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
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This approach to literacy
Getting Knowledge Ready
What questions does the text answer?
Why teach new vocabulary
Teaching new words
Reviewing vocabulary and the topic
Checking learning of vocabulary
Automatising the learning process
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.
Consider the following text
How would you have liked your students to score?
Sometimes these students are not able to
Teach students to
‘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.
like sounding words and see if there are any clues
No: try another approach
Long Term Memory
Short Term Memory
The Nile was able to “sustain” life in Egypt.
” sustain” may mean to keep going
E.g. of prefixes and suffixes
Joined Here (learned)
Devise and test Constructed Meaning
It helps students to
1. Teaching new words or phrases
2. Reviewing vocabulary and the topic
3. Checking/testing key words students have stored and automatised
Teacher selects words
Teacher and students say read and spell the words
Meaning Making Motor
Glossary with synonyms and definitions and images
The following slides will now go through these steps in more detail
Look at the text in front of you. Scan down the page and identify key words and phrases.
Scan the page and circle any words you don’t understand.
Everyone repeat the word: in-un-da-tion. Inundation
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
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:
What is it?
Working out what words mean
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
8. Check your guess and modify guess if needed
9. Check your dictionary meaning
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.
Teach students to work out
the meaning of unfamiliar words
as they read
using the various previous strategies.
script flax inscribed delta sustain inundation
Reviewing the vocabulary and the topic
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
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
Every tool does a slightly different job.
Pick the right tool for the job
Students store vocabulary into memory when they can
Students need to
Students who self talk ask
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.
Teacher development presentation and PD materials by Northern Region teachers: