Using visual prompts to teach children how to learn new words as a ...

June 2013 4th edition

Using visual prompts to teach children how to learn new words as a critical thinking tool for independent word learning http://www.widgit.com/resources/classroom/pre-teachingvocabulary/index.htm

©pipstjohn Pre-Teaching Vocabulary (PTV) June 2013

1

Contents of Pre-Teaching Vocabulary resource (PTV) Page What it does How it works PTV Rationale PTV What to do first So, which words? PTV Prompt cards PTV Word Wheels Saving pictures for PTV Printing out sets of pictures for whole class & small group work Making word lists for whole class & group PTV sessions Whole class PTV Wave 1 - What to do Small group Wave 3 - What to do Introduction & Naming Games Question Game Word Knowledge Map Picture Dictionary and lotto boards Word Songs Record Keeping Word Learning Score (WLS) Appendices

2 3 4 6 7 9 11 12 13 14 18 23 24 26 28 29 30 31 32 34

www.wordle.net

What it does: The PTV provides a structured and principled approach to demonstrating, modelling and teaching children, especially those with speech, language and communication needs (SLCN), how to learn new words. Its aim is to support and scaffold the naturalistic way teachers already discuss new words and hone and develop their existing vocabulary teaching and learning strategies. It provides teachers and children with a practical framework upon which to develop critical thinking skills and tools for independent word learning. It also allows teachers to reflect on their day-to-day practice and focus on the key ‘goldilocks’ words needed by their children to effectively understand the topics in their classroom. Furthermore it reinforces the importance of developing word knowledge to improve and enhance listening and future reading comprehension. ©pipstjohn Pre-Teaching Vocabulary (PTV) June 2013

2

How it works:

The use of symbols and pictures using Communicate in Print (CIP www.widgit.com) is embedded throughout the prompt cards to support teaching children how to learn new words. The key is adult modelling of these principles in a small intervention (Wave 3 group) and their generalisation throughout their whole class (Wave 1) curriculum to support the children’s increased exposure to the word and support their comprehension Symbols are deliberately used to encourage children to think about the different features of a word tapping into their semantic, phonological and perceptual word knowledge. The majority of symbols are used to guide children’s thoughts so are not necessarily a direct iconic representation The PTV prompt cards are presented in different formats using CIP; A4 for use on the wall, A5 on a washing line or small strips for use in the games. An A4 adult prompt ‘how we learn new words’ learning wheel/mat is provided as a word document. There are three steps/ differentiation in both the prompt cards (colour coded) and adult word wheels The PTV resource also provides an informal and easy way to evaluate the outcome of intervention through using a word learning score (WLS) procedure developed by the author

This resource has grown from practical class based work with children of all abilities and across all age ranges. It has been proven to be highly effective for children with speech, language and communication needs (SLCN), and for those with out-of-age related performance in terms of word knowledge and comprehension skills. It has been developed by the author over many years of professional and academic practice, and in collaboration with specialist speech and language therapists, community speech and language therapists and teacher ...and it aims to make learning new words fun! The principles of this pre-teaching vocabulary resource lie firmly rooted in evidence-based practice. A synthesis and amalgamation of the key principles of vocabulary teaching and learning were carried out by the author as part of an MSc in Language and Communication Impairment in Children at The University of Sheffield in 2010. This study investigated whether a small group daily word learning programme, delivered by the class teacher could show an improvement in word learning in young children as the connection between a child’s level of vocabulary and their future academic and life-long achievements is clearly established. It is, therefore, important to find ways in which word learning can be supported effectively in children with reduced vocabularies. This study provides preliminary evidence that a small group, structured approach to vocabulary teaching can have an impact on word learning in pupils with heterogeneous language difficulties, aged 5 to 6 years. The participating teachers also reported increased knowledge and understanding of vocabulary teaching and learning. It has been used across a range of schools and settings in the North West of England and the MSc research findings presented as a workshop at Warwick University NAPLIC conference April 2011. A principled approach to teaching and learning vocabulary is integral to any schools development of a communication supportive environment.

