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

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<ul><li><p>Vocabulary-review and consolidate new vocabulary-store new vocabulary in memory-automatise new vocabulary, check/test key wordsPhases 3,4 &amp; 5</p></li><li><p>Todays RoadmapTeach new wordsReview vocabulary for the topicStore vocabulary in memoryAutomatise new vocabularyWhy teach new vocabUse known words</p></li><li><p>Phase 3: Review the vocabulary for the topicAt the end of a lesson or reading session the students can</p><p>select /identify the new words they have learntsay how they are spelt, write themsay what the words meansuggest synonyms for the new wordssay the mental pictures they link with each word to help them remember itsay the actions they will link with the word</p></li><li><p>Phase 3: Review and collate the key words</p><p>After reading Pandas becoming extinct students in TPS select and collate key words, say what each word means, suggest 1-2 synonyms, mental picture and use in sentence/</p><p>What it meansMental picturesentenceextinct not living, deadendangeredunder threatspeciesa typehabitatenvironmentheritagewhat it gets from parents</p></li><li><p>Phase 3: Students</p><p>use each word in a sentence to show its meaning</p><p>write a paragraph using the words.</p><p>organise new words and synonyms on a chart</p><p>match key words with synonyms from different texts.</p><p>use the new words in a wider range of situations. </p><p>Phase 3: Review the vocabulary and the topic -useful activities</p></li><li><p>Todays RoadmapTeach new wordsReview vocabulary and the topicStore vocabulary in memoryAutomatise new vocabularyWhy teach new vocabUse known words</p><p>for - JOhn: in GKR you've already stimulated their vocab.</p></li><li><p>Phase 4: Teach students to store new vocabulary in long term memory Teach the students tosay what they will remember about what the words mean.Useful activities include TPS, finish written definition.</p><p>each student drafts their definitions of key wordspairs of students synthesize a definition of each wordtwo pairs join, evaluate their definitions and form joint definition</p></li><li><p>Phase 4: Teach students to store new vocabulary in long term memory Teach the students to</p><p>say how it is like what they already knew and how it is different (where the new ideas fit in).</p><p> They ask themselves: </p><p>What do the new words remind me of ? What words it is like ? What are opposites ?</p></li><li><p>Phase 4: Teach students to store new vocabulary in long term memory Teach the students to</p><p>say how it is like what they already knew and how it is different (where the new ideas fit in).</p><p> They ask themselves: </p><p>What do the new words remind me of ? What words it is like ? What are opposites ?</p></li><li><p> Phase 4: When is vocabulary in memory ?Students have stored vocabulary in memory when they can</p><p>Say what they think key words mean Link words with what they know Create their own definitions Visualise pictures of the wordsAct out words</p></li><li><p>Vocabulary Tools Word Wall e.g. students write one word/phrase and then read / Say aloud each new word/phrase</p><p>2. A series of words related to topic or letter pattern.3. Acting out the meaning 4. Scrabble, Up words, Boggle5. Draw a picture6. Use analogies7. Visualise8. DictationEvery tool does a slightly different job.Pick the right tool for the job</p></li><li><p>More Vocabulary Tools 9. Word Games eg Bingo, Alphabet Game10. Suggest other words they know11. Spell and recognise patterns12. Define use dictionary13. Think pair share14. Cloze activities15. Synonyms16. Antonyms17. GlossaryEvery tool does a slightly different job.Pick the right tool for the job18. Model</p></li><li><p>How do you test vocabulary? Students can recall sets of vocabulary for a topicdraw a meaning map for a topic showing how the vocabulary items are linkedhear a sentence description and write the word it describes suggest synonyms and antonyms. </p></li><li><p>Todays RoadmapTeaching new wordsReviewing vocabulary and the topicChecking learning of vocabAutomatising the learning processWhy teach new vocab</p><p>for - JOhn: in GKR you've already stimulated their vocab.</p></li><li><p> Phase 5: Automatise vocabularyStudents practise recalling vocabulary from memory : they</p><p>speed up reading, spelling and recalling the words, for example, the names of items as rapidly as possible. Begin each lesson with 5 minutes revising vocabulary taught in the previous lessons.Give me for synonyms and antonyms for each of these words as quickly as you can: ancient, fertile, sustain.use some words to stimulate/ cue / predict related words based on what they have learntWhat words go with moons, orbit, Solar, year ? </p></li><li><p> Phase 5: Automatise vocabulary (cont.)Students practise recalling vocabulary from memory : they</p><p>hear a sentence description and say the word it describes (for words already taught) I am land that grows lots of food. I am not like the desert. </p><p>play card games like Snap, Bingo, Memory in which they match the word with a synonym or antonym or match a word with the category to which it belongs.