Word Aware Teaching vocabulary across the day across

Word Aware Teaching vocabulary across the day, across the curriculum Anna Branagan and Stephen Parsons

Introductions Turn to the person next to you and tell them: • Your favourite word • Why it is your favourite word

What do we need to do with words? Understand Speak them Write them Read them

Spoken language • Important for life! • Important in the classroom • Many children with poor skills • Higher demands for employment

What employers are looking for in 2018? 16% 14% 12% 10% 8% 6% 4% 2% g in lls so lv le m ob Pr na l is at io an O rg W rit te n co m m un Sc he ic a sk i tio n lin g du lls sk i n io at un ic Co m m Cu st om er se rv ic e 0% https: //www. livecareer. com/skills -gap

Vocabulary impacts on curriculum ‘Rich development and understanding of mathematics vocabulary is essential for students to become actively engaged in mathematics past mundane computational requirements to thorough understanding and meaning making. ’ Riccomini, Smith, Hughes & Fries, 2015

Simple view of reading Well developed language proficient readers Language comprehension Poor Word recognition phonic processes s Poor language Well developed phonics Gough and Tunmer 1986

Vocabulary and literacy • Systematic review of 45 studies. 5, 907 children in total. Average Vocab assessment Follow up reading assessment 5. 2 years 9. 0 years • Vocabulary strongest predictor of reading • Grammar and phonological awareness also important predictors. Hjetland et al 2018

Vocabulary and literacy ‘As age increases, the role of word decoding as a predictor of reading comprehension decreases and the role of listening comprehension increases’ Lervag, Hulme and Melby-Lervag 2017 Children with poor vocabulary do well with reading up to about 8 years and then drop rapidly as they do not have

Hirsch, 1996

The attainment gap Children who are behind in language development at age five are six times less likely to reach the expected standard in English at age eleven, and 11 times less likely to achieve the expected level in maths. Df. E, Dec 2017

Vocabulary in Early Years Vocabulary at 24 months is very strongly associated with later performance at school entry Roulstone, Law et al 2010 In UK 20 month gap in vocabulary at school entry between wealthiest and poorest Waldfogel and Washbrook (2012)

Relationship between vocabulary and poverty Vocabulary at age 5 is highly predictive of educational success and earnings at 30 (Feinstein and Duckworth, 2007)

Vocabulary impacts on social mobility ‘Language skills, and in particular vocabulary skills, may play a key role in the continuing drive to reduce the gap in educational attainment between groups from differing socio-economic backgrounds’ (Spencer, 2016)

Vocabulary gap At 7 years old the top 25 percentile … know 7100 root words … each day learn 3 new root words e. g. : play Biemiller in Baumann and Kame’enui (2004)

Issues with vocabulary teaching • For students with poor vocabulary, simple exposure is not enough • Many students do not read enough • Students with poor comprehension skills are less able to infer word meaning from context • a comprehensive approach to vocabulary instruction that acknowledges and develops the various facets of knowledge that words represent

Vocabulary within the 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. ’ National curriculum in England: complete framework for key stages 1 to 4 - for teaching 1 September 2014 to 31 August 2015

Fun with Words Nominate one person to scribe (easy task) 1. Spin a letter 2. Spin a category 3. Think of 5 words starting with that letter in that category 4. Call out when you have them!

Can make a difference! • The evidence is clear – we can make a difference. ‘consistent and daily attention to words builds students’ literacy growth. ’ Block and Mangieri (2006)

Can make a difference! Carlo, August et al 2009 Lesaux, Kieffer et al 2010 Snow, Lawrence and Wright 2009 All showed that regular whole class vocabulary work impacts on range of students, including lower SES, EAL and monolingual. Common themes: direct teaching and strategies

Levels of intervention Specialist Provision Few children Targeted provision Some children Universal provision All children RCSLT Position Paper 2006

! Make words count WOW This is how you let children know that both spoken and written words are important. If a visitor came into your school, would they know that words were valued?

! WOW Make words count • Jointly appreciating authors’ use of vocabulary. The author uses the word ‘inconsolable’. What a great word. You know just how upset the person is. Are there any words in this page that you really like? Julia Donaldson used the word ‘clambered’. Why didn’t she just used the word ‘climbed’? Donaldson, J. (2002) ‘Room on the Broom. ’ London: Macmillan Children’s Books

! WOW Make words count • Reward student’s use of powerful vocabulary. That word is worth a whole class ‘Ooh la la!’ I like that word! You can add it to the word wall. Wow that was a great word! Why did you choose that word?

! Make words count Put a jewel on students work when they use sparkling vocabulary. WOW

! Make words count WOW Class environment • Non-fiction and fiction books that go with the same theme. • ‘Information station’: give words a profile and the tools also

! Make words count Newton Primary School Word Wizard WOW

! Make words count • Halloween disco, kids popped balloon, read spooky word • or simpler: assemblies Newton Primary School WOW

Make words count Dressing up as a favourite word Effervescent Tornado http: //www. debrafrasier. com/pages/books-events/miss-alaineus/index. php www. pinterest. com/wordaware/ (Vocabulary: Make words count)

! WOW Make words count Building a tree of words. http: //pinterest. com/pin/47991552249759475 /

http: //www. thecommunicationtrust. org. uk/schools/no-pens-day-wednesday. aspx/

! WOW Make words count Develop vocabulary on trips by giving each child a sticker that says ‘Talk to me about the word. . . ’ gobble hutch Talk to me about the word ‘pier’ silky gentle care strok e

Character Slinky Write characteristics of real person or fictional character on folded paper. ! WOW

! WOW Make words count • Read and act our stories. • Encourage children to imagine their own stories https: //uk. pinterest. com/pin/4056 05510163832906/ https: //uk. pinterest. com/pin/3389 66309425773958/

Make words count ! WOW Home corner • Introduce new vocabulary • Use whisper words https: //uk. pinterest. com/pin/548946642051 017044/

Make words count ! WOW Develop interactive play by adding stopping points In the bike riding area add: • Mechanic’s workshop/ pit stop • Petrol station • Car wash https: //uk. pinterest. com/pin/117304765265 220275//

! WOW Make words count • Highlight key words before doing a task pouring kneading stirring

! Make words count at secondary Class teachers can support vocabulary learning by identifying one or two key words in each lesson. Choose words that are really important and will be used again and again. These words are discussed and written Key word: fluctuate WOW

So many ways to talk Say ‘I want a cup of tea’ in the manner of Stammer Mumble Rasp Exclaim Huff Moan Question page 169 Can others guess?

Parents Home support for vocabulary makes a difference Have fun with Words: play games When talking about words, adults should use comments rather than questions

Value every language spoken Children need to hear a good language model. Adults need to speak to children in the language they are truly fluent in. A strong home language supports English language learning.

! Make words count WOW

Contact details Contact us for more information, support, courses or on-site training. Website: www. thinkingtalking. co. uk Email: thinkingtalking@yahoo. co. uk Twitter: @Word. Aware Pinterest: www. pinterest. com/wordaware/