What people say about it:

“Thought it would just be for children with SEN but think it would be really useful for whole class vocabulary” (KS1/2 teachers ) “Why didn’t I know about this before – not just for SEN children - could use the activities as part of a guided reading session.” (KS2 teacher) “Never been shown how to teach vocabulary and yet so important, especially how to work with a small group to help them learn how to learn new words & improve their vocabulary.” (KS1 teacher) “Step 1 works well with all reception children and I use the word wheel as an adult prompt throughout continuous provision.” (Foundation Stage teacher)


3

Rationale Pre-Teaching Vocabulary (PTV) Using visual prompts to teach children how to learn new words as a critical thinking tool for independent word learning The rationale behind this pre-teaching vocabulary (PTV) resource has been developed by the author over many years and in collaboration with specialist speech and language therapists and teachers. It has grown from practical class based work with children of all abilities and across all age ranges and has proven to be highly effective, especially for children with speech, language and communication needs and for those children with out-of-age-related performance in terms of word knowledge and comprehension skills. It aims to support and scaffold the naturalistic way teachers already discuss new words in their classrooms by providing a structured and principled approach to word learning, ensuring effective storage and retrieval of new words in child’s mental lexicon. The aim is for teachers to use the PTV resource to hone and develop their existing vocabulary teaching and learning strategies. In addition it provides them with a framework upon which to develop a child’s critical thinking skills and independence as learners by modeling how to learn new words. Children entering our schools with ‘out-of-age’ related levels of vocabulary are vulnerable within the educational system. Vocabulary knowledge is a strong indicator of academic success and vital to success both within and outside school (Beimiller and Slonim 2001; Clegg et al 2009). Hart and Risley (1995, 2003) identified poor vocabulary knowledge as a primary cause of academic failure. Furthermore, growing up in disadvantaged circumstances can restrict a child’s pre-school vocabulary learning, which is likely to hinder their literacy and mathematical development once in school (Snowling et al 2001; Locke, Ginsborg and Peers 2002; Locke and Ginsborg 2003; ICAN 2006; Rose 2006; Washbrook and Waldfogel 2010). In addition, weak oral language skills are also likely to cause underachievement in comprehension (Snowling et al, 2001). The principles of this PTV resource lie firmly rooted in evidence based practice. A synthesis and amalgamation of the key principles of vocabulary teaching and learning were originally made by the author in the production of these Pre-Teaching Vocabulary (PTV) materials as part of an MSc in Language and Communication Impairment in Children at The University of Sheffield (McKeown 1991; McKeown et al 1985; Stahl and Fairbanks 1986; Bryant and Goshwami 1990; Dole et al 1996; Beck et al 2002; Blanchowicz & Fisher 2000,2004; Beck et al 2002,2007 and 2008; Biemiller 2003, 2004 and 2005; Elks and McLachlan 2005 & 2008; Lubliner and Smetana 2005; Parsons et al 2005, Stahl & Stahl 2004, McCartney et al 2005, Nash and Snowling 2006, Ouellette 2006, Bowyer-Crane et al 2008 and the Language 4 Reading Project 2004-2008 and 2009-2012 Nuffield Foundation). The practical applications of these principles have been extended further to create this PTV resource and ensure differentiation for delivery with a whole class, a small group and/or individual children. Furthermore the use of symbols and pictures to support and scaffold learning is embedded throughout the PTV prompt cards, each with specific questions tapping into a child’s semantic, phonological and perceptual word knowledge (Widgit Symbols©Widgit Software2009). Bowyer-Crane, C., Snowling, M.J., Duff, F.J., Fieldsend, E., Carroll, J.M. Miles, J., Gotz, K. & Hulme, C. (2008) Improving early language and literacy skills: differential effects of an oral language verses a phonology with reading intervention Journal of Child Psychology and Psychiatry 49, 4, 422-432 Beck, I. L., McKeown, M. G. and Kucan, L. (2002) Bringing words to life: Robust Vocabulary Instruction New York: Guilford Press Beck, I.L. and McKeown, M.G. (2007) Different Ways for Different Goals, but keep your eye on the higher verbal goals in Wagner, R.K., Muse, A.E. and Tannenbaum, K.R. (Eds) Vocabulary Acquisition Implications for Reading Comprehension London: Guilford Press Beck, L. McKeown, M. & Kucan, L., (2008) Creating Robust Vocabulary London: The Guilford Press. Biemiller, A. (2003) Vocabulary: needed if more children are to read well Reading Psychology 24, 315 Biemiller, A. (2004) Teaching Vocabulary in the Primary grades: Vocabulary Instruction needed (pp.28 – 40) in J. Baumann