</p></li><li><p> Phase 5: Automatise vocabulary (cont.)Students practise recalling vocabulary from memory : they</p><p>make up quizzes for other groups based on the vocabulary they have learnt.</p><p>use cloze activities to revise the vocabulary you have taught earlier. Write some sentences using the key vocabulary for the topics. Delete the key vocabulary. Objects attracted to magnets are made of either ______, ________ or _________.When you stroke a nail or a needle with a magnet, you are ___________ it. </p></li><li><p>Teach students to learn new words independentlyStudents need to</p><p>learn each vocabulary strategy separately</p><p>practise the strategy regularly</p><p>say what they did and how each strategy helped them.</p><p>experience success using the strategies</p></li><li><p>Sequence for teaching MMM strategy</p><p>Students are cued to work out meaning of new words using the text in particular ways, eg., </p><p>imagine what word might meanuse analogy</p><p>.Students are cued to work out meaning of new words and say what they did after doing it; they say I imagined what the rest of the sentence was about. I thought about what word would fit.They say how doin this helped them,Students say what they will do to work out meaning of new words before they begin to read; they say To work out what new words mean I will imagine the sentence with the word in it. Students apply the strategy independ-ently when they read, automatize it and link it with other strategies</p></li><li><p>Self TalkStudents who self talk ask</p><p>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?</p></li><li><p>Teachers preparing to teach vocabularyTeachers canList the key vocabulary for the topic or lesson. Select from tool kitPlan the vocabulary activity Collect feedback from students about how the teaching has helped them build their vocabulary.</p></li><li><p>Students preparing for learning vocabulary</p><p>Students willBring together what they know about word meanings at the beginning of a topicLearn new vocabulary: say, read, spell, synonymsReview and consolidate the new wordsPractice recalling new wordsUse self-talk strategies Automatise word meanings and the links </p></li><li><p>Lesson plan1.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.____________________________________________________________________________________________________________________________________________________________________</p></li><li><p>How to learn to do HRLTPs in teaching ?</p><p>discuss in PLTs visualise, reflect on using HRLTPs to teach topics plan lessons that include the HRLTPssee HRLTPs demonstrated in your classescoach staff to do HRLTPs in teachingtrial, evaluate HRLTPs in teaching in action researchsee how HRLTPs solve problems in teaching</p></li><li><p>Implementing HRLTPs in teaching</p><p>Implement 1-2 aspects of HRLTPs at a time</p><p>Need clear operational plan and action plan</p><p>Need explicit PL procedures, PLT led by MLLL</p><p>Need clear data</p><p>Need clear model of teaching</p><p>Need to know how to lead change in teaching</p></li><li><p>What do you do to improve teaching ?</p><p>Identify term by term goals</p><p>Pool new professional knowledge regularly</p><p> Use specific procedures for PLHow to use in teaching topics - lesson planningDemonstration and modelingPeer and external coaching</p><p>Use data to inform teaching AfL</p><p>Gather data to monitor progress</p></li><li><p>It can look like thisStudents practiceTeacher selectStudents learn</p><p>Automatise Self-talk</p></li><li><p>The plansKnow how to develop </p><p>an literacy action plana professional learning planan implementation plan </p></li><li><p>Key questions to assist with action planning What will effective literacy teaching look like ?</p><p>When the effective literacy teaching is in place</p><p>what will teachers be doing differently ? What does effective literacy teaching look like ?</p><p>how will students be learning differently ? What does effective literacy learning look like ?</p></li><li><p>How will you set goals for each year ?</p><p>TermTerm outcomestudentsteachersTerm 1Know how to get their knowledge readytrial getting knowledge ready in teachingTerm 2use getting knowledge ready when they learn</p><p>have improved vocabulary knowledge and strategiesuse getting knowledge ready in teaching</p><p>trial vocabulary teachingTerm 3use GKRwork out new word meanings paraphrase text they readteach vocabulary and MMM</p><p>trial teaching paraphrasing</p></li><li><p>How do you build these into your teaching ? </p></li><li><p>Example : Student outcomes to target in Term 1 2008Students will have improved ability to talk + write in sentences about pictures they see in texts</p><p>talk + write about the images they generate when they hear the title, its topic, key words or sentences.</p><p>suggest possible vocabulary that may be used in the text</p><p> identify 5W +H questions the text might answer</p><p>paraphrase title and suggest possible ideas in the text.