Transcript Teaching new words

Phases 1&2
Vocabulary
-stimulate existing vocab
-teach new words
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
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GKR
Vocabulary
Read aloud
Paraphrasing
What questions does the text answer?
Summarising
Review
Why are we here today?
Vocabulary
What do we mean by teaching
vocabulary ?
What does vocabulary ‘look like ‘ ?
you are teaching them to
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When you are teaching vocabulary to students
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 ‘came from’ words they already know.
Today’s Roadmap
Why
teach
new
vocab
Use
known
words
Teach
new
words
Review
vocabulary
for the topic
Store
vocabulary
in memory
Automatise
new
vocabulary
Why is it important to teach vocab?
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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 vocabulary ?
A reader with low vocabulary reading a text
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Like many other ancient XXXXXXX. Egypt
developed around a river; the Nile. It is the
XXXXXXX of XXXXXXX. The river provided a
XXXXXX supply of water in a land that had
XXXXXXX no rain. Its XXXX floods XXXXXXX
the fields in which the XXXXXX was planted.
How important is vocabulary ?
A reader with better vocabulary reads the text as
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Like many other ancient civilizations Egypt
developed around a river; the Nile. It is the
lifeblood of Egypt. The river provided a regular
supply of water in a land that had virtually no
rain. Its annual floods irrigated the fields in
which the crops was planted.
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
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directly improves their ability to read words accurately.
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directly improves their ability to understand what they are reading..
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helps them use what they know about some words to read and understand
other words.
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helps them show what they know.
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helps them learn more about the topic you are teaching.
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 4 (always).
They find it easy to
 say new words accurately and rapidly
01234
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read new words accurately and rapidly
01234
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spell and write new words accurately
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understand the meanings of new words
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know how to work out the meanings of new words
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understand new words even in unfamiliar contexts
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see the roots of new words in words they know.
01234
Total:
What did your students score?
How would you have liked them to score?
What does a low score mean?
These students are not able to
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say, read and spell key words accurately
and rapidly
say what they mean
work out the meanings of new words
link new words with related words
remember them.
You want to help students learn vocabulary
What do you do teach them ?
Teach them to
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say new words accurately
read new words accurately
spell and write new words
understand the meaning of words
work out the meaning of new words in familiar and
unfamiliar contexts
link the words with related words in networks
see how new words came from words they know.
What does the brain do to learn new
vocabulary ?
The Nile was
able to
“sustain” life
in Egypt.
The new word here is “sustain” .
What happens in a person’s brain to
learn its meaning ?
Memory : Short term and long term
The Nile was able to “sustain” life in Egypt.
Short Term Memory
(Thinking Space)
Ideas joined here
Learn “sustain”
New vocabulary
“Sustain”
Long Term Memory
(Existing Knowledge)
How new words are learnt
Long Term Memory
Short Term Memory
(Existing Knowledge)
(Thinking Space)
Say words that
sound like it: main,
pain, stain
New Vocabulary
The Nile was able to
“sustain” life in Egypt.
ain
“Sustain”
Keep
going
Sus- tain
Joined Here (learned)
Joined Here
(learned “sustain”)
Reader
look at spelling
patterns
…ain, sus…
…tain
Form new meaning link with synonyms:
last, keep going,
continue
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
Why
teach
new
vocab
Use
known
words
Teach
new
words
Review
vocabulary
for the topic
Store
vocabulary
in memory
Automatise
new
vocabulary
The five phases of teaching vocabulary
1.
2.
Stimulate known word meanings
Teach new words or phrases
3.
Review and consolidate new vocabulary with
the topic
4.
Store new vocabulary in memory
5.
Automatise new vocabulary, check / test key
words
Planning the vocabulary teaching
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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 2 groups;
words that are well supported by other
words in the text, have redundancy
words that are introduced with
little support or redundancy.
Planning the vocabulary teaching (cont.)