4

and E. Kasne’enui (Eds) Vocabulary Instruction: Research to Practice New York: Guilford Biemiller, A. (2005) Addressing developmental patterns in vocabulary: Implications for choosing words for primary grade instruction. In E.H. Hiebert & M.L. Kamil (Eds) Teaching and Learning Vocabulary: Bringing Research into Practice. Hillside NJ: Erlbaum Dole, J., Sloan, C and Trathan, W. (1995) Teaching Vocabulary within the context of literature Journal of Reading 38, 452460 Elks, E. and McLachlan, H., (2005)

Language Builders Elklan www.elklan.co.uk

Graves, M. F. (2006) The Vocabulary Book: Learning and Instruction New York: Teachers College Press Gathercole, S. E. & Alloway, T.P. (2008) Working Memory and Learning London: SAGE Publications Hart B. and Risley, T. (1995) Meaningful differences in the everyday experience of young American children Baltimore: Paul H. Brookes Publishing Co. Language 4 Reading Project 2004-2008 and 2009-2012 (Nuffield Foundation) www.york.ac.uk/psychology/research/groups/crl/research/nuffield-language Locke, A. and Ginsborg, J. (2003) Spoken Language in the early years: The cognitive and linguistic development of threeto five- year-old children from socio-economically deprived backgrounds Education and Child Psychology 20, 4, 68 – 79 Lubliner, S. and Smetana, L. (2005) The Effects of Comprehensive Vocabulary Instruction on Title 1 Students’ Metacognitive Word-Learning Skills and Reading Comprehension Journal of Literacy Research 37, 2, 163-200 McCartney, E., Boyle, J., Ellis, S., Turnbull, M. and Kerr, J. (2005) The development and validation of materials for use by classroom teachers working with children with primary language impairment Final report to West of Scotland Research and Development Consortium. November 2005. www.strath.ac.uk/eps/centresdivisions/slt/teachingresources/lsm Nash, H. and Snowling, M. (2006) Teaching new words to children with poor existing vocabulary knowledge: a controlled evaluation of the definition and context methods International journal of Language and Communication Disorders 41, 3, 335 -354 Ouellette, G.P. (2006) What’s meaning got to do with it: The role of vocabulary in word reading and reading comprehension Journal of Educational Psychology 98, 3, 554 –566 Parsons, S., Law, J. and Gascoigne, M. (2005) Teaching receptive vocabulary to children with specific language impairment; a curriculum based approach Child Language Teaching and Therapy 21, 1, 39-59 Snowling, M. J., Adams, J.W., Bishop, D.V.M. and Stothard, S.E. (2001) Educational Attainments of School Leaver’s with a PreSchool History of Speech-Language Impairments International Journal of Language Communication Disorders 36, 2, 173-18 Stahl, S.A. and Stahl, K.A.D. (2004) Word Wizards All! Teaching Word Meanings in Preschool and Primary Education In Vocabulary Instruction: Research into Practice pp. 59 – 78 New York: Guilford Press St.John, P.A. (2011) Vocabulary Teaching and Learning; a classroom experience NAPLIC Conference Paper April 2011 Warwick University www.naplic.org.uk St.John, P.A. and Vance, M. (forthcoming publication Winter 2013) Evaluation of a systematic approach to vocabulary

teaching in mainstream classes. Child Language Teaching and Therapy Washbrook, E. and Waldfogel, J. (2010) Cognitive Gaps in the Early Years The Sutton Trust Millennium Cohort Study: ESRC


