-review and consolidate new vocabulary

-store new vocabulary in memory

-automatise new vocabulary, check/test key words

Vocabulary

Phases 3,4 & 5

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

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

Phase 3: Review and collate the key words

What it means Mental picture sentence

extinct not living, dead

endangered under threat

species a type

habitat environment

heritage what 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/

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

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

Phase 4: Teach students to store new

vocabulary in long term memory

Teach the students to1. 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

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 ?

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 ?

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

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

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

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.

Today’s Roadmap

Teaching new words

Reviewing vocabulary and the topic

Checking learning of vocab

Automatising the learning process

Why teach new vocab

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 ?

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.

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.

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

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

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?

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.

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

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.

____________________________________________________________________________________________________________________________________________________________________

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

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

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

It can look like this…

Students practice

Teacher select

Students learn

Automatise

Self-talk

The plans

Know how to develop

• an literacy action plan• a professional learning plan• an implementation plan

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 ?

How will you set goals for each year ?

Term Term outcome

students teachers

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 GKRwork out new word meanings paraphrase text they read

teach vocabulary and MMM

trial teaching paraphrasing

How do you build these into

your teaching ? Lesson 1 Lesson 2 Lesson 3 Lesson 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

Write key words and meanings in glossary

Find synonyms for the key words

Write key words and meanings in glossary

Use the new words

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.

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 ?

How will you set goals for each term ?Activity During term Term

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 ?

Staff learning : Weekly planning proforma

week See 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

How will you lead teachers to implement activities each week ?

Weekly planning proforma

HRLTP Lesson 1 Lesson 2 Lesson 3

GKR Hear key words, visualize the context

Talk about images in sentences

Say what questions the text might answer

vocabulary Read and spell key words

Work out meanings of key words

synonyms

Student learning : Weekly planning proforma

Plan for teaching new aspects of each strategy for Term 1

Week Use orally

When cued

Read,do, say evaluate

Say and do when read

Apply

1 GKR

2 vocab GKR

3 vocab GKR

4 vocab GKR

5 vocab GKR

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.

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

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.