Vocabulary

1. Phases 3,4 & 5 Vocabulary -review and consolidate new vocabulary -store new vocabulary in memory -automatise new vocabulary, check/test key words

2. Today’s Roadmap Store vocabulary in memory Review vocabulary for the topic Teach new words Use known words Why teach new vocab Automatise new vocabulary

3. Phase 3: Review the vocabulary for the topic At the end of a lesson or reading session the students 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 the actions they will link with the word

4. Phase 3: Review and collate the key words After reading Pandas becoming extinctstudentsin TPS select and collate key words, say what each word means, suggest 1-2 synonyms, mental picture and use in sentence/

5. Phase 3: Review the vocabulary and the topic -useful activities Phase 3: Students • use each word in a sentence to show its meaning • write a paragraph using the words. • organise new words and synonyms on a chart • match key words with synonyms from different texts. • use the new words in a wider range of situations. Fuel

6. Today’s Roadmap Store vocabulary in memory Review vocabulary and the topic Teach new words Use known words Why teach new vocab Automatise new vocabulary

7. Phase 4: Teach students to store new vocabulary in long term memory Teach the students to • say what they will remember about what the words mean. Useful activities include TPS, finish written definition.

8. Phase 4: Teach students to store new vocabulary in long term memory Teach the students to • say how it is like what they already knew and how it is different (where the new ideas ‘fit in’). They ask themselves: What do the new words remind me of ? What words it is like ? What are opposites ?

9. Phase 4: Teach students to store new vocabulary in long term memory Teach the students to • say how it is like what they already knew and how it is different (where the new ideas ‘fit in’). They ask themselves: What do the new words remind me of ? What words it is like ? What are opposites ?

10. Phase 4: 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

11. 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 Every tool does a slightly different job. Pick the right tool for the job

12. 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

13. 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.

14. Today’s Roadmap Why teach new vocab Teaching new words Reviewing vocabulary and the topic Checking learning of vocab Automatising the learning process

15. Phase 5: Automatise vocabulary Students practise recalling vocabulary from memory : they

16. Phase 5: Automatise vocabulary (cont.) Students practise recalling vocabulary from memory : they

17. Phase 5: Automatise vocabulary (cont.) Students practise recalling vocabulary from memory : they

18. Teach students to learn new words independently Students need to • learn each vocabulary strategy separately • practise the strategy regularly • say what they did and how each strategy helped them. • experience success using the strategies

19. Sequence for teaching MMM strategy

20. 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?

21. 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.

22. 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

23. 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. ____________________________________________________________________________________________________________________________________________________________________

24. How to learn to doHRLTPs in teaching ? • discuss in PLTs • visualise, reflect on using HRLTPs to teach topics • plan lessons that include the HRLTPs • see HRLTPs demonstrated in your classes • coach staff to do HRLTPs in teaching • trial, evaluate HRLTPs in teaching in action research • see how HRLTPs solve problems in teaching

25. Implementing HRLTPs in teaching • Implement 1-2 aspects of HRLTPs at a time • Need clear operational plan and action plan • Need explicit PL procedures, PLT led by MLLL • Need clear data • Need clear model of teaching • Need to know how to lead change in teaching

26. What do you do to improve teaching ? • Identify term by term goals • Pool new professional knowledge regularly • Use specific procedures for PL • How to use in teaching topics - lesson planning • Demonstration and modeling • Peer and external coaching • Use data to inform teaching – AfL • Gather data to monitor progress

27. It can look like this… Students learn Teacher select Students practice Automatise Self-talk

28. The plans Know how to develop • an literacy action plan • a professional learning plan • an implementation plan

29. Key questions to assist with action planning What will effective literacy teaching look like ? When the effective literacy teaching is in place • what will teachers be doing differently ? What does effective literacy teaching look like ? • how will students be learning differently ? What does effective literacy learning look like ?

30. How will you set goals for each year ?

31. How do you build these into your teaching ?

32. Example : Student outcomes to target in Term 1 2008 Students will have improved ability to • talk + write in sentences about pictures they see in texts • talk + write about the images they generate when they hear the title, its topic, key words or sentences. • suggest possible vocabulary that may be used in the text • identify 5W +H questions the text might answer • paraphrase title and suggest possible ideas in the text.

33. Be clear on what you want as outcomes Have an explicit focus on PL and staff activity: By end of Term 1 : • What will staff be doing differently? • What will students be doing differently? • What will SLTs be guiding, scaffolding differently ?

34. How will you set goals for each term ?

35. Staff learning : Weekly planning proforma

36. How will you lead teachers to implement activities each week ? Weekly planning proforma

37. Student learning : Weekly planning proforma Plan for teaching new aspects of each strategy for Term 1

38. 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.

39. Monitoring your progress Know how your school will gather data • formative data : Afl • summative data Know how your school will interpret data and map it into action

40. 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.