Plan to teach explicitly
words that are introduced with
little support or redundancy in the
text
Plan to have students use
their ‘meaning making
motors’ in small groups
words that are well supported by
other words in the text
Today’s Roadmap
Why
teach
new
vocab
Recall
and use
known
words
Teach
new
words
Review
vocabulary
for the topic
Store
vocabulary
in memory
Automatise
new
vocabulary
Phase 1 : stimulate existing vocabulary
Students
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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
Herbertia the vile
Suggest words that describe
what snakes look like
 how snakes move
 what snakes do
 how people react to snakes
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When students have difficulty
reading and spelling words
When students have difficulty reading and
spelling words they are expected to know:
note how they read the words
• check their phonological knowledge re words
• note how rapidly they say the written words
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Today’s Roadmap
Why
teach
new
vocab
Use
known
words
Teach
new
words
Review
vocabulary
for the topic
Store
vocabulary
in memory
Automatise
new
vocabulary
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 word means
• find synonyms for the key word
• visualise images of the meaning of new word
• use the new word
Teaching new words or phrases
Teacher selects words
Teacher and students say
read and spell the words
Meaning
Making Motor
Explicit
Teaching
Glossary with synonyms
and definitions and images
Phase 2: Students select key words
Look at the text in front of you. Scan
down the page and identify key words
and phrases.
.
Look at the text in front of you.
Scan the page and circle any
words you don’t understand.
Phase 2: Students say, read, spell
aloud
‘Inundation’
Please say the word: in-un-da-tion. Inundation
In-un-da-tion. Inundation.
Phase 2: Make a spelling image
To help you remember how to spell the
word , make a picture of how it sounds
and looks
. Button is ‘butt’ ‘on’
Yacht is ‘y’ ‘a’ ‘ch’ ‘t’
Phase 2: Reading the word
Word
Sound/ syllables/chunks/stresses
Meaning
To help you remember how to say each word
‘yacht’
‘y’ ‘o’ ‘t’
Thought
th’ ‘or’ ‘t’ ‘thort’
Button
‘butt’ ‘on’
Doctor
‘doc’ ‘ta’
butt’n’
Phase 2:
The Meaning Making Motor
What is it?
Readers work out what words mean
Using the meaning making motor
The trees in the orchard were
bacciferous. Their branches were
weighed down with their heavy
loads. The berry pickers worked
without stopping. As they picked
the berries, they put them in
baskets made of baft. The baft
scratched and cut their bare arms.
If only the farmer had given them
containers made of softer fabric.
Two steps:
 work out what the
words in bold mean
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Say what you do to
work them out
Phase 2: The Meaning Making Motor
What the word means
What could bacciferous mean ? It means having / holding lots
of fruit.
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What are some other words or phrases we could use for it ?
What is an image we can link with it ?
What are actions / feelings we could link with it ?
What could baft mean ?
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What are some other words or phrases we could use for it ?
What is an image we can link with it ?
What are actions / feelings we could link with it ?
Phase 2: The Meaning Making Motor
What actions help us work out the meaning ?
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
Phase 2: Working out what new words mean
using your meaning making motor (1)
• What do you think the word “delta” means?
• How can you work it out?
The ancient Egyptian civilization
developed around the Nile. It flows from the
wet highlands of central Africa through the
desert red lands and finally empties into the
sea through a long delta.
Phase 1: Work 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’
How do we work out the meanings of
new words?
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To find the
location of the
forest fire we
had to
triangulate
from the
peaks of
nearby
mountains.
tri=three??
angul=angle??
ate=the action??
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 2: Write key words and meanings in
glossary
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Write the words ‘sustain’/ ’fertile’/ ‘inundate’ in your
glossary.
write your definition for each In your own words.
write the class definitions we worked out.
Word
My definition
Class definition
sustain
keep going
keep living
fertile
grow things well
inundate
flood
Phase 2: Find synonyms and antonyms
What is a synonym for ‘environment ’?
What is the antonym for ‘extinct ?
Another word for environment is habitat.
An opposite to extinct is living.
word
synonym
environment
extinct
habitat
dead
antonym
living
Phase 2: Visualise what new words mean
When you say the word ‘treacherous’
what picture do you see in your mind ?
In my picture I am paddling down the
river. There is a dangerous part
ahead but you can’t see the danger.
This part is ‘treacherous’?
Phase 2: Use the new words in a sentence
Say the word ‘habitat in a meaningful sentence.
Where else could you use this word? Say it in a different
sentence.
Write a short story using the words we’ve just added to
our glossary. You have 10 minutes.
Its habitat had lots of food.
The habitats of many wild animals is
threatened by industry.
