T he 7 H igh R eliability L iteracy T eaching P rocedures

1. The 7 High ReliabilityLiteracyTeachingProcedures • Getting Knowledge Ready {G.K.R} • Vocabulary • Reading aloud • Paraphrasing • Saying questions the text answers • Summarising • Reviewing HRLTP Information from Dr. John Munro Presented by Concetta Cerra

2. 2. Taken from John Munro

3. 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 ‘come from’ words they already know Taken from John Munro

4. 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 Taken from John Munro

5. Rapid Automize Naming Rapid Automize Naming {R.A.N} Retrieve and remember how to say the word Taken from John Munro

6. The five phases of teaching vocabulary Stimulate known word meanings Teach new words or phases Review and consolidate new vocabulary with the topic Store new vocabulary in memory Automatize new vocabulary, check/test key words Taken from John Munro

7. Planning the vocabulary teaching Taken from John Munro

8. Planning the vocabulary teaching Taken from John Munro

9. 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 Taken from John Munro

10. 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 words mean • Find synonyms for the key word • Visualise images of the meaning of new word • Use the new word Taken from John Munro

11. Teaching new words or phrases Teacher selects words Teacher and students say, read and spell words Explicit teaching Meaning Making Motor Glossary with synonyms and definitions and images Taken from John Munro

12. Phase 2. TEACHING new words–Meaning Making Motor The Meaning Making Motor What is it? Readers work out what words mean Taken from John Munro

13. Sequence for teaching M.M.M strategy Taken from John Munro

14. Phase 2. TEACHING new words–Meaning Making Motor Say the word Look at the letter patterns in the new word Visualise the sentence Use the context to work out meaning of the word Note any graphics that go with the new word Say to yourself what the word does in this sentence Substitute Check your guess and modify guess if needed Check your dictionary meaning Taken from John Munro

15. Phase 2. TEACHING new words–Find synonyms and antonyms • What is a synonym for .......... • What is the antonym for ......... • Another word for ......... is ........... • An opposite to .......... is ........... Taken from John Munro

16. Phase 2. TEACHING new words–Visualise what new words mean When you say the word ...... what picture do you see in your mind? Taken from John Munro

17. Phase 2. TEACHING new words–Use the new word in a sentence • Say the word .......... in a meaningful sentence • Where else could you use this word? • Say it in a different sentence • Write a short story using the word Taken from John Munro

18. Phase 3. REVIEW the vocabulary for the topic • At the end of a lesson or reading session the student 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 actions they will link with the word Taken from John Munro

19. Phase 4. STORE new vocabulary in memory • Teach the students to • Say what they will remember about what the words mean • Say how it is like what they already knew and how it is • different -Where the new ideas ‘fit in’ {What do the new words • remind me of? What word is it like? What are opposites?} Taken from John Munro

20. Phase 4. STORE new vocabulary in memory When is vocabulary in memory? • Students have stored vocabulary in memory when they can • Say what they think key words mean • Link words with what they know • Create their own definitions • Visualise pictures of the words • Act out words Taken from John Munro

21. Phase 5. AUTOMATIZE vocabulary • Students practise recalling vocabulary from memory: they • Speed up reading • Spell and recall the word • Use some words to stimulate/cue/predict related words based on • what they have learnt • Hear a sentence description and say the word it describes Taken from John Munro

22. Students need to: • Learn each vocabulary separately • Practise the strategy regularly • Say what they did and how each • strategy helped them • Experience success using the strategy Taken from John Munro

23. Self talk • What could it/does the word mean? • Are there smaller words within the word? • Can I think of synonyms? • What type of text is it? • 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? Taken from John Munro

24. 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 Taken from John Munro

25. 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 • Practise recalling new words • Use self-talk strategies • Automatize word meanings and the links Taken from John Munro

26. 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 Taken from John Munro

27. Vocabulary tools • Word wall • A series of words related to topic or letter pattern • Acting out the meaning • Scrabble, Up words, Boggle... • Draw a picture • Use analogies • Visualise • Dictation • Word games {Snap, Memory, Bingo, Alphabet games...} • Suggest other words they know • Spell and recognise patterns • Define – use dictionary • Think, pair, share • Cloze activities • Synonyms • Antonyms • Glossary • Quizzes Every tool does a slightly different job. Pick the right tool for the job. Taken from John Munro

28. Taken from John Munro

29. What I have learnt? How have I learnt it? What next? Taken from John Munro