (The Free Dictionary) 機會成本

10. Why isn’t it effective? • Frequent dictation without using the words will only lead to rote learning. • Researchers point out that a student learns a word through repeated exposures. The number of exposures is between 10-12. (Beck et al, 2002) Need active student involvement in connecting the new meaning/word to the existing knowledge base.

11. Effective vocabulary instructional program Teachers must: Teach word learning strategies Teach words Provide extensive experiences with language Establish a word conscious environment M. Graves, 2000

12. Strategies to teach words • Friendly definitions Merriam Webster: http://www.merriam-webster.com/dictionary/

13. Other friendly dictionaries • A Maths Dictionary for kids • http://www.amathsdictionaryforkids.com/dictionary.html

14. Spell Say Define Draw(S2D2)

15. Spell Say Define Draw(S2D2)

16. Characteristics Definition Examples Non examples Science example Frayer’s Model Animals that lay eggs in the water, but can live on land or water • Cold-blooded Vertebrate • Lay eggs in water • 2-stage life cycle • Moist skin • No claws Amphibian Frogs Toads Salamanders Crocodiles Alligators Turtles Snakes Frayer, D., Frederick, W. C., and Klausmeier, H. J. (1969). A Schema for Testing the Level of Cognitive Mastery. Madison, WI: Wisconsin Center for Education Research.

17. Characteristics Definition Examples Non examples History example Frayer’s Model People settle in the territory. People are governed by the “mother” country People are expected to obey the laws of the mother country. A territory that is separated from but under the rule of another country Colony Hong Kong (before 1997) England Frayer, D., Frederick, W. C., and Klausmeier, H. J. (1969). A Schema for Testing the Level of Cognitive Mastery. Madison, WI: Wisconsin Center for Education Research.

18. Maths example Frayer’s Model Characteristics Definition • Four sides • Four angles • Each pair of sides is parallel • The opposite sides are of equal length • A closed figure A quadrilateral with opposite sides parallel Parallelogram Examples Non examples Square Rectangle Rhombus Triangle Circle Hexagon Frayer, D., Frederick, W. C., and Klausmeier, H. J. (1969). A Schema for Testing the Level of Cognitive Mastery. Madison, WI: Wisconsin Center for Education Research.

19. Concept of Definition Map (Schwartz & Raphael, 1985) What is it? What is it like? Category Property 1 Property 2 Concept Property 3 Term Property 4 Property 5 Example 1 Example 2 Example 3 What are some examples?

20. Concept of Definition Map (Schwartz & Raphael, 1985) What is it like? What is it? breathes air through lungs vertebrate warm blooded Concept mother has milk glands to feed young Mammal hair or fur people elephants bears What are some examples? Science example

21. Concept of Definition Map (Schwartz & Raphael, 1985) What is it? What is it like? something bad happens to the Earth People can’t stop it It destroys lives Concept It can be unpredictable Natural disaster It breaks houses It destroys crops Earthquake Tsunami Hurricane What are some examples? Geography example

22. Concept of Definition Map (Schwartz & Raphael, 1985) What is it? What is it like? a period of low general economic activity with widespread unemployment Factories close down Business go bankrupt People search for jobs Concept Depression Reduce amount of trade High currency value fluctuations The Great Depression in 1929 in US Depression in Argentina, Brazil, Chile & Mexico in the 1980s What are some examples? Economics example

23. 90° >90° <90° Semantic Features Analysis(Anders & Bos, 1986) Maths example + + - - + + - - - - + +

24. Semantic Features Analysis Science example - + - + - - + + - - - + - + - - + - - + + + - - -

25. Semantic Features Analysis Geography example - - - - - + + - - - - + + + - - + - - + + - - - - + - +

26. A short summary • Graphic organisers can be used at different stages of a unit e.g. pre, during and post

27. Effective vocabulary instructional program Teachers must: Teach word learning strategies Teach words Provide extensive experiences with language Establish a word conscious environment M. Graves, 2000

28. Column A Quadricentennial Postorbital Subalpine Intervocalic Arithmophobia Column B Between two vowels Below the timberline Fear of numbers 400th anniversary Behind the eye socket A little quiz for you

29. Teaching word learning strategies:word parts Root Prefix Suffix

30. Interesting facts about English Language • Do you know: • 90 % of English words with more than one syllable are Latin based and most of the remaining 10% are Greek based? • A single root can help us understand 5-20 related English words? (Keys to building vocabulary)

31. The Most Common Prefixes in English 31

32. The Most Common Suffixes in English 32

33. Common Latin and Greek Rootsin science 33

34. Common Latin and Greek Rootsin History 34

35. Common Latin and Greek Rootsin Geog 35

36. How to teach prefix, suffix and root? • Divide and conquer + Biology Bio logy + Geology Geo logy + Climatology Climat(e)o logy

37. Important Importable Importer Importation How to teach prefix, suffix and root? • Play games Prefixes De Im Re ex Root port Suffixes able tion ant er

38. How to teach prefix, suffix and root? • Play games Online games

39. Consuming Consumer Consume Consumes Consumption Consumed Teaching word learning strategies : Word family

40. Habitation Habitable Hab (live) Habitat Inhabit Teaching word learning strategies : Word family Inhabitant

41. Wide reading Books about Science Books about Geography Books about History Books about Art

42. Conclusion • Different scales • Different focuses • All teachers work together • Teachers’ readiness • School resources

43. http://cd1.edb.hkedcity.net/cd/languagesupport/ English

44. On-site Support: Regular visits paid to schools to meet with curriculum leaders / teachers involved

45. Professional Development Activities CurriculumResources On-site Support Services offered by LLSS

46. Where you can get further information … LLSShomepage LLSS publications Contact persons: Ms Amy POON E-mail: ayypoon@edb.gov.hk Tel.: 3698 4093 Mr. Sergio MEDEIROS E-mail: sergiomedeiros@edb.gov.hk Tel.: 3698 4024

47. Briefing session Date: 21 April (Saturday) Venue: Christian & Missionary Alliance Sun Kei Secondary School, 6 Tong Chun Street, Tseung Kwan O   Time: 9 – 12:30 pm Deadline for application : 3 May 2012

48. Your Evaluation Please