5

Pre-teaching Vocabulary - What to do first 1. Become familiar with the rationale and procedure used for the principled approach of preteaching vocabulary as this is the foundation for all your vocabulary work for whole class and group work. 2. Be aware that you will need time to reflect upon your practice and the words you select. Remember you will be showing children how to learn new words in order to teach them independent word learning strategies; you are modeling a principle they can use and apply to all unfamiliar words…..so go slowly and tread carefully!!! 3. For GROUP / Wave 3 delivery - Choose one curriculum area and follow the instructions on page 12 when deciding which words to select. Some words, especially Tier 2 /3 words need thinking about carefully prior to use in order to get your ‘head around them’. 4. The hardest thing is deciding on the words you choose to model this principle; ask yourself this question “How often will the child be able to use this word in their everyday life and in school?” See ‘So which words? On page 7 Analyze your word lists in terms of: i. Which words can be categorised as Tier 2 / 3 words? ii. Which Tier 2 / Goldilocks words are necessary for understanding the topic / comprehending concepts iii. Are there any other words needed for comprehension? Which ones? iv. Are you sure they know the basic, Tier 1 words? If not, teach them using the PTV method 5. On the basis of your analysis, i. Which words will need brief attention ii. Which words will you give more explicit teaching – a selection of both Tier 2 / 3 words 6. Print out the listening rules prompts, matt laminate and use for all whole class, group and individual activities to develop children’s active listening skills 7. It is ESSENTIAL to generate pictures/ photographs for each topic word and store them as JPG / GIF / Bitmaps in an accessible folder. This is so you can access the image through CIP. Make 2 sets of the topic pictures for the PTV group work. (see page ) 8. Make a topic Word List for use in the classroom using all the PTV words. A template is provided the PTV resources pack named PTV Master All templates (see page 13). Colour-code the frames according to subject (page ). 9. For the Dice (naming) games cut out each of the dice fronts and stick on A5 envelopes. Laminate and chop off the top of the envelope to make a pocket into which you can place the photograph or symbol of the word 10. Find a fishing rod, a cloth bag, a dice, paper clips, red, green and a purple felt tip pen small exercise book to record sessions, a topic scrap book for the word knowledge map and a container to store all the PTV resources 11. Print out PTV Step 1 resources and matt laminate and move on to preparing Step 2 and 3 when appropriate. 12. Always use the classroom context to when discussing the words. 13. Practice which nursery rhyme / tune best fits the words you have chosen for the end of session song (page 14) ©pipstjohn Pre-Teaching Vocabulary (PTV) June 2013

6

So, which words (PTV) Using visual prompts to teach children how to learn new words as a critical thinking tool for independent learning

Initially choose one curriculum topic area and select a range of words the children will need to know – appropriate for your children, including the relevant verbs / action words – then extend your use across the different curriculum areas. Divide the words into the 3 categories using the idea of ‘tiers’ or levels of words. Working on the Tier 2/ Goldilocks words can make the biggest difference to children’s understanding of a topic – although avoid words which are similar,

Tier 2 words - ‘Goldilocks’ words – these words expand children’s general language repertoires.

