Closing the Vocabulary Gap - Havelock Primary School · 2019-09-12 · he thought of his conversation with Uncle B, the more he felt convinced that the answer to the problem lay with

Closing the Vocabulary Gap Fiona Oakley [email protected]

T: 020 7587 1842 W: www.literacytrust.org.uk Twitter: @Literacy_Trust Facebook: nationalliteracytrust

mailto:[email protected]

“Vocabularies are crossing circles and loops. We are defined by the lines we choose to cross or to be confined by.”

A.S. Byatt

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Exposure to a rich vocabulary

“You cannot write it if you cannot say it; you cannot say it if you haven’t heard it.”

Pie Corbett, 2005

“Vocabulary is a matter of word-building as well as word-using.”

David Crystal

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The reading rope

Hollis Scarborough (2001)

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The research evidence

• There is a strong reciprocal relationship between word knowledge and reading comprehension (National Reading Panel 2000)

• Students with limited vocabularies read less and thus learn fewer new words. ‘Matthew effect’ (Stanovich 1986)

• Learning new words is a cumulative task that takes place gradually over time.(Nagy and Scott 2000)

• Children who read more will come across a greater number of words and get more practice at decoding words and have greater opportunities to enhance their knowledge of morphology and spelling than less avid readers. (Cain and Oakhill 2011)

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Vocabulary in the National Curriculum

• Pupils’ acquisition and command of vocabulary are key to their learning and progress across the whole curriculum. Teachers should therefore develop vocabulary actively, building systematically on pupils’ current knowledge. They should increase pupils’ store of words in general;

• In addition, it is vital for pupils’ comprehension that they understand the meanings of words they meet in their reading across all subjects, and older pupils should be taught the meaning of instruction verbs that they may meet in examination questions. It is particularly important to induct pupils into the language which defines each subject in its own right, such as accurate mathematical and scientific language.

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• Vocabulary is important because it embodies and communicates concepts… the considerable majority of vocabulary is only really encountered when reading and is not used in everyday speech…If we want to give all children opportunity, a good place to start is through reading to them frequently, introducing new vocabulary and meaning within contexts that stimulate their thinking. Subsequently, it is important to teach them a range of curriculum subjects that will provide a wide vocabulary and a rich understanding of the meaning of the words encountered.

School Inspection update: Jan ‘19

Ofsted: vocabulary 2019

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2018 KS2 reading test

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1. The plane ………………………….. to the left.

2. It was late so we ……………………….. up the fire and went to bed.

3. I was …………………… on you getting that job finished yesterday.

4. The Wall Street crash led to a run on the ……………………

5. Kingfishers make their nests in river …………………

6. Austerity had led to increased use of food ……………….

7. The electrician stared at the …………….. of switches in disbelief.


Building word knowledge

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Academic vocabulary

survive diminish monitor research project challenge circumstance incident obvious precise intense symbol inspect approximate summary react device

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3 tier vocabulary model

Tier 3

Tier 2

Tier 1

Low frequency words, often subject specific e.g. evaporation, migration, magma, scripture

High Frequency vocabulary in everyday use, e.g. desk, weather, book

Medium frequency words for academic language - e.g. coincidence, industrious, function.

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Have you heard the word?

Word I have

never

heard the

word

I have

heard the

word but

can’t

remember

its meaning

I can use

the word

in the

right way

when I am

talking

I can give a definition of

this word/phrase or use

it correctly in writing.

(Write it in a sentence

below.)

etymology

morphology

collocation

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• morpheme

• morphology

• grapheme

• phoneme

• etymology


Vocabulary vocabulary

• hyponym

• antonym

• synonym

• collocation

• orthography

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Find five

Tier 1 Tier 2 Use in a sentence

show (verb) demonstrate

show (noun)

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Tier 1 Tier 2 Use in a sentence

show (verb) demonstrate reveal exhibit denote communicate

show (noun) demonstration revelation exhibition production exposition

Find five

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Consider ‘heart is going faster’ and heart rate would go up’. What other verbs could the student choose?

