Vocabulary
This presentation is the property of its rightful owner.
Sponsored Links
1 / 58

Vocabulary PowerPoint PPT Presentation


  • 249 Views
  • Uploaded on
  • Presentation posted in: General

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

Download Presentation

Vocabulary

An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -

Presentation Transcript


Vocabulary

Vocabulary

2.04.08

Presented by

Module 2


The 7 high reliability literacy teaching procedures hrltps

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

The HRLTPs

Getting Knowledge Ready

Vocabulary

Reading Aloud

What questions does the text answer?

Summarise

Paraphrasing

Review


Why are we here today

Why are we here today?

Vocabulary


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

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

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

Chancesof Learning New Words in Context


Vocabulary

How well do your students understand new vocabulary?Rate them on each scale from 0 (never) to 5 (always).


What did your students score

What did your students score?

How would you have liked your students to score?


What does a low score mean

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

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

Before vocabulary is taught explicitly, a student may learn like this…

‘The facing angles of a cyclicquadrilateral are supplementary.’

TRANSLATION: The oppositecorners in a four sided shape, drawn to sit on the edge of a circle, add up to 180 degrees.

C

A

D

B


Vocabulary

Student

Say

like sounding words and see if there are any clues

Sustagen

Sustain Cereal

Yes: apply

No: try another approach

Long Term Memory

(Existing Knowledge)

Short Term Memory

(Thinking Space)

New Vocabulary

The Nile was able to “sustain” life in Egypt.

“Sustain”

Retain

Maintain

Obtain

” sustain” may mean to keep going

Spelling patterns

E.g. of prefixes and suffixes

Joined Here (learned)

Devise and test Constructed Meaning

Synonyms: last

keep going

continue

Joined Here

(learned “sustain”)


Why teach vocabulary

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


Vocabulary

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

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


Vocabulary

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

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

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

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

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

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:


Morning tea

Morning tea


Phase 1 the meaning making motor

Phase 1: TheMeaning Making Motor

What is it?

Working out what words mean


Phase 1 the meaning making motor1

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

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

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’


Vocabulary

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??


Vocabulary

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

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.


Phase 1 find synonyms and antonyms

Phase 1: Find synonyms and antonyms

  • 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

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

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

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 deltasustaininundation


Vocabulary

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

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 topic1

Phase 2: Reviewing the vocabulary and the topic

  • Use each word in a sentence to show its meaning

  • Write a paragraph using the words


Vocabulary

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 topic2

Phase 2:Reviewing the vocabulary and the topic

  • Use the new words in a wider range of situations.

Fuel


Vocabulary

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

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

Vocabulary Tools

  • 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

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

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.


Vocabulary

Today’s Roadmap

Why teach new vocab

Teaching new words

Reviewing vocabulary and the topic

Checking learning of vocab

Automatising the learning process


Automatising

Automatising

Students store vocabulary into memory when they can

  • Link words with what they know

  • Say what they think key words mean

  • Create their own definitions

  • Visualise pictures of the words

  • Act out words


Teaching students to independently learn new 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

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 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 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

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

It can look like this…

Students learn

Teacher select

Students practice

Automatise

Self-talk


How do you build these into your teaching

How do you build these into your teaching ?


Students who build their vocabulary skills will be able to

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

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

An NMR Literacy Improvement Initiative

Teacher development presentation and PD materials by Northern Region teachers:

  • Alistair Forge

  • Yota Korkoneas

  • Lillian Leptos

  • Les Mitchell

  • David Mockridge

  • Karen Money

  • Petrina Scanlan

  • Effie Sgardelis

  • Jan Smith


  • Login