The 7 High

Reliability Literacy Teaching

Procedures

Getting Knowledge Ready {G.K.R}

VocabularyReading aloud

Paraphrasing

Saying questions the text answers

Summarising

Reviewing

HRLTP Information from Dr. John Munro Presented by Concetta Cerra

Taken from John Munro

2.

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 ‘come from’ words they

already know

Taken from John Munro

What do we mean by teaching vocabulary? What does vocabulary ‘look like’?

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

Taken from John Munro

Why is it important to teach vocabulary?

Rapid Automize Naming {R.A.N}

Retrieve and remember how to say the word

Taken from John Munro

Rapid Automize Naming

1)Stimulate known word meanings

2)Teach new words or phases

3)Review and consolidate new vocabulary with the topic

4)Store new vocabulary in memory

5)Automatize new vocabulary,

check/test key wordsTaken from John Munro

The five phases of teaching vocabulary

Planning the vocabulary teaching

Taken from John Munro

Planning the vocabulary teaching

Taken from John Munro

Words that are well supported by other words in the text, have redundancy

Words that are introduced with little support or redundancy

Plan to have students use their ‘Meaning Making Motors’ {M.M.M}

Plan to teach explicitly

Phase 1. STIMULATE existing vocabulary

Taken from John Munro

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

Phase 2. TEACHING new words

Taken from John Munro

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 words mean

Find synonyms for the key word

Visualise images of the meaning of new word

Use the new word

Teaching new words or phrases

Taken from John Munro

Teacher selects words

Teacher and students say, read and spell words

Explicit teaching

Meaning Making Motor

Glossary with synonyms and definitions and images

Phase 2. TEACHING new words –

Meaning Making Motor

Taken from John Munro

The Meaning Making Motor

What is it?

Readers work out what words mean

Taken from John Munro

Sequence for teaching M.M.M strategy

Phase 2. TEACHING new words –

Meaning Making Motor

Taken from John Munro

1) Say the word

2) Look at the letter patterns in the new word

3) Visualise the sentence

4) Use the context to work out meaning of the word

5) Note any graphics that go with the new word

6) Say to yourself what the word does in this sentence

7) Substitute

8) Check your guess and modify guess if needed

9) Check your dictionary meaning

Phase 2. TEACHING new words –

Find synonyms and antonyms

Taken from John Munro

What is a synonym for ..........

What is the antonym for .........

Another word for ......... is ...........

An opposite to .......... is ...........

Phase 2. TEACHING new words –

Visualise what new words mean

Taken from John Munro

When you say the word ...... what picture do you see in your mind?

Phase 2. TEACHING new words – Use the new word in a sentence

Taken from John Munro

Say the word .......... in a meaningful sentence

Where else could you use this word?

Say it in a different sentence

Write a short story using the word

Phase 3. REVIEW thevocabulary for the topic

Taken from John Munro

At the end of a lesson or reading session the student 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 actions they will link with the word

Phase 4. STORE new vocabulary in memory

Taken from John Munro

Teach the students to

Say what they will remember about what the words mean

Say how it is like what they already knew and how it is

different -Where the new ideas ‘fit in’ {What do the new words

remind me of? What word is it like? What are opposites?}

Phase 4. STORE new vocabulary in memory When is vocabulary in memory?

Taken from John Munro

Students have stored vocabulary in memory when they can

Say what they think key words mean

Link words with what they know

Create their own definitions

Visualise pictures of the words

Act out words

Phase 5. AUTOMATIZE vocabulary

Taken from John Munro

Students practise recalling vocabulary from memory: they

Speed up reading

Spell and recall the word

Use some words to stimulate/cue/predict related words based on

what they have learnt

Hear a sentence description and say the word it describes

Learn each vocabulary separately

Practise the strategy regularly

Say what they did and how each strategy helped them

Experience success using the strategy

Students need to:

Taken from John Munro

What could it/does the word mean?

Are there smaller words within the word?

Can I think of synonyms?

What type of text is it?

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?

Self talk

Taken from John Munro

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

Teachers preparing to teach vocabulary

Taken from John Munro

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

Practise recalling new words

Use self-talk strategies

Automatize word meanings and the links

Students preparing for learning vocabulary

Taken from John Munro

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

Students who build their vocabulary skills will be able to

Taken from John Munro

Word wall A series of words related to topic or

letter pattern Acting out the meaning Scrabble, Up words, Boggle... Draw a picture Use analogies Visualise Dictation Word games {Snap, Memory, Bingo,

Alphabet games...} Suggest other words they know Spell and recognise patterns Define – use dictionary Think, pair, share Cloze activities Synonyms Antonyms Glossary Quizzes

Vocabulary tools

Taken from John Munro

Every tool does a slightly

different job.

Pick the right tool

for the job.

Taken from John Munro

What I have learnt?

How have I learnt it?

What next?

Taken from John Munro