Tier 1 words These are basic words commonly used in spoken language. They are heard frequently, in numerous contexts, often reinforced by non-verbal gestures & signs. Tier 1 words rarely require explicit explanation and teaching in school, however it cannot always be assumed that this type of word is frequently heard in the home. e.g. bed, happy, boy, hamburger, clock

These words are not considered as ‘common’ words as they appear in more specialist situations rather than in conversation. They are not too easy, not too hard, just ‘right’ to enhance children’s understanding (Beck, McKeown & Kucan 2002) They are not the most basic way to express an idea; they represent the more sophisticated vocabulary of the written word. They are vivid verbs, adjectives, adverbs and specific or abstract nouns, the very words which aid reading comprehension and can have an impact on the quality of the spoken and written language of children. e.g. warm, darker, nearly, remarkable, mischievous, awe, light,, insist, admire, compare, gentle, obstacle, sarcastic, meticulous

Tier 3 words – needed in the context of the theme / topic or subject domain These words appear in more specialist situations and rarely in general use in everyday conversation. They tend to be limited to specific domains and subject areas (science, mathematics etc) and are central to building the knowledge and conceptual understanding of the subject / content. This subject specific vocabulary must be taught as they are the key words of the curriculum area. e.g. metamorphosis, symmetrical, peninsular, parallel, conceptual, archaeologist

Suggested criteria for choosing which Tier Two words to teach. Conceptual understanding

Instructional potential

Importance and utility

Do the children already have ways to express the concepts? Would they be able to explain these words using the words they know already?

Can the words be worked with in a variety of ways so that children can build rich representations of them and make connections to other words and concepts?

Choose the words that are characteristic of confident language users and which appear across areas of learning.

For a whole class select only one or two words to model the word learning strategy For group work pick only six to ten Tier 2 / Goldilocks / Tier 3 words to generate pictures / symbols to explicitly model each group session, and make sure they are useful across areas of learning Use the prompt cards at all times to give visual reinforcement of the strategy and also use when asking the child to recount/ recall information about the word. ©pipstjohn Pre-Teaching Vocabulary (PTV) June 2013

7

Plan your curriculum vocabulary Subject Term

Topic area NC Year

Tier 1 words

Tier 2 Goldilocks words

Tier 3

Everyday spoken language for a child of this age. Used at home and in daily interactions Most children are exposed to little else. BICS

Not too easy, not too hard, just right to move understanding forward. Likely to be encountered again. Average adult has a good level of knowledge of the word. CALPS

Average adult does not have much knowledge of the word. Topic / subject specific. CALPS

With thanks to S. Parsons & A. Branagan 2010


8

Prompt cards (PTV) for use with children & young people Pre-teaching of curriculum vocabulary using pictures/photographs can be done in various ways: Small Wave 3 group / guided reading/ guided talking session (20 minutes) - use long prompt cards Individual – use long prompt cards used with a whole class during the introduction to any lesson / learning opportunity when new and recently acquired vocabulary is being used (5 minutes) – use A5 washing line or A4 display cards

• • •

This pre-teaching strategy incorporates the following areas: • Word knowledge • Phonological awareness • Kinesthetic / visualisation

Step 1 prompt cards (6) blue background 1. 2. 3. 4. 5. 6.

What is it? What do we do with it? Where do we find it? What sort of thing is it? How many beats in the word? What sound does it begin with?

Step 2 prompt cards (9) yellow background 1. 2. 3. 4. 5. 6. 7. 8. 9.

What does the word mean? Tell me about it. Describe it. What do we do with it? Where do we find it? What category? What do you already know? What does it link with? What the word sounds like? It has ….beats. It rhymes with…… What sound does it begin with? Is it a short, medium or long word? Can you do an action? What does it look like? Draw a picture

Step 3 prompt cards (12) white background 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

What does the word mean? Tell me about it. Describe it. What do we do with it? Where do we find it? What category? What do you already know? What does it link with? Find a word which means the same / different What the word sounds like? It has ….beats. It rhymes with…… What sound does it begin with? Is it a short, medium or long word? Can you do an action? What does it look like? Draw a picture Picture it in your head Put the word in a sentence ©pipstjohn Pre-Teaching Vocabulary (PTV) June 2013

9

All the PTV prompt cards are available in the PTV Resources Pack


10

Please be aware that the CIP Widgit© symbols used on the prompt cards have been selected, not as direct iconic representations but as an aid to guide children's thinking about words & their linguistic features i.e.

