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-review and consolidate new vocabulary
-store new vocabulary in memory
-automatise new vocabulary, check/test key words
Vocabulary
Phases 3,4 & 5
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 3: Review the vocabulary for the topic
At the end of a lesson or reading session the students can
• select /identify the new words they have learnt• say how they are spelt, write them• say what the words mean• suggest synonyms for the new words• say the mental pictures they link with each word to
help them remember it• say the actions they will link with the word
Phase 3: Review and collate the key words
What it means Mental picture sentence
extinct not living, dead
endangered under threat
species a type
habitat environment
heritage what it gets from parents
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/
Phase 3: Students
• use each word in a sentence to show its meaning
• write a paragraph using the words.
• organise new words and synonyms on a chart
• match key words with synonyms from different texts.
• use the new words in a wider range of situations.
Phase 3: Review the vocabulary and the topic -useful activities
Today’s Roadmap
Teach new words
Review vocabulary and the topic
Store vocabulary in memory
Automatise new vocabulary
Why teach new vocab
Use known words
Phase 4: Teach students to store new
vocabulary in long term memory
Teach the students to1. say what they will remember about what the words mean.
Useful activities include TPS, finish written definition.
each student drafts their definitions of key words
pairs of students synthesize a definition of each word
two pairs join, evaluate their definitions and form joint definition
Phase 4: Teach students to store new vocabulary in long term memory
Teach the students to
2. say how it is like what they already knew and how it is different (where the new ideas ‘fit in’).
They ask themselves:
What do the new words remind me of ? What words it is like ? What are opposites ?
Phase 4: Teach students to store new vocabulary in long term memory
Teach the students to
2. say how it is like what they already knew and how it is different (where the new ideas ‘fit in’).
They ask themselves:
What do the new words remind me of ? What words it is like ? What are opposites ?
Phase 4: When is vocabulary in memory ?
Students have stored vocabulary in memory when they can
1. Say what they think key words mean
2. Link words with what they know
3. Create their own definitions
4. Visualise pictures of the words
5. Act out words
1. Word Wall e.g. students write one word/phrase and then read / Say aloud each new word/phrase
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
7. Visualise
8. Dictation
Vocabulary Tools
Every tool does a slightly different job.
Pick the right tool for the job
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
15. Synonyms
16. Antonyms
17. Glossary
More Vocabulary Tools
Every tool does a slightly different job.
Pick the right tool for the job
18. Model
How do you test vocabulary?
Students can recall sets of vocabulary for a topic draw a meaning map for a topic showing
how the vocabulary items are linked hear a sentence description and write the
word it describes suggest synonyms and antonyms.
Today’s Roadmap
Teaching new words
Reviewing vocabulary and the topic
Checking learning of vocab
Automatising the learning process
Why teach new vocab
Phase 5: Automatise vocabulary
Students practise recalling vocabulary from memory : they
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 learnt
What words go with moons, orbit, Solar, year ?
Phase 5: Automatise vocabulary (cont.)
Students practise recalling vocabulary from memory : they
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.
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.
Phase 5: Automatise vocabulary (cont.)
Students practise recalling vocabulary from memory : they
make up quizzes for other groups based on the vocabulary they have learnt.
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.
Students need to
• learn each vocabulary strategy separately
• practise the strategy regularly
• say what they did and how each strategy helped them.
• experience success using the strategies
Teach students to learn new words independently
Sequence for teaching MMM strategy
Students are cued to work out meaning of new words using the text in particular ways, eg.,
•imagine what word might mean•use analogy
.
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
Self Talk
Students who self talk ask
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?
Teachers preparing to teach vocabulary
Teachers can List the key vocabulary for the topic or lesson. Select from tool kit Plan the vocabulary activity Collect feedback from students about how the
teaching has helped them build their vocabulary.
Students will Bring together what they know about word
meanings at the beginning of a topic Learn new vocabulary: say, read, spell,
synonyms Review and consolidate the new words Practice recalling new words Use self-talk strategies Automatise word meanings and the links
Students preparing for learning vocabulary
Lesson plan
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.
