vocabulary
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Vocabulary. Draft : 19.9.07 Presented by ___________ Module 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 - PowerPoint PPT PresentationTRANSCRIPT
Vocabulary
Draft : 19.9.07
Presented by ___________
Module 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
The 7 HRLTPs
• GKR• Vocabulary• Read aloud • Paraphrasing• What questions does the text answer?• Summarising• Review
Why are we here today?
Vocabulary
Today’s Roadmap
Teaching new words
Reviewing vocabulary and the topic
Checking learning of vocabulary
Automatising the learning process
Why teach new vocabulary
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.
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.
Chances of Learning New Words in Context
Robert Marzano
Dimensions of Learning
Factor Chances of Learning Word
Grade Level Grade 4
Year 11
8%
33%
Text Density 1 new / 10 words
1 new / 74 words
1 new / 150 words
7%
14%
30%
How well do your students understand new vocabulary?Rate them on each scale from 0 (never) to 5 (always).
They find it easy to say new words accurately 0 1 2 3 4 5
They find it easy to read new words accurately 0 1 2 3 4 5
They spell and write new words accurately 0 1 2 3 4 5
They understand the meanings of new words 0 1 2 3 4 5
They know how to work out the meanings of new words
0 1 2 3 4 5
They can understand new words even in unfamiliar contexts
0 1 2 3 4 5
They can see the roots of new words in words they already know.
0 1 2 3 4 5
Total:
What did your students score?
How would you have liked your students to score?
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
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
‘The facing angles of a cyclic quadrilateral are supplementary.’
Before vocabulary is taught explicitly, a
student may learn like this…
TRANSLATION: The opposite corners in a four sided shape, drawn to sit on the edge of a circle, add up to 180 degrees. A
B
C
D
Student
Short Term Memory
(Thinking Space)
Long Term Memory
(Existing Knowledge)
New Vocabulary
The Nile was able to “sustain” life in Egypt. Joined Here
(learned)
Say like sounding wordsmainpainstaintrain
Spelling patterns…ainSus……tain
Constructed Meaning(Synonyms) lastkeep Goingcontinue
ain
Keep going
Sus- tain
“Sustain”
Joined Here
(learned “sustain”)
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
Today’s Roadmap
Teaching new words
Reviewing vocabulary and the topic
Checking learning of vocab
Automatising the learning process
Why teach new vocab
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
Meaning Making Motor
Explicit Teaching
Teacher selects words
Glossary with synonyms and definitions and images
Teacher and students say read and spell the words
Teaching new words or phrases
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
Phase 1: Select the key words
Look at the text in front of you. Scan down the page and identify key words and phrases.ORScan the page and circle any words you don’t understand.
Phase 1: Say, read, spell aloud
‘Inundation’Everyone repeat the word: in-un-da-tion.
Inundation
In-un-da-tion. Inundation.
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
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:
Word Sound/ syllables/chunks/stresses
Meaning
Morning tea
Phase 1: The Meaning Making Motor
What is it?
Working out what words mean
1. Say the word
6. Say to yourself what the word does in this sentence
Phase 1: The Meaning Making Motor
4. Use the context to work out meaning of the word
5. Note any graphics that go with the new word
2. Look at the letter patterns in the new word.
7. Substitute
8. Check your guess and modify guess if needed
3.Visualise the sentence
9. Check your dictionary meaning
Phase 1: Working out what new words mean using your Meaning Making Motor (1)
• What do you think the word “sociology” means?
• How can you work it out? • What words or stems can you see in that
word? (social, society, sociopath. “ology”
biology, physiology, theology etc). • Can you put two stems together to make
a meaning? • Everyone has the capacity to understand
new words
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’
To find the location of the forest fire we had to triangulate from the peaks of nearby mountains.
How do we work out the meanings of new words?
ate=the action??
tri=three??
angul=angle??
How could drawing angles help me find a fire??
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.
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.
Word My definition Class definition
Phase 1: Find synonyms and antonyms
• What is a synonym for ‘happy’
• What is the antonym for ‘happy’?
Word Synonym Antonym
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?
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.
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 inscribed delta sustain inundation
Today’s Roadmap
Teaching new words
Reviewing vocabulary and the topic
Checking learning of vocab
Automatising the learning process
Why teach new vocab
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
Phase 2: Reviewing the vocabulary and the topic
• Use each word in a sentence to show its meaning
• Write a paragraph using the words
• Use a chart to organise new words, terms, synonyms and sentences
• Match key words with
their synonyms found in different texts
Phase 2: Reviewing the vocabulary and the topic
Phase 2:Reviewing the vocabulary and the topic
• Use the new words in a wider range of situations.
Today’s Roadmap
Teaching new words
Reviewing vocabulary and the topic
Checking learning of vocab
Automatising the learning process
Why teach new vocab
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
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
Automatising
Students store vocabulary into memory when they can
1. Link words with what they know
2. Say what they think key words mean
3. Create their own definitions
4. Visualise pictures of the words
5. Act out 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
Teaching students to independently learn new words
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 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.
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.
____________________________________________________________________________________________________________________________________________________________________
It can look like this…
Students practice
Teacher select
Students learn
Automatise
Self-talk
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
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.
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.
Pictures taken at just the right angle