"What do we do with it?" - do we make it? do we eat it? do we play with it?

prompt card (FUNCTION of a word)

"What sort of thing is it?” prompt card (CATEGORY of the word) - is it an animal? do we eat it? do we travel in it?

“Is it a short, medium or long word?” prompt card (SIZE of word) is it the same size of cat / carpet or table (on adult prompts) /caterpillar?

Word Wheels (PTV) ‘How we learn new words’ mats / wall posters for adults These are aide memories / prompt word wheels for adults for use to scaffold the way they talk about topic words within whole class delivery and in conversations with children to develop and extend exposure to a word. For older children and young people you may choose to move from using the individual prompt cards to using the appropriate word wheel as a learning mat (A5 or A4 for desk copy, A3 for class wall) and model how use as an aide memoire.


11

Saving pictures for pre-teaching vocabulary Making word lists and resources for Wave 1 and 3 PTV groups 1. Select the key topic / curriculum vocabulary – it is essential to include a range of action words /verbs and adjectives 2. All images must be stored in their original format in order to transfer to, and be used with, the Widgit Communicate In Print desk top publishing software 3. Find an appropriate picture or photograph to help teach each word – for mathematics suggest you consider photographing the objects/activities/ materials you use in you classroom. Click on the picture and find full size image (this is important as it helps to prevent picture becoming distorted when you enlarge it) 4. Then right click on the picture ‘save picture as’ …(just the key word) onto your chosen shared drive – Pre Teaching Vocabulary folder relevant year group folder – relevant topic subject folder – systematically store all your photographs as a class/school based resource


12

To print out sets of pictures for whole class or small group PTV sessions You can now directly print your chosen images and pictures stored as JPEG PNG GIF or Bitmap etc. There is no need to copy and paste the images onto a Word document. Depending upon your computer there will be different options to print your topic pictures however using Word Wizard will allow you to print out a set of A4 for class use A5 for group use plus a set of ‘wallet’ prints for the word knowledge map record book. Follow the tabs Organise - select all Print – select the size required


13

Making word lists for class based desk top reference Open up the PTV master template for word lists, picture dictionaries and lotto boards. This master template needs to be stored in a centrally held file and has been prepared using Communicate In Print (CIP) desk top publishing software. The chosen topic/curriculum photographs and images can easily be transferred into the template to make a desk top reference word list for all children to use:

Active prior knowledge

Remind children what the item/concept looks like as the teacher or class discuss the topic

Word spelling reference when required to complete a short write/ account in the topic lesson the children’s recording of their understanding and knowledge is not compromised by possible weak spelling ability.

Follow the instructions on the template page 2 Type in your topic words in the right hand column Type in the topic word twice in the left hand column and select the appropriate symbol of choice Open the Graphic resource tab (bottom left on screen) to access your chosen images.

Find the ©pipstjohn Pre-Teaching Vocabulary (PTV) June 2013

14

appropriate shared drive

Locate your folder of choice and find the relevant year and topic/curriculum folder you need. Your topic pictures and photographs should be there! Click on the image in the graphic resource file then click above the word in the left hand column


15

Mathematics- Dark blue Science – Red Literacy – Yellow Geography – Tan/Rust Music – Pink Art – Orange History – Purple PE – mid blue Design & Technology – Green MFL – Olive RE – white ICT – light blue


16

Mathematical and more abstract vocabulary For some mathematical (and other curriculum) vocabulary it is very difficult to find an image that can effectively represent the concept. The best and quickest way to address this, and consolidate learning, is to take photographs/digital pictures of what is being used in the classroom i.e. the real objects, items or diagrams used by the teacher (in the classroom) to demonstrate and teach the mathematical or more abstract concept, rather than trying to search for a picture on the internet. Always use the classroom context to teach/discuss and then support with a Widgit symbol.