Phase 2: Apply MMM to ancient Egypt
How would you teach
students to work out
the meanings of script
and inscription ?
If you cannot read Arabic, the
script above will be
meaningless. Egyptian was also
meaningless to historians for a
long time. Then, in 1799, an
inscribed stone was found that
allowed scholars to interpret
them. Much was then learnt
about the world of ancient
Egypt.
Phase 2: Apply MMM to ancient Egypt
How would you teach
students to work out
the meaning of flax ?
Its banks provided reeds
to make boats, roofs,
baskets and papyrus.
The flax that grew in the
riverside fields provided
the material needed to
make fabric.
Phase 2: Apply MMM to ancient Egypt
How would you
teach students to
work out
the meaning of
Inundation ?
Its banks provided reeds The
river’s annual flood cycle helped
to set the calendar. The
Inundation, or flood season, was
regarded as the start of each year.
This period from about July to
September was seen as a time of
‘rebirth’ — a time when fertile new
soil washed down from the
highlands was dumped on
farmlands as a base for the next
year’s crops.
What actions can you teach students to
use ?
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say to themselves what the word does in the sentence; flax was a
plant that grew on the banks and was used to make material.
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visualize the sentence that have the new word and other ideas;
they put as much of the sentence as they can into the image..
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note any pictures or visual features that go with new word.
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look at the letter patterns in the word, guess at what each part might
mean by linking them with other words they know. They can link
script and inscribed with reading and writing.
What actions can you teach students to
use ?
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try to put other words or phrases in place of it and see which one/s
fit best.
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check their guess by re-reading the sentences with the other words
in them and modify their guess if necessary.
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consolidate their guess: I think inundation means flooding; the
students visualize the Nile overflowing its banks and covering all
the land beside the river.
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check their guess with a dictionary definition.
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You can teach students to do these meaningmaking actions one at a time and to practise
using them. They also need to learn how to
apply them to more complex text.
To teach each meaning-making actions
Teach students to
do each action one at a time
 say what they did; they describe the action
 practise using it
 learn how to apply it to more complex text.
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Students learn self talk to use their MMM
Teach students to talk to themselves about working out the new
vocabulary:
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ask themselves questions : Could it / does it mean … ?
tell themselves what to do :
 I tell myself what I think it means,
 I need to try possible synonyms and see how they fit,
 I need to fine tune my first try at its meaning.
GKR: Know in experiences, images
Know in experiences, images
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What does pictures show ?
What does it tell you it is
about ? What does it
remind you of ?
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How might picture be
different in an hour ?
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What do you already know
about this topic ?
GKR: Know in words, sentences
Know in words, sentences
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Say title in other ways.
Say in sentences what pictures
show ?
What questions might it answer
?
What words might come up in text
Words for how worms move,
breathe ?
If you were a worm what would
you want to say about …?
Why do you think giant worms in
Gippsland grow so big ? Article.
Planning how to teach vocabulary
Look at the text and select the new vocabulary. Which
terms are defined within the text ?
New terms defined in the text
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organic materials
New terms not defined in the text
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hatch from eggs
burrows
cells
egg case
Planning how to teach vocabulary
Look at the text and select the new vocabulary. Which
terms are defined within the text ?
New terms defined in the text
•
organic materials
New terms not defined in the text
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hatch from eggs
burrows
cells
egg case
Order for teaching vocabulary
While reading
+learning
GKR
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Retrieve
known words,
how to say,
read, spell
them, suggest
meanings,
synonyms
Review
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Teach new
vocabulary
Teach how to
work out new
vocabulary MMM
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Review new
meanings,
link with
synonyms
and images
Store in
memory
Automatise
recall , use of
meanings
Teaching vocabulary
Using your meaning making
motor.
Work out the meaning of
organic material.
What do you do to work it
out ?
Teaching vocabulary
Read page 4.
What does hatch mean ?
How do you work it out ?
Teaching vocabulary
Read page 6.
Teach the meaning of egg case.
Visualize how the egg case
changes.
Teaching vocabulary : review and
consolidate new meanings
Ask students to select and collate the new vocabulary.
New terms
synonym
organic materials
Made from animals and plants
hatch from eggs
Grow
burrows
Hole
egg case
Shell or cover
cells
Image /icon