-stimulate existing vocab -teach new words Vocabulary Phases 1&2

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  • Vocabulary

    -stimulate existing vocab-teach new wordsPhases 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 knowledgeuses 7 High Reliability Literacy Teaching Procedures (HRLTPs) to teach readers how to comprehend and learn from written text

  • The 7 HRLTPsGKRVocabularyRead aloud ParaphrasingWhat questions does the text answer?SummarisingReview

  • 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 accuratelyspell 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 wayslink the words with related words in networkssee how new words came from words they already know.

  • Todays RoadmapTeach new wordsReview vocabulary for the topicStore vocabulary in memoryAutomatise new vocabularyWhy teach new vocabUse 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.

    for - Not sure if this bleongs here or ealier.

  • 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.

    for - JOhn: we should be teaching letter clusters and emphasising the importance.

    - morphines- parts of a word that come from another languageGood words: expeditionisolate lever (lev meaning lift or raise)

    for - THis is another, and possibly complimentary approach:

  • 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 readers 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

  • How well do your students understand new vocabulary?Rate them on each scale from 0 (never) to 4 (always).

  • 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 rapidlysay what they meanwork out the meanings of new wordslink new words with related wordsremember them.

  • You want to help students learn vocabulary What do you do teach them ?

    Teach them to

    say new words accuratelyread new words accuratelyspell and write new words understand the meaning of wordswork out the meaning of new words in familiar and unfamiliar contextslink 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 persons brain to learn its meaning ?

  • Memory : Short term and long termShort Term Memory(Thinking Space)Long Term Memory(Existing Knowledge)SustainIdeas joined here Learn sustainNew vocabularyThe Nile was able to sustain life in Egypt.

  • Reader Short Term Memory(Thinking Space)Long Term Memory(Existing Knowledge)New VocabularyThe Nile was able to sustain life in Egypt.Joined Here (learned)Say words that sound like it: main, pain, stainlook at spelling patternsain, sustainForm new meaning - link with synonyms: last, keep going,continueainKeep goingSus- tain

    SustainJoined Here (learned sustain)How new words are learnt

  • Why teach vocabulary?It helps students toread words accurately understand what they are readinguse what they know about some words to understand other wordsbetter show what they know about the topiclearn more about the topic they are learning

    smithj

  • Todays RoadmapTeach new wordsReview vocabulary for the topicStore vocabulary in memoryAutomatise new vocabularyWhy teach new vocabUse known words

  • The five phases of teaching vocabularyStimulate known word meanings

    Teach new words or phrases

    Review and consolidate new vocabulary with the topic

    Store new vocabulary in memory

    Automatise new vocabulary, check / test key words

  • Planning the vocabulary teachingIdentify key words in the text you expect students to read and comprehendList the words you think will be unfamiliar to the student readersSelect up to 10 unfamiliar wordsSort the unfamiliar words into 2 groups;

    words that are well supported by other words in the text, have redundancywords that are introduced with little support or redundancy.

  • Planning the vocabulary teaching (cont.)

    Plan to teach explicitlywords that are introduced with little support or redundancy in the text

    Plan to have students use their meaning making motors in small groupswords that are well supported by other words in the text

  • Todays RoadmapTeach new wordsReview vocabulary for the topicStore vocabulary in memoryAutomatise new vocabularyWhy teach new vocabRecall and use known words

  • Phase 1 : stimulate existing vocabularyStudents

    name key items in pictures, imagerysuggest words they expect in the textsay, read, spell expected wordshear words from text to be read and suggest synonyms

  • Herbertia the vileSuggest words that describe

    what snakes look likehow snakes movewhat snakes dohow people react to snakes

  • When students have difficulty reading and spelling wordsWhen students have difficulty reading and spelling words they are expected to know:

    note how they read the wordscheck their phonological knowledge re wordsnote how rapidly they say the written words

  • Todays RoadmapTeach new wordsReview vocabulary for the topicStore vocabulary in memoryAutomatise new vocabularyWhy teach new vocabUse known words

  • Phase 2: Teaching new wordsStudents or teachers select unfamiliar words say each unfamiliar wordread each unfamiliar wordspell the word (perhaps say it first)work out what new word meansfind synonyms for the key wordvisualise images of the meaning of new worduse the new word

  • Meaning Making MotorExplicit TeachingTeacher selects wordsGlossary with synonyms and definitions and imagesTeacher and students say read and spell the wordsTeaching new words or phrases

  • Phase 2: Students select key wordsLook 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 dont understand.

  • Phase 2: Students say, read, spell aloudInundationPlease 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 onYacht is y a ch t

  • Phase 2: Reading the wordTo help you remember how to say each word

    yachty o t Thoughtth or t thortButtonbutt on buttnDoctordoc ta

  • Phase 2: The Meaning Making MotorWhat 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 ?

  • Phase 2: The Meaning Making MotorWhat actions help us work out the meaning ?1. Say the word6. Say to yourself what the word does in this sentence4. Use the context to work out meaning of the word5. Note any graphics that go with the new word2. Look at the letter patterns in the new word. 7. Substitute8. Check your guess and modify guess if needed3.Visualise the sentence9. 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?VerticalGo

  • 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 glossaryWrite the words sustain/ fertile/ inundate in your glossary. write your definition for each In your own words. write the class definitions we worked out.

  • Phase 2: Find synonyms and antonymsWhat is a synonym for environment ?What is the antonym for extinct ?Another word for environment is habitat. An opposite to extinct is living.

  • Phase 2: Visualise what new words meanWhen 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 cant see the danger. This part is treacherous?

  • Phase 2: Use the new words in a sentenceSay 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 weve 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 EgyptHow 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 EgyptHow 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 rivers 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 years 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 actionsTeach students to

    do each action one at a timesay what they did; they describe the actionpractise using itlearn how to apply it to more complex text.

  • Students learn self talk to use their MMMTeach 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, sentences

    Know 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 vocabularyLook 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 textorganic materialshatch from eggsburrowscellsegg case

  • Planning how to teach vocabularyLook at the text and select th...