____________________________________________________________________________________________________________________________________________________________________
How to learn to
do HRLTPs in teaching ?
• discuss in PLTs • visualise, reflect on using HRLTPs to teach topics • plan lessons that include the HRLTPs• see HRLTPs demonstrated in your classes• coach staff to do HRLTPs in teaching• trial, evaluate HRLTPs in teaching in action research• see how HRLTPs solve problems in teaching
Implementing HRLTPs in teaching• Implement 1-2 aspects of HRLTPs at a time
• Need clear operational plan and action plan
• Need explicit PL procedures, PLT led by MLLL
• Need clear data
• Need clear model of teaching
• Need to know how to lead change in teaching
What do you do to improve teaching ?
• Identify term by term goals
• Pool new professional knowledge regularly
• Use specific procedures for PL• How to use in teaching topics - lesson planning• Demonstration and modeling• Peer and external coaching
• Use data to inform teaching – AfL
• Gather data to monitor progress
It can look like this…
Students practice
Teacher select
Students learn
Automatise
Self-talk
The plans
Know how to develop
• an literacy action plan• a professional learning plan• an implementation plan
Key questions to assist with action
planning What will effective literacy teaching look like ?
When the effective literacy teaching is in place
• what will teachers be doing differently ? What does effective literacy teaching look like ?
• how will students be learning differently ? What does effective literacy learning look like ?
How will you set goals for each year ?
Term Term outcome
students teachers
Term 1 Know how to get their knowledge ready
trial getting knowledge ready in teaching
Term 2 use getting knowledge ready when they learn
have improved vocabulary knowledge and strategies
use getting knowledge ready in teaching
trial vocabulary teaching
Term 3 use GKRwork out new word meanings paraphrase text they read
teach vocabulary and MMM
trial teaching paraphrasing
How do you build these into
your teaching ? Lesson 1 Lesson 2 Lesson 3 Lesson 4
Spell and say the word phonetically
Write key words and meanings in glossary
Select the key words
Write key words and meanings in glossary
Write key words and meanings in glossary
Find synonyms for the key words
Write key words and meanings in glossary
Use the new words
Example : Student outcomes to target in Term 1 2008
Students will have improved ability to talk + write in sentences about pictures they see in texts
talk + write about the images they generate when they hear the title, its topic, key words or sentences.
suggest possible vocabulary that may be used in the text
identify 5W +H questions the text might answer
paraphrase title and suggest possible ideas in the text.
Be clear on what you want as outcomes
Have an explicit focus on PL and staff activity:
By end of Term 1 :
What will staff be doing differently?
What will students be doing differently?
What will SLTs be guiding, scaffolding differently ?
How will you set goals for each term ?Activity During term Term
outcome
What 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 ?
Staff learning : Weekly planning proforma
week See teaching procedures modelled
build procedures into topics to be taught
Trial procedures in classroom
Work on procedures in PLTs
Student outcomes
1-2
3-4
5-6
7-8
9=10
How will you lead teachers to implement activities each week ?
Weekly planning proforma
HRLTP Lesson 1 Lesson 2 Lesson 3
GKR Hear key words, visualize the context
Talk about images in sentences
Say what questions the text might answer
vocabulary Read and spell key words
Work out meanings of key words
synonyms
Student learning : Weekly planning proforma
Plan for teaching new aspects of each strategy for Term 1
Week Use orally
When cued
Read,do, say evaluate
Say and do when read
Apply
1 GKR
2 vocab GKR
3 vocab GKR
4 vocab GKR
5 vocab GKR
Students who build their vocabulary skills will be able to
Recall automatically Read/Say and spell words Improve their learning Read, spell and recall the meanings of words you
have taught Transfer word knowledge to other words Say what they can do to learn new vocabulary.
Monitoring your progress
Know how your school will gather data
formative data : Afl
summative data
Know how your school will interpret data and map it into action
How can these procedures be used in your teaching?
• Implement the strategies gradually.
• Select one or two
strategies and use them consistently.
• A whole school approach is best.