17

Whole class PTV (Wave 1 ) A child needs to learn lots about a word in order to remember how the word sounds and what it means. The following features of the word need to be covered: Picture and Symbol: Link it to a visual The sound of the word (phonology): clap syllables, rhyme, initial sound, say to partner What does it mean (semantics): meaning, what do you do with it, where do you find it,word parts, different contexts? Act it or gesture Song or a rap: use a song or rap Word wall: put the word onto a word wall Sentence: put it into a sentence

Aims • •

•

•

To become an automatic way of introducing new words / key vocabulary across the curriculum, within a supportive context, in order to enhance the learning and comprehension of all children To model a range of strategies for learning and remembering new vocabulary using PTV strategy visual prompt cards (A5 for a washing-line and A4 as a frieze to model the semantic, phonological word learning features of a new word) Be able to differentiate your delivery & scaffold and support the questioning of children with out-of-age-related comprehension and vocabulary levels To become more aware of the Tier 2 /Goldilocks words as these words expand children’s general language repertoires.

Materials needed • Vocabulary prompts – washing line - or on interactive white board • Picture or symbol that represents the word – on a washing line/Velcro board or class hanger • Word box or bag for the different pictures / symbols • Flip chart / big sheet for make whole class word knowledge map • Space on the classroom wall for a Word Wall display ©pipstjohn Pre-Teaching Vocabulary (PTV) June 2013

18

What to do 1. Use a poster, Velcro board, trouser coat hanger or washing line with spaces to attach the individual PTV prompts. Put the heading ‘How to learn new words’ and explain to the children you are teaching them how to learn any new word 2. Put the image on a white board, visualizer or flip chart 3. Say the word. ‘Who has heard this word before?’ ‘Thumbs up if you think you know it, horizontal hand if you know something/ have heard of it before, thumbs down if you have never heard of it. 4. As you talk around the word make sure you explain how we learn new words i.e. think about what they mean (semantic -green framed) and how they sound (phonological - red framed) and other features (the kinesthetic /visualization features - purple framed) whilst you demonstrate / model the strategy Refer to the strategies throughout the working day and across the curriculum. Each time you do this activity start by asking if anyone can remember any of the things that help us to learn and remember new words (differentiated according to child’s level)


19

5. Possibly complete a Word Knowledge Map sheet/flip chart or interactive white board (see page 19). Identify and write down the semantic features in a green marker (Say ‘Green for what it means): Use the PTV prompt cards. Ask children to add more. Talk about different contexts in which the word is used. Add all the information onto the Word Knowledge Map sheet using a green marker/pen. Identify and write down the phonological (Say ‘Red for what is said’) features: Get everyone to clap out the syllables of the word. ‘What sound does the word start with? “Is it a small, medium or long word?” Draw 3 lines and circle the relevant size ‘How many rhyming words can the class think of?’ These can be real or nonsense words. Record responses on the Word Knowledge Map sheet in red Step 2 and 3 ask about the actions and other kinesthetic /visualization features. Record in purple on the word knowledge map. 6. Put the word into a sentence: Either ask a few children to put the word into a sentence or Tell all children to discuss the word with a talk partner. (Add this to the Word Knowledge Map). 7. Act out the word. ‘Show me the word!’ , ‘How could the word be represented?’ i.e. Inflate – children ‘puff’ out their cheeks or pretend to blow up a balloon Gas - children running around freely, Immigration – moving from a group of children in one place to another group somewhere else, Dimension – use hands to show height width depth 8. Review the words on a regular basis using the question game bag with the PTV topic/text based words – children to pull out a word and ‘talk’ around the word (differentiated according to child’s level) using the prompt cards to guide what to say. Parson’s and Branagan recommend a ‘word pot’ 9. Display the key words (with pictures/ symbols) for the lesson/topic on a word wall in the classroom wall or use an enlarged version of the topic word list made on CIP software 10. Sing a word song – word of the day not only fun but aids multisensory learning and increases the exposure to the key word (e.g. in Wheels on the bus a single syllable topic word is used over 13 times)- stomp the syllables


