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-stimulate existing vocab
-teach new words
Vocabulary
Phases 1&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 7 HRLTPs
• GKR• Vocabulary• Read aloud • Paraphrasing• What questions does the text answer?• Summarising• Review
Why are we here today?
Vocabulary
What do we mean by teaching vocabulary ?
What does vocabulary ‘look like ‘ ? When you are teaching vocabulary to students you are teaching them to
say key words accurately. read key words accurately spell and write key words. understand the meanings of words. how to work out the meanings of new words. understand key words in particular contexts or in unfamiliar ways link the words with related words in networks see how new words ‘came from’ words they already know.
Today’s Roadmap
Teach new words
Review vocabulary for the topic
Store vocabulary in memory
Automatise new vocabulary
Why teach new vocab
Use known words
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 vocabulary ?
A reader with low vocabulary reading a text
Like many other ancient XXXXXXX. Egypt developed around a river; the Nile. It is the XXXXXXX of XXXXXXX. The river provided a XXXXXX supply of water in a land that had XXXXXXX no rain. Its XXXX floods XXXXXXX the fields in which the XXXXXX was planted.
How important is vocabulary ?
A reader with better vocabulary reads the text as
Like many other ancient civilizations Egypt developed around a river; the Nile. It is the lifeblood of Egypt. The river provided a regular supply of water in a land that had virtually no rain. Its annual floods irrigated the fields in which the crops was planted.
Why is it important to teach vocabulary ?A reader’s vocabulary for a topic is the building blocks they will use to build further knowledge in the area.
Vocabulary teaching
directly improves their ability to read words accurately.
directly improves their ability to understand what they are reading..
helps them use what they know about some words to read and understand other words.
helps them show what they know.
helps them learn more about the topic you are teaching.
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 4 (always).
They find it easy to say new words accurately and rapidly 0 1 2 3 4
read new words accurately and rapidly 0 1 2 3 4
spell and write new words accurately 0 1 2 3 4
understand the meanings of new words 0 1 2 3 4
know how to work out the meanings of new words 0 1 2 3 4
understand new words even in unfamiliar contexts 0 1 2 3 4
see the roots of new words in words they know. 0 1 2 3 4
Total:
What did your students score?
How would you have liked them to score?
What does a low score mean?
These students are not able to
• say, read and spell key words accurately and rapidly
• say what they mean• work out the meanings of new words• link new words with related words• remember them.
You want to help students learn vocabulary What do you do teach them ?
Teach them to
say new words accurately read new words accurately spell and write new words understand the meaning of words work out the meaning of new words in familiar and unfamiliar
contexts link the words with related words in networks see how new words came from words they know.
What does the brain do to learn new
vocabulary ?
The Nile was able to “sustain” life in Egypt.
The new word here is “sustain” .
What happens in a person’s brain to
learn its meaning ?
Short Term Memory
(Thinking Space)
Long Term Memory
(Existing Knowledge)“Sustain”
Ideas joined here
Learn “sustain”
New vocabulary
The Nile was able to “sustain” life in Egypt.
Memory : Short term and long term
Reader
Short Term Memory
(Thinking Space)
Long Term Memory
(Existing Knowledge)
New Vocabulary
The Nile was able to “sustain” life in Egypt. Joined Here
(learned)
Say words that sound like it: main, pain, stain
look at spelling patterns…ain, sus……tain
Form new meaning - link with synonyms: last, keep going,continue
ain
Keep going
Sus- tain
“Sustain”
Joined Here
(learned “sustain”)
How new words are learnt
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
Teach new words
Review vocabulary for the topic
Store vocabulary in memory
Automatise new vocabulary
Why teach new vocab
Use known words
The five phases of teaching vocabulary
1. Stimulate known word meanings
2. Teach new words or phrases
3. Review and consolidate new vocabulary with the topic
4. Store new vocabulary in memory
5. Automatise new vocabulary, check / test key words
Planning the vocabulary teaching
Identify key words in the text you expect students to read and comprehend
List the words you think will be unfamiliar to the student readers
Select up to 10 unfamiliar words Sort the unfamiliar words into 2 groups;
words that are well supported by other words in the text, have redundancy
words that are introduced with little support or redundancy.
Planning the vocabulary teaching (cont.)
