Transcript Concetta Cerra 7HRLTP-2.Vocabulary

The 7
High
Reliability
Literacy
Teaching
Procedures
HRLTP
Getting Knowledge Ready {G.K.R}
Vocabulary
Reading aloud
Paraphrasing
Saying questions the text answers
Summarising
Reviewing
Information from Dr. John Munro
Presented by Concetta Cerra
2.
Taken from John Munro
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
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
Rapid Automize Naming
Rapid Automize Naming
{R.A.N}
Retrieve and remember how to say the word
Taken from John Munro
The five phases of
teaching vocabulary
1) Stimulate known word meanings
2) Teach new words or phases
3) Review and consolidate new vocabulary with the topic
4) Store new vocabulary in memory
5) Automatize new vocabulary, check/test key words
Taken from John Munro
Planning the vocabulary teaching
Identify key
words in the
text you expect
students to read
and
comprehend
List the words
you think will
be unfamiliar
to the student
readers
Select up to 10
unfamiliar
words
Sort the
unfamiliar
words into
two groups
Taken from John Munro
Planning the vocabulary teaching
Words that are well
Words that are introduced
supported by other words in with little support or
the text, have redundancy
redundancy
Plan to have students use
their ‘Meaning Making
Motors’ {M.M.M}
Plan to teach explicitly
Taken from John Munro
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
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
Teaching new words or phrases
Teacher selects words
Teacher and students say, read and spell words
Meaning Making Motor
Explicit teaching
Glossary with synonyms and
definitions and images
Taken from John Munro
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
Sequence for teaching M.M.M strategy
Students are
cued to work
out meaning of
new words
using the text in
particular ways
Students are
cued to work
out meaning of
new words and
say what they
did after doing
it
They say how
doing this
helped them
Students say
what they will
do to work out
meaning of
new words
before they
begin to read
Students
apply the
strategy
independently
when they
read,
automize it
and link it
with other
strategies
Taken from John Munro
Phase 2. TEACHING new
words – 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
Taken from John Munro
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
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
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
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
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
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
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
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
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
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
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
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
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
Taken from John Munro
What I have learnt?
How have I learnt it?
What next?
Taken from John Munro