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What about ‘made the scene go away’? Can we help this student to be more precise in what he/she is trying to communicate?

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Effective vocabulary teaching

Indirect instruction

• Using wider reading to grow vocabulary ‘naturally’

• Paying attention to context to work out meaning using background knowledge

Direct instruction in subject areas

• Pre- teaching, orally or through using a dictionary or glossary

• Demonstrating morphology and word building knowledge

• Checking understanding with active learning tasks

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A basic teaching sequence

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Components of word knowledge

• 1. Orthography (spelling)

• 2. Morphology (word-family relations)

• 3. Parts of speech ( suffixes)

• 4. Pronunciation ( syllables and stress)

• 5. Meanings (range, variant meanings, homophones)

• 6. Collocations (what words very commonly go with a word)

• 7. Meaning associations (topical links, synonyms, antonyms)

• 8. Specific uses (technical, common)

• 9. Register (power, politeness, disciplinary domain, formality,

slang, dialect form)

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What is morphology?

A morpheme is defined as the smallest unit of meaning in a word.

In a word such as independently, the morphemes are said to be:

in - de - pend - ent - ly

The morpheme pend is the root (or base) word and the other morphemes are, in this case, affixes (prefixes and suffixes).

A prefix comes before the root and a suffix comes after it.

Free morphemes – morphemes that can stand alone as meaningful words e.g. form (in-form-ed)

Bound morphemes – morphemes that can only be attached to another part of a word (cannot stand alone) e.g. struct (in-struct- ed)

Affixes are usually bound morphemes.

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Morphemes

Prefix

•dis

•ab

•un

•ex

Base/root

•port

•duc(t)

•rupt

•truth

Suffix

•ed

•tion

•ing

•ful

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Morphology word web

POLYGON

pentagon

hexagon

heptagon

octagon octopus

octahedron

octave

October

polynomial

polysyllabic

polyanthus

polyglot

polythene

polyhedron

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Numeric prefixes

Meaning Greek Latin Examples

1 mono uni monotone, monoxide, unicorn,

unicycle

2 di bi, duo dioxide, binoculars, bicycle, duet

3 tri tri triangle, tricycle, triplicate, tripod

4 tetra quad (quart) tetrahedron, quadrilateral, quarter

5 pent quint pentagon, quintuplets, quintet

6 hex sext hexagon, sextet

8 octo octo octopus, October, octagon, octave

10 deca deci decade, decagon, decimal,

December,

100 (hecto) cent century, centurion, cents, percentage

1000 kilo mille kilometre, kilobyte, millennium,

millilitre

half hemi semi hemisphere, semicolon, semicircle

many poly multi polygon, monopoly, multiply,

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Collocations

Words that go together

Salt and …..

A round of …..

He broke my …..

From dawn till …..

A ….. cup of tea

Teacher…..!

Often depends on cultural knowledge

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Word associations

The chill finally gets to me. I return to the tent to endure the smoke and loud chatter as the traders gamble through the night. No one spares me the slightest glance as I crawl under my rug and finally sleep. The faintest touch at my neck wakes me. I am paralysed, wondering if I am going to be murdered in my bed. Fingers, lighter than feathers, extricate the fake diamond pendant from the pouch round my neck. I lie rigid, immobile, fearing my throat will be cut if I seem to waken. It must be the Musulman. I knew it. I knew he couldn’t be trusted. I want to run away. But that would be suicide. Where could I go? My brain teems with possibilities – but all seem useless.

Consider the words pouch, Musulman, glance, pendant. • Which word might go with

religion? Why? • Which word might go with

observe. Why? • Which word might go with

kangaroo? Why? • Which word might go with

jewellery? Why?

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Review, review, review…

1) Have You Ever? Choose three target tier 2 words and ask pupils to … • Describe a time when you may have exacerbated a situation? • Describe the most significant person in your life at the moment. • Describe a time when you had to implement change in your life. 2) Would You Rather ...? Form questions around target tier 2 words: Would you rather reside in the desert or the artic? Why? Would you rather participate in a football match or a tennis match? Why? Would you rather facilitate change in society or maintain the accepted norm? Why?

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The Hodgeheg by Dick King-Smith

Max could hardly wait for the next dawn. Something inside him said that today he would at last be successful in his quest, and outside him every one of his five thousand spines tingled with excitement. The more he thought of his conversation with Uncle B, the more he felt convinced that the answer to the problem lay with the small humans. Their crossing place must be the safest. Follow them and he would find it.


Words in context

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Using four square vocabulary

Pupils take paper and fold into 4 squares 1. Top left: teacher

dictates the word to be taught, describes the word and models in context

2. Top right: pupils discuss & define

3. Bottom right: pupils think of synonyms or draw an image/diagram

4. Bottom left: pupils use word in a sentence

convince

to make someone believe something is true or certain

The Ofsted inspector convinced me that…

persuade

win over

assure

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pharaoh

hieroglyphics

tomb

papyrus

worship

pyramid

scribe

temple

embalming

Making links

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Vocabulary washing line

educated bookish cultivated

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Occasionally, the tourists’ spaceships will land on the moon. When they do, Bob gives them a guided tour, and a speech. He tells them lots of facts, such as how many craters the moon has, or how long it takes to walk around it on stilts.

Sometimes people ask him about aliens, and Bob explains……………………that there aren’t any.

How might this have been said?

What difference would it make to the meaning?

Shades of meaning

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quietly

firmly sharply wearily

calmly

patiently

abruptly

hastily

Where would you place the words on this continuum?

Least appropriate Most appropriate

Shades of meaning

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Zone of relevance

blazing ignited fizzled cascading exploding ablaze revolved

display dazzling whirling flared somersaulted glimmered

spectacle hurling

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Exposure to a rich vocabulary

‘Words should wander and meander. They should fly like owls and flicker like bats and slip like cats. They should murmur and scream and dance and sing.’

My Name is Mina by David Almond

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• Children with language difficulties at age 5 are four times more likely to have reading difficulties in adulthood, three times as likely to have mental health problems, and twice as likely to be unemployed. (Law et al 2017)

• Students with limited vocabularies read less and thus learn fewer new words. ‘Matthew effect’ (Stanovich 1986)


Closing the vocabulary gap

‘Put simply, the word rich get richer, but the word poor get poorer.’ ‘By explicitly teaching a mere 300 to 400 words a year we can foster an annual growth of around 3000 to 4000 words.’ ‘With a bigger, harder curriculum, in any subject, we begin with the words.’ ‘Vocabulary teaching can be incidental, disorganised and limited, when it needs to be organised, cumulative and rich.’ (Quigley 2018)

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Further reading and resources

• https://www.etymonline.com/

• http://www.amathsdictionaryforkids.com/

• https://www.lextutor.ca/tests/

• http://www.biologyjunction.com/prefixes%20and%20suffixes.pdf

https://www.etymonline.com/

http://www.amathsdictionaryforkids.com/

http://www.amathsdictionaryforkids.com/

https://www.lextutor.ca/tests/

http://www.biologyjunction.com/prefixes and suffixes.pdf

http://www.biologyjunction.com/prefixes and suffixes.pdf

All text © National Literacy Trust 2017 T: 020 7587 1842 W: www.literacytrust.org.uk Twitter: @Literacy_Trust Facebook: nationalliteracytrust The National Literacy Trust is a registered charity no. 1116260 and a company limited by guarantee no. 5836486 registered in England and Wales and a registered charity in Scotland no. SC042944. Registered address: 68 South Lambeth Road, London SW8 1RL.

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Closing the Vocabulary Gap - Havelock Primary School · 2019-09-12 · he thought of his conversation with Uncle B, the more he felt convinced that the answer to the problem lay with