Transcript Teaching Vocabulary

Vocabulary
2.04.08
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 HRLTPs
Getting
Knowledge
Ready
Vocabulary
Reading
Aloud
Paraphrasing
What questions
does the text
answer?
Review
Summarise
Why are we here today?
Vocabulary
Today’s Roadmap
Why teach
new
vocabulary
Teaching
new words
Reviewing
vocabulary
and the topic
Checking
learning of
vocabulary
Automatising
the learning
process
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
012345
They find it easy to read new words accurately
012345
They spell and write new words accurately
012345
They understand the meanings of new words
012345
They know how to work out the meanings of new
words
012345
They can understand new words even in unfamiliar
contexts
012345
They can see the roots of new words in words they
already know.
012345
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
Before vocabulary is taught explicitly, a
student may learn like this…
‘The facing angles of a
cyclic quadrilateral are
supplementary.’
TRANSLATION: The opposite
corners in a four sided shape,
drawn to sit on the edge of a circle,
add up to 180 degrees.
C
A
D
B
Student
Short Term Memory
(Thinking Space)
Long Term Memory
(Existing Knowledge)
Yes: apply
No: try another
approach
New Vocabulary
The Nile was able to
“sustain” life in Egypt.
Say
like sounding words
and see if there are any
clues
Sustagen
Sustain Cereal
“Sustain”
Retain
Maintain
Spelling patterns
E.g. of prefixes and
suffixes
Obtain
Joined Here
(learned)
” sustain”
may mean to
keep going
Joined Here
(learned “sustain”)
Devise and test
Constructed
Meaning
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
Teaching
new words
Reviewing
vocabulary
and the topic
Checking
learning of
vocab
Automatising
the learning
process
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
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 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.
OR
Scan 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
Word
Sound/ syllables/chunks/stresses
Meaning
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:
Morning tea
Phase 1:
The Meaning Making Motor
What is it?
Working out what words mean
Phase 1: The 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
Phase 1: Working out what new
words mean using your
Meaning Making Motor (1)
Everyone has the capacity to
understand new words
• What do you think the word “sociology”
means?
• How can you work out the meaning?
• What words or stems can you see in that
word and do you know other words that
use those stems?
(“socio”: social, society, sociopath.
“ology”: biology, physiology, theology
etc).
• Can you put two stems together to make
a meaning?
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’
How do we work out the meanings of
new words?

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 1: Write key words and
meanings in glossary
Word
My definition
Copy
Class definition
the words ‘happy’/
‘beaker’/ ‘numeral’ into your
glossary.
In your own words write a
definition.
Copy down the definitions
we worked out.
Phase 1: Find synonyms and
antonyms
Word
Synonym
Antonym
• What is a synonym for
‘happy’
• What is the antonym for
‘happy’?
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 flax inscribed delta sustain inundation
Today’s Roadmap
Why
teach new
vocab
Teaching
new words
Reviewing
vocabulary
and the topic
Checking
learning of
vocab
Automatising
the learning
process
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
Phase 2:
Reviewing the vocabulary and the topic
• 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
• Use the new words in a wider range
of situations.
Today’s Roadmap
Why
teach new
vocab
Teaching
new words
Reviewing
vocabulary
and the topic
Checking
learning of
vocab
Automatising
the learning
process
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

Vocabulary Tools
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
More Vocabulary Tools
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
18. Model
Every tool does a slightly different job.
Pick the right tool for the job
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
Why
teach new
vocab
Teaching
new words
Reviewing
vocabulary
and the topic
Checking
learning of
vocab
Automatising
the learning
process
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
Teaching students to
independently learn new 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
Self Talk
Students who self talk ask
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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 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
 Practice recalling new words
 Use self-talk strategies
 Automatise word meanings and the links
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…
Teacher select
Automatise
Students
learn
Students
practice
Self-talk
How do you build these into
your teaching ?
Lesson 1
Lesson 2
Lesson 3
Lesson 4

Spell and say the
word phonetically

Select the key
words

Write key words
and meanings in
glossary

Write key words
and meanings in
glossary

Write key words
and meanings in
glossary

Write key words
and meanings in
glossary

Find synonyms
for the key words

Use the new
words
Students who build their
vocabulary skills will be able to
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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.
An NMR Literacy Improvement Initiative
Teacher development presentation and PD
materials by Northern Region teachers:
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Alistair Forge
Yota Korkoneas
Lillian Leptos
Les Mitchell
David Mockridge
Karen Money
Petrina Scanlan
Effie Sgardelis
Jan Smith