</p></li><li><p>Be clear on what you want as outcomes</p><p>Have an explicit focus on PL and staff activity: </p><p>By end of Term 1 :</p><p>What will staff be doing differently?</p><p>What will students be doing differently?</p><p>What will SLTs be guiding, scaffolding differently ?</p></li><li><p>How will you set goals for each term ?</p><p>ActivityDuring termTerm outcomeWhat will teachers do independently ?What will teachers trial ?What will teachers be coached to do ?What will teachers see modeled/demonstrated in teaching ? Collaborative lesson planning ?Novel student activities ?</p></li><li><p>Staff learning : Weekly planning proforma</p><p>weekSee teaching procedures modelledbuild procedures into topics to be taughtTrial procedures in classroomWork on procedures in PLTsStudent outcomes1-23-45-67-89=10</p></li><li><p>How will you lead teachers to implement activities each week ? Weekly planning proforma</p><p>HRLTPLesson 1Lesson 2Lesson 3GKRHear key words, visualize the contextTalk about images in sentencesSay what questions the text might answervocabularyRead and spell key wordsWork out meanings of key wordssynonyms</p></li><li><p>Student learning : Weekly planning proformaPlan for teaching new aspects of each strategy for Term 1</p><p>WeekUse orallyWhen cuedRead,do, say evaluateSay and do when readApply 1GKR2vocabGKR3vocabGKR4vocabGKR5vocabGKR</p></li><li><p>Students who build their vocabulary skills will be able to Recall automaticallyRead/Say and spell words Improve their learning Read, spell and recall the meanings of words you have taughtTransfer word knowledge to other wordsSay what they can do to learn new vocabulary. </p></li><li><p>Monitoring your progress Know how your school will gather data</p><p>formative data : Afl</p><p>summative data </p><p>Know how your school will interpret data and map it into action</p></li><li><p>How can these procedures be used in your teaching?Implement the strategies gradually. Select one or two strategies and use them consistently. </p><p>A whole school approach is best. </p><p>The High Reliability tutors:Are teachers from a variety of KLA backgrounds and this is supplemented by John Munros background as a math teacher.They are from a range of NMR schools which have implemented the programHave completed the full High Reliability training program and worked with these strategies both in own classes and in support roles to colleagues in successful school-wide programs</p><p>We want to share with you the things that have worked for us. We hope you will have an open mind to the ideas and that we will interest you enough to go back to your school and give the ideas a try</p><p>The approach we will be guiding you through in this program, works across all domains, not just English/ Humanities, and is compatible with VELS outcomes.</p><p>Teach students to: Say what words meanLink new words with prior knowledge</p><p>Think. Pair, Share Synonyms.ActivityCollect different descriptions of the same topic, for example, pages about a topic from diffent texts, the same article in different newspapers (Age, Australian, Sun) and have students, in small groups, try to find pairs or sets of synonyms. They could use the synonyms in each to see which article is easier to read or understand. Alternatively, you could give students the key words for a topic and have them find synonyms in each article. </p><p>Ask students to link new word meanings with more general and more specific meanings. by drawing a network diagram linking the word meanings. This helps students link related word meanings. Examples:Pair couple duo two tandem twin-duet Pyramid tomb- where pharaohs buried- </p><p>Drug Cards ActivityDistribute a card to each person. Ask a question eg.If your drug is legal go to the right of the room. ( or hands up if we cant move easily in the room)If it is not go to the left. </p><p>If a doctor can prescribe this drug go to the left.If not-right. </p><p>If you have used this drug this week/rightIf not /left. </p><p>If you can say and spell the name of this drug correctly/right.If not/right. </p><p>If you can find a little word inside your big word/right.</p><p>If you can buy your drug at the supermarket go to the right.If not go to the left. Ask for more questions from the students.Put the words in alphabetical order.Everyone must read out their word so that they have more chance of recalling it for slide 45. </p><p>Give key word in a meaningful sentence and ask them to restate the sentence. </p><p>Cloze activities </p><p>Word Wall</p><p>Teams compete to collect as many synonyms as they can in 2 minutes. Collate and share list to help students link new meanings with what they know and to store them in their memory. </p><p>What new spelling patterns or spelling rules have they discovered.</p><p>Heavily scaffold these actions initially.Use regularly in a familiar manner Gradually reduce the teacher direction Encourage students to independently use them. </p><p>Spelling TiggySynonym TiggyWord Meaning TiggyThe importance of these tools is giving students time to spend with specific, relevant words for the topic.</p><p>ModelAttach an action to the word showing how it works in a sentence...</p></li></ul>