Word Aware Teaching vocabulary across the day across

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

Language for Thinking • A structured approach to teaching inference (from ‘here and now’ to the ‘why and how’) • Includes assessment • School support staff can use to run groups Parsons, S and Branagan, A Original published in 2005 and colour version in 2016 Speechmark/Routledge

Introductions Turn to the person next to you and tell them: • Your favourite word • Why it is your favourite word What role do you have? • Parent or Carer, Class teacher, Senior Leadership, SENCO, TA, EYs, KS 1, KS 2, KS 3+, Advisory Teacher, EP, SLT, Other

How we work with vocabulary now When working to develop children’s vocabulary: what do you do? • What works? • What are the issues? • If children are struggling with vocabulary what impact does it have?

What is a word? Spoken Representation in the mind of: • Phonological SPEECH SOUND • Semantic • Syntactic MEANING GRAMMAR Reading: decode grapheme and then add meaning Chiat (2000)

Levels of knowing a word Curtis (1987) • Stage 1. "I've never heard it before. " • Stage 2. "I've heard it, but I don't know what it means. " • Stage 3. "I recognise it in context, it has something to do with…" • Stage 4. "I know it. "

How well do you know these words? In pairs rate your understanding stage 1 -4 for each of the following. Write the number next to the word on your power point copy: 1 Crypt 3 Fluvial 5 Magma 2 Haulm 4 Extempore 6 Colitis

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

Principles of vocabulary teaching 1. Make words a priority (Fun and enriched) 2. Maintain a sustained effort 3. Link oral and written vocabulary 4. Analyse word components e. g. prefixes 5. Use a range of methods 6. Go with the child (at the right rate) 7. Use multiple exposures 8. Teach words in context 9. Teach strategies 10. Active and specific teaching of words Chapter 1

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

Fun with Words Dictionary game Pick a letter Choose a number between 1 - 10 Read the definition Can others guess the word?

Word detective Chapter 4 St ra STAR topic M a akin pr g io w rit o y rd s s ie g te Make words count Fun with words Str tea uctu ch red ing STAR emotions STAR concepts STAR literacy

STAR approach • Select • Teach • Activate • Review Modified from Blachowicz and Fisher (2010) Start with STAR topic.

Selection These words are taken from the NC (2014) for KS 2 Geography. Imagine you are teaching a Year 4 class Arctic Circle, biome, city, climate, country, desert, earthquake, environment, global, hemisphere, location, map, minerals, mountains, region, river, significance, topographical, Tropic of Capricorn, Tropic of Cancer, vegetation belt, volcano. Which words might be more important to focus

STAR Select - primary Anchor words Children have a thorough understanding of these words. Everyday spoken and written language for a child of this age. Used at home and in daily interactions. Children have become familiar with this vocabulary through prior teaching. Goldilocks words Really useful words Likely to be encountered again in reading or oral language. Average adult has a good level of knowledge of the word. Words that are very topic specific but are core to the topic. Age 7+: Desirable for children to use in their writing Look at page 246 Step on words Less likely to be encountered again in reading or oral language. Average adult does not have much knowledge of the word. Words that are particularly topic specific, and are not core to the topic. Age 7+: Not a word that children usually need to use in their own writing Appendix Based on Stahl and Nagy (2005), Beck, Mc. Keown and Kucan (2002) 1

KS 2 Geography: Year 4 Anchor words Map Desert River Volcano Mountains City Earthquake Goldilocks words Country Global Climate Significance Minerals Location Environment Hemisphere Region Step on words Vegetation belt Biome Topographical Tropic of Capricorn Tropic of Cancer Arctic Circle Based on Stahl and Nagy (2005), Beck, Mc. Keown and Kucan (2002)

Selecting Topic words Worksheet 2. • Select a topic relevant to your key stage (KS 1 or KS 2) • Identify key vocabulary • Are there any additional words needed? • Sort the words into Anchor, Goldilocks and Step on categories

KS 1 Science: Year 2 Anchor words Living Dead Never Sorting Alive Healthy Plants Animals Goldilocks words Habitat Food chain Depend Variety Affect Classify Explore Compare Essential Seashore Ocean Rainforest Woodland Step on words Micro-habitats Deciduous Based on Stahl and Nagy (2005), Beck, Mc. Keown and Kucan (2002)

KS 2 Science: Year 5 Goldilocks words Anchor words Planet Sun Earth Moon Day Night Rotation Orbit Spherical Solar system Numerous Step on words Celestial bodies Dwarf planet Based on Stahl and Nagy (2005), Beck, Mc. Keown and Kucan (2002)

STAR: Teach • Symbol: link it to visual • Phonology (sound): clap, rhyme, initial sound, say to partner • Semantics: meaning (Collins Cobuild dictionary www. collinsdictionary. com, use Anchor to describe Goldilocks), word parts and different contexts • Sentence: put it into a sentence • Action: act it out • Song: song or rap • Word wall and word pot: write it to go on the wall and in the word pot

CD

climate C jimate weather climate over time 2 for an area usual The climate in India is much hotter than in the UK.

Listen out for x

Have you heard the word before? Where did you read it/ hear it? What was it used to talk about? Prefix seg. . Word Wizard reg Other meanings Use the word in a sentence Word segregation Students say the word to their partner write the word Root Symbol/ picture: Suffix . . ation Meaning To keep people apart. Often different types of people e. g. black people away from white people The black people had to use different toilets from white people because of segregation. Context you could use the word in • In America before the 1950 s • In South Africa before 1990 s • To keep people apart after an argument Action Record word in workbook

Act out the word: • Select one Goldilocks' word from your worksheet 1. • As a group decide how you will act it out

STAR: Activate Differences from your normal lesson • Adults use the word many times • Prompt children to use the word • Link vocabulary to activity

STAR: Review This stops words being forgotten. This needs to be done at the end of the lesson and other times. • Ask ‘How will you remember the word? ’ • Simple way to review words is to have a ‘Word Pot. ’ • Review games are in the Fun with Words (chapter 9, from page 136).

http: //3 rdgradesahoot. blogspot. co. uk/2012/01/daily-5 -work-on-words-and-freebies. html www. pinterest. com/wordaware (Vocabulary: Reviewing words)

STAR: Review Magic books (instructions page 188) Parklands Junior School, Havering

STAR: Review Colour coded Topic mats to go on tables at the beginning of topic Thanks to Pip St John

STAR: Review • Homework Send a copy of the words home to stick on the fridge (page 278). Encourage parents and children to use the word at home. Write new word on a sticker that says ‘talk to me about. . . ’ CD • • Appendix 21

STAR: Review Electronic word wall Class 9 MS colonisation divine segregation Protestant discontent civil rights betrothed petition

STAR: Review • Get students to make up a quiz about the word/s • Clue 1. Something that Dominos everyone should have 2. It makes it fair for everyone 3. Helps makes everyone equal civil rights

STAR: Review • Folding true-false books Black people were treated badly during segregation Segregation stopped in America in 1920 Black people had to stand up for white people on buses because of segregation

Review Next lesson use questions to prompt thinking about the word • Have you seen or heard anything that made you think of civil rights? TV? School? • Does segregation ever happen today?

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/