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What
What
Choosing the right words to teach
Make rich connections that build pupils’ vocabulary schemas
A practical, deliberate approach to teaching selected academic words
WHY
WHY
Achievement
Alongside socio-economic status, vocabulary is one of the significant factors in determining children’s achievement
Highly correlated with reading comprehension
Helps students remember what they read
Mental Health
Children with a poor vocabulary at five are four times more likely to struggle with reading in adulthood and three times more likely to have mental health issues
Life after school
The limits of our pupils’ vocabulary are the limits of their world.
It is our job to teach them the ‘academic language’ they need to succeed.
SUCCESS CRITERIA & high frequency errors (HFE)
SUCCESS CRITERIA & high frequency errors (HFE)
HIGH FREQUENCY ERRORS
Giving students a list of words to memorise with no discussion / linked activity
Words and definitions given in isolation
Choosing too many words
Looking up definitions in the dictionary
Relying on ‘one off’ discussions of words.
Teacher
Vocabulary teaching is not intellectually prepared
Getting students to look up definitions in dictionary
Just one or two exposures to new words
Split attention when introducing a new word
Student
Does not engage with interacting with the new word (eg doesn’t participate in ‘I say, you say’
Split attention when being taught a new word (busy writing it down instead of listening in SLANT)
success CRITERIA
success CRITERIA
Three conditions of effective processing of working memory:
Strength: multiple exposures and repeated practice.
Depth: adding detail to understanding and thinking ‘hard’.
Elaboration: new associations and varied connections made with new information.
Explicit teaching of vocab intellectually prepared for
Ensure no split attention with SLANT+BSL
Introduce the word with ‘I say, you say’
Present a student friendly example
Illustrate the word with concrete examples
Check for understanding with sentence stems and turn and talk
THE STEPS
THE STEPS
1. Select the right words
Many experts and researchers strongly recommend teaching Tier 2 words. Their argument is that these words are essential for ‘cracking the academic code’.
Although we may initially want to foreground the teaching of Tier 3 vocabulary, it can be the Tier 2 vocabulary that makes sense of the Tier 3 words.
2. Introduce the word
1 Write the word on the board
2 I say, you say: read the word. Students repeat
Example
- Reluctant
- T: I say, you say: Reluctant.
S: Reluctant!
3. Student friendly definition
Present a student friendly definition
1 Explain what it means
2 Or, have them read explanation with you
Example
- Reluctant means you are not sure you want to do something
- When you are not sure you want to do something, you are…
4. Illustrate the word with examples
1 Concrete examples
2 Visual examples
3 Verbal examples
Example
- If your asked you to try a new food, you might be reluctant
- You may be reluctant to watch a scary movie
5. Check for understanding
1 Deep processing questions
2 Examples / non examples
3 Students generate examples
4 Sentence starters
Example
1 Why would a student be reluctant to go to a new school?
2 Would you be reluctant to go outside on a warm, sunny day?
3 Tell your partner something you would be reluctant to do
4 Start your sentence by saying, ‘A cat might be reluctant to..’ then say why
We cannot expect children to grasp and be able to apply complex academic vocabulary in one go.
They require multiple exposures – anything between 3 and up to 10 for a word to be established in long term memory.
Check for understanding: a minimum of 3 interactions
Possible interaction examples
Phase 1 Memory starter linked to KO
Phase 5 Reviewing learning
Multiple Choice Quizzes
Homework
What A Good One Looks Like
What A Good One Looks Like
Key takeaways
Key takeaways
Intellectually prepare for the explicit teaching of vocabulary
Use ‘I say, you say’ to practise verbalising new vocabulary
Ensure your students have at least 3 exposures to the vocabulary in order to CFU
Take the quiz to complete module 16!
Take the quiz to complete module 16!
KEY READING
KEY READING
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