Plan to teach explicitly words that are introduced with little support or redundancy in the text
Plan to have students use their ‘meaning making motors’ in small groups
words that are well supported by other words in the text
Today’s Roadmap
Teach new words
Review vocabulary for the topic
Store vocabulary in memory
Automatise new vocabulary
Why teach new vocab
Recall and use known words
Phase 1 : stimulate existing vocabulary
Students
name key items in pictures, imagery suggest words they expect in the text say, read, spell expected words hear words from text to be read and suggest
synonyms
Herbertia the vile
Suggest words that describe
what snakes look like how snakes move what snakes do how people react to snakes
When students have difficulty reading and spelling words
When students have difficulty reading and spelling words they are expected to know:
• note how they read the words• check their phonological knowledge re words• note how rapidly they say the written words
Today’s Roadmap
Teach new words
Review vocabulary for the topic
Store vocabulary in memory
Automatise new vocabulary
Why teach new vocab
Use known words
Phase 2: Teaching new words
Students or teachers • select unfamiliar words • say each unfamiliar word• read each unfamiliar word• spell the word (perhaps say it first)• work out what new word means• find synonyms for the key word• visualise images of the meaning of new word• use the new word
Meaning Making Motor
Explicit Teaching
Teacher selects words
Glossary with synonyms and definitions and images
Teacher and students say read and spell the words
Teaching new words or phrases
Phase 2: Students select key words
Look at the text in front of you. Scan down the page and identify key words and phrases..
Look at the text in front of you. Scan the page and circle any words you don’t understand.
Phase 2: Students say, read, spell aloud
‘Inundation’Please say the word: in-un-da-tion. Inundation
In-un-da-tion. Inundation.
Phase 2: Make a spelling image
To help you remember how to spell the word , make a picture of how it sounds and looks
. Button is ‘butt’ ‘on’Yacht is ‘y’ ‘a’ ‘ch’ ‘t’
Phase 2: Reading the word
To help you remember how to say each word
Word Sound/ syllables/chunks/stresses
Meaning
‘yacht’ ‘y’ ‘o’ ‘t’
Thought th’ ‘or’ ‘t’ ‘thort’
Button ‘butt’ ‘on’ butt’n’
Doctor ‘doc’ ‘ta’
Phase 2: The Meaning Making Motor
What is it?
Readers work out what words mean
Using the meaning making motor
The trees in the orchard were bacciferous. Their branches were weighed down with their heavy loads. The berry pickers worked without stopping. As they picked the berries, they put them in baskets made of baft. The baft scratched and cut their bare arms. If only the farmer had given them containers made of softer fabric.
Two steps: work out what the
words in bold mean
Say what you do to work them out
Phase 2: The Meaning Making Motor What the word means
What could bacciferous mean ? It means having / holding lots of fruit.
• What are some other words or phrases we could use for it ?• What is an image we can link with it ?• What are actions / feelings we could link with it ?
What could baft mean ?
• What are some other words or phrases we could use for it ?• What is an image we can link with it ?• What are actions / feelings we could link with it ?
1. Say the word
6. Say to yourself what the word does in this sentence
Phase 2: The Meaning Making MotorWhat actions help us work out the meaning ?
4. Use the context to work out meaning of the word
5. Note any graphics that go with the new word
2. Look at the letter patterns in the new word.
7. Substitute
8. Check your guess and modify guess if needed
3.Visualise the sentence
9. Check your dictionary meaning
Phase 2: Working out what new words mean using your meaning making motor (1)
• What do you think the word “delta” means? • How can you work it out?
The ancient Egyptian civilization developed around the Nile. It flows from the wet highlands of central Africa through the desert red lands and finally empties into the
sea through a long delta.
Phase 1: Work 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’
To find the location of the forest fire we had to triangulate from the peaks of nearby mountains.
How do we work out the meanings of new words?
ate=the action??
tri=three??
angul=angle??
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 2: Write key words and meanings in glossary
Write the words ‘sustain’/ ’fertile’/ ‘inundate’ in your glossary.
write your definition for each In your own words. write the class definitions we worked out.
Word My definition Class definitionsustain keep going keep living
fertile grow things well
inundate flood
Phase 2: Find synonyms and antonyms
What is a synonym for ‘environment ’?What is the antonym for ‘extinct ?
word synonym antonym
environment habitat
extinct dead living
Another word for environment is habitat. An opposite to extinct is living.
Phase 2: Visualise what new words mean
When you say the word ‘treacherous’ what picture do you see in your mind ?
In my picture I am paddling down the river. There is a dangerous part ahead but you can’t see the danger. This part is ‘treacherous’?
Phase 2: Use the new words in a sentence
Say the word ‘habitat in a meaningful sentence.Where else could you use this word? Say it in a different sentence.Write a short story using the words we’ve just added to
our glossary. You have 10 minutes.
Its habitat had lots of food.
The habitats of many wild animals is
threatened by industry.
Phase 2: Apply MMM to ancient Egypt
How would you teach students to work out
the meanings of script and inscription ?
If you cannot read Arabic, the script above will be meaningless. Egyptian was also meaningless to historians for a long time. Then, in 1799, an inscribed stone was found that allowed scholars to interpret them. Much was then learnt about the world of ancient Egypt.
Phase 2: Apply MMM to ancient Egypt
How would you teach students to work out
the meaning of flax ?
Its banks provided reeds to make boats, roofs, baskets and papyrus. The flax that grew in the riverside fields provided the material needed to make fabric.
Phase 2: Apply MMM to ancient Egypt
How would you teach students to work out
the meaning of Inundation ?
Its banks provided reeds The river’s annual flood cycle helped to set the calendar. The Inundation, or flood season, was regarded as the start of each year. This period from about July to September was seen as a time of ‘rebirth’ — a time when fertile new soil washed down from the highlands was dumped on farmlands as a base for the next year’s crops.
What actions can you teach students to
use ?
say to themselves what the word does in the sentence; flax was a plant that grew on the banks and was used to make material.
visualize the sentence that have the new word and other ideas; they put as much of the sentence as they can into the image..
note any pictures or visual features that go with new word.
look at the letter patterns in the word, guess at what each part might mean by linking them with other words they know. They can link script and inscribed with reading and writing.
What actions can you teach students to
use ?
try to put other words or phrases in place of it and see which one/s fit best.
check their guess by re-reading the sentences with the other words in them and modify their guess if necessary.
consolidate their guess: I think inundation means flooding; the students visualize the Nile overflowing its banks and covering all the land beside the river.
check their guess with a dictionary definition.
You can teach students to do these meaning-making actions one at a time and to practise using them. They also need to learn how to apply them to more complex text.
To teach each meaning-making actions
Teach students to
do each action one at a time say what they did; they describe the action practise using it learn how to apply it to more complex text.
Students learn self talk to use their MMM
Teach students to talk to themselves about working out the new vocabulary:
ask themselves questions : Could it / does it mean … ? tell themselves what to do :
I tell myself what I think it means, I need to try possible synonyms and see how they fit, I need to fine tune my first try at its meaning.
GKR: Know in experiences, images
Know in experiences, images
• What does pictures show ? What does it tell you it is about ? What does it remind you of ?
• How might picture be different in an hour ?
• What do you already know about this topic ?
.
GKR: Know in words, sentencesKnow in words, sentences
Say title in other ways. Say in sentences what pictures
show ? What questions might it answer ?
What words might come up in text Words for how worms move, breathe ?
If you were a worm what would you want to say about …?
Why do you think giant worms in Gippsland grow so big ? Article.
Planning how to teach vocabulary
Look at the text and select the new vocabulary. Which terms are defined within the text ?
New terms defined in the text New terms not defined in the text
• organic materials • hatch from eggs• burrows• cells• egg case
Planning how to teach vocabulary
Look at the text and select the new vocabulary. Which terms are defined within the text ?
New terms defined in the text New terms not defined in the text
• organic materials • hatch from eggs• burrows• cells• egg case
Order for teaching vocabulary
GKR
• Retrieve known words, how to say, read, spell them, suggest meanings, synonyms
While reading +learning
• Teach new vocabulary
• Teach how to work out new vocabulary -MMM
Review
• Review new meanings, link with synonyms and images
• Store in memory
• Automatise recall , use of meanings
Teaching vocabulary
Using your meaning making motor.
Work out the meaning of organic material.
What do you do to work it out ?
Teaching vocabulary
Read page 4.
What does hatch mean ? How do you work it out ?
Teaching vocabulary
Read page 6.
Teach the meaning of egg case.
Visualize how the egg case changes.
Teaching vocabulary : review and consolidate new meanings
Ask students to select and collate the new vocabulary.
New terms synonym Image /icon
organic materials Made from animals and plants
hatch from eggs Grow
burrows Hole
egg case Shell or cover
cells
