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Dr Marysia Nash June 2011Dr Marysia Nash June 2011 11
Fitting the bill?Fitting the bill?
Approaches to meeting needs for vocabulary Approaches to meeting needs for vocabulary
development in secondary schoolsdevelopment in secondary schools
Dr Marysia NashDr Marysia Nash
Clinical Lead, Language and Literacy Clinical Lead, Language and Literacy
NHS Lothian, Edinburgh.NHS Lothian, Edinburgh.
Dr Marysia Nash June 2011Dr Marysia Nash June 2011 22
Fitting the billFitting the bill
�� be what is needed or be good enough for be what is needed or be good enough for
what is requiredwhat is required
–– For whatFor what……..vocabulary development..vocabulary development
–– For whomFor whom …………
�� The student with SLCN The student with SLCN
�� The SLT The SLT
�� The schoolThe school
Dr Marysia Nash June 2011Dr Marysia Nash June 2011 33
Fitting the bill for vocabularyFitting the bill for vocabulary
developmentdevelopment
�� Extensive acquisition required Extensive acquisition required
�� Word learning is complex Word learning is complex
�� Learning demands vary with context Learning demands vary with context
�� Learner characteristicsLearner characteristics affect learning affect learning �� SLCNSLCN
Dr Marysia Nash June 2011Dr Marysia Nash June 2011 44
Learning demands vary with contextLearning demands vary with context
SemanticsPhonological form
•Phonology and semantics highlighted•Semantics explicit
Dr Marysia Nash June 2011Dr Marysia Nash June 2011 55
Learning demandsLearning demands
Phonological formSemantics
•Phonology not highlighted•Semantics explicit but not highlighted
Dr Marysia Nash June 2011Dr Marysia Nash June 2011 66
Learning demandsLearning demands
Phonological form Semantics
•Phonology and semantics NOT highlighted•Partial meaning must be deduced from context
Dr Marysia Nash June 2011Dr Marysia Nash June 2011 77
Learners with SLCN and vocabularyLearners with SLCN and vocabulary
Within learner characteristics
Slower /less efficient vocabulary acquisition
Inadequate vocabulary/language knowledge
written and orallanguage
Intervention
Dr Marysia Nash June 2011Dr Marysia Nash June 2011 88
The learner The learner
Microsoft clip art Microsoft clip art
Dr Marysia Nash June 2011Dr Marysia Nash June 2011 99
The SLT and vocabulary developmentThe SLT and vocabulary development
In contextLends itself to collaboration
Impact on learners and school
(reason based practice)
Dr Marysia Nash June 2011Dr Marysia Nash June 2011 1010
curriculum relevant
classroomappropriate
addresses priority areas
Vocabulary development in the schoolVocabulary development in the school
Meets a variety of needs
Dr Marysia Nash June 2011Dr Marysia Nash June 2011 1111
Classroom appropriate to meet varied needs
SLCN
ASD
bilingual learners
ADHD
Literacy
Microsoft clip art
Dr Marysia Nash June 2011Dr Marysia Nash June 2011 1212
Curriculum relevant and priority areasCurriculum relevant and priority areas
�� Developing and Developing and
reinforcing young reinforcing young
people's people's literacy literacy
skills is the skills is the
responsibility of all responsibility of all
across the across the
curriculum curriculum
Dr Marysia Nash June 2011Dr Marysia Nash June 2011 1313
What we need to fit the billWhat we need to fit the bill
�� Reason based practice Reason based practice
–– Supports extent of acquisition demandsSupports extent of acquisition demands
–– SupportsSupports vocabulary development from different vocabulary development from different contextscontexts
�� Takes account of inefficient acquisitionTakes account of inefficient acquisition–– Supports a variety of needsSupports a variety of needs
�� Is in context and promotes inclusionIs in context and promotes inclusion–– Collaborative Collaborative
–– Curriculum and classroom relevantCurriculum and classroom relevant
–– Addresses educational priorities and impacts across the Addresses educational priorities and impacts across the school school
Dr Marysia Nash June 2011Dr Marysia Nash June 2011 1414
��A tall orderA tall order
�� a formidable task or requirementa formidable task or requirement
Dr Marysia Nash June 2011Dr Marysia Nash June 2011 1515
A comprehensive approach to fit the bill A comprehensive approach to fit the bill Graves 2000Graves 2000
�� Explicit teaching Explicit teaching
�� Independent word learningIndependent word learning
��Word consciousness Word consciousness
��Wide readingWide reading
Dr Marysia Nash June 2011Dr Marysia Nash June 2011 1616
Explicit teaching Explicit teaching
Robust instruction(Beck et al 2002,2008)(Beck et al 2002,2008)
�� Text or task lead Text or task lead
�� Principled word choice Principled word choice
–– Mature lexicon (Tier 2) Mature lexicon (Tier 2)
–– MileageMileage
�� Student friendly definitionsStudent friendly definitions
�� Active engagementActive engagement
�� Multiple encounters Multiple encounters
Dr Marysia Nash June 2011Dr Marysia Nash June 2011 1717
Robust instruction, RME and Hotel Robust instruction, RME and Hotel
RwandaRwanda
Writing a letter to Paul Writing a letter to Paul
� sorry for his distress
� admire his compassion
� inspired by his courage
� his schemes were ingenious
� relieved he succeeded
Dr Marysia Nash June 2011Dr Marysia Nash June 2011 1818
Some initial robust instruction Some initial robust instruction
�� CourageCourage is what is what people need when people need when they decide to do they decide to do something difficult something difficult or dangerous, even or dangerous, even though they may though they may be afraid.be afraid.