20

Extension speaking and listening activities to develop a ‘Word Aware’ classroom Lotto Make 3 lotto boards and 3 sets of cards using the Tier 2 words the children need to know to access their lessons; the word, a symbol/picture of the word and the definition used in the classroom (not a dictionary definition). The lotto board is placed in the middle of the group. Take turns to pick up a picture/word card and match it to the correct word, picture or definition on the chosen lotto board. Explore children’s word knowledge using the PTV prompt cards or learning mat. (CIP template provided)


21

Word Study Journals /Picture topic dictionaries / word knowledge maps for independent word learning in the classroom Children can be directed to make their own word learning maps using the PTV prompts as part of their day to day work. They can provide class based learning journey and if re visited later in a topic may show evidence of impact.

Children can develop their own personal book of words that they have learnt over time using these strategies - just record the word, their definition and a picture; however some pupils, especially those with SLCN, may also need an additional, individual, picture dictionary to aid word retention and memory.

The Strongest Link Find 10 to 12 pictures that link with a topic. Name the pictures and put them face down on the table. Take turns to pick up 2 pictures. Name the words and think of something that links the pictures. The child with the strongest link keeps the pictures!

Wuzzles (word puzzles) Word of the week Word detective Word games & puzzles Web based games & puzzles

………………….and many more word games/activities

See Parsons and Branagan ‘Word Aware: A whole school approach to developing vocabulary’ Speechmark


22

Small Group PTV (Wave 3) What to do Small Group / Wave 3 work aims •

•

•

Using pictures/photographs to directly pre-teach a child, or a group of up to 6 children, the vocabulary and concepts for each topic in their classroom in order to increase exposure to the word and improve comprehension Using pictures/photographs to model the vocabulary learning strategies as a way of helping the pupils to become active vocabulary learners and to think about the words they hear – differentiate according to ability and age – Steps 1, 2 & 3 Daily 10-15 minute sessions using key words from one topic area – use the principle in all curriculum areas to reinforce the principle of how we learn new words.

Small Group / Wave 3 PTV delivery – checklist Make sure you’ve got all your resources ready before you start a group: 1. CIP desk based topic ‘Word list’ in the classroom during the appropriate lesson and displayed as Word Wall with PTV prompts cards in the classroom. 2. Pictures, photographs and/or objects for the curriculum topic – for use with the PTV games x 2 (one for using in the games, the other for sticking the word knowledge map book). Joint teacher / support staff planning is assumed as it is important that what is said in the classroom is repeated and reinforced in the group session. Always use the classroom context to when discussing the words. 3. Naming Game resources – dice envelopes, dice, fishing rod and paper clips 4. Question game resources - Feely bag and vocabulary prompts and adapt prompt questions according to the specific word. 5. Word Knowledge Map A4 record book or plain paper or topic book, red, green and purple felt tip pens 6. Prepare a Word Song to consolidate word learning and have fun. 7. Remember to continually use the category and key word during the activities to increase the children’s exposure to the word. 8. Once you have a selection of word knowledge maps use one of the PTV sessions to create a CIP picture dictionary with the group – support the children to generate sentence definitions from their word map. As the children become more confident and automatically apply the PTV principle in their own learning of unfamiliar words the adult will still need to refer to the approach and unobtrusively monitor children’s application and use. ©pipstjohn Pre-Teaching Vocabulary (PTV) June 2013

23

Play the following games / activities in each PTV session: -

1. Introduction 2. Naming Game (Dice Game OR Fishing Game activity) 3. Question Game (to develop word knowledge) 4. Word Knowledge Map (using one of the key words) 5. Word Song (to help the children remember the word) 1. Introduction At the beginning of each session use the prompt card to remind the children that they are going to play some games to help them learn how to learn new words.

Then place the ‘listening rules’ prompt card and establish the reward for ‘good listening’.

2. Naming Games Depending on the size of the group (maximum 6) choose the appropriate number of pictures / photographs to use in the PTV session. Use these selected pictures for every session, generating a word knowledge map and picture dictionary definition. At all times make explicit links with all the other topic words and reinforcing the topic category. Once you feel