�� Collins CoBuild Advanced Collins CoBuild Advanced Learners Dictionary Learners Dictionary
�� Who would need Who would need
courage?courage?
–– A boy diving into a pool for A boy diving into a pool for
the first timethe first time
–– A firemanA fireman
–– A person waiting at the bus A person waiting at the bus
stopstop
�� Personal dictionary Personal dictionary
Dr Marysia Nash June 2011Dr Marysia Nash June 2011 1919
Explicit (robust) vocabulary instruction
Potential to addressphonological ‘limitations’
CollaborativeClassroom and curriculum
friendly (but pace)
Addresses semantic ‘limitations’
ContextualisedPromotes inclusion
Dr Marysia Nash June 2011Dr Marysia Nash June 2011 2020
Independent word learningIndependent word learning
��Deconstructing Deconstructing
words to deduce words to deduce
meaning meaning
�� PrefixesPrefixes
�� Suffixes Suffixes
�� Root wordsRoot words
�� Baumann et al Baumann et al
(2003)(2003)
�� LublinerLubliner (2005)(2005)
��Using context to Using context to
deduce word deduce word
meaningmeaning
–– specific context specific context
clues (synonym, clues (synonym,
exemplar etc) exemplar etc) Baumann et al (2003)Baumann et al (2003)
–– general context general context
clues clues
Dr Marysia Nash June 2011Dr Marysia Nash June 2011 2121
Word parts; scope for developmentWord parts; scope for development
•Many high school students are unaware
that decomposing words into their parts can
help with their meaning and often students
do not know the meanings of common
word parts……….. Sternberg and Powell 1983
•20 prefixes account for 97% of prefixed
words (ex those with non English roots)…White 1989
Dr Marysia Nash June 2011Dr Marysia Nash June 2011 2222
Independent word learning and the Independent word learning and the
prefix kitprefix kit
�� A A BIGBIG laminatedlaminated posterposter
�� A laminated list of the 20 most A laminated list of the 20 most common prefixes and their common prefixes and their meaningsmeanings
�� An advice sheetAn advice sheet
�� PowerPoint lessons for 20 PowerPoint lessons for 20 common prefixescommon prefixes
Dr Marysia Nash June 2011Dr Marysia Nash June 2011 2323
Independent word learning using prefixes in Independent word learning using prefixes in
HistoryHistory
��Weimer politics Weimer politics were unstable and were unstable and led to discontent led to discontent among the people among the people who seldom got who seldom got what they voted what they voted for.for.
�� p19p19
��unstable unstable
��UnUn
��Not stableNot stable
��Not going to Not going to stay the samestay the same
��DiscontentDiscontent
��DisDis
��Not contentNot content
Dr Marysia Nash June 2011Dr Marysia Nash June 2011 2424
Whole school work on context Whole school work on context
planned planned
�� General General
––When the king died his heart was When the king died his heart was placedplaced
inin a a silversilver casket
�� Specific Specific
–– Successful agriculture is often only Successful agriculture is often only
possible using possible using irrigationirrigation or or water water
transfertransfer from other areasfrom other areas
Dr Marysia Nash June 2011Dr Marysia Nash June 2011 2525
Independent word learning
Generalisable strategy.Supports learning from different contexts .
Helps address the
magnitude of the task
CollaborativeClassroom and curriculum
friendly
Addresses semantic ‘limitations’May support
phonological ‘limitations’
ContextualisedPromotes inclusion
Microsoft clip art
Dr Marysia Nash June 2011Dr Marysia Nash June 2011 2626
Word consciousnessWord consciousness
�� Collaborative with Collaborative with English deptEnglish dept
�� Weekly Tier 2 word Weekly Tier 2 word –– User friendly definitionUser friendly definition
–– Example of useExample of use
�� Displayed Displayed –– in the concoursein the concourse
–– in every classin every class
�� Understanding and Understanding and use promoteduse promoted
�� Evaluated Evaluated for for opinion and impact opinion and impact
••Awareness of and Awareness of and
••interest in words interest in words
••Intrinsic motivation Intrinsic motivation
to learnto learn
One example …..
Dr Marysia Nash June 2011Dr Marysia Nash June 2011 2727
Word consciousness
Interacts with theother approaches
Potential to addressphonological ‘limitations’
Helps address school priority areas
Addresses semantic ‘limitations’
Dr Marysia Nash June 2011Dr Marysia Nash June 2011 2828
Thank you very muchThank you very much
�� [email protected]@luht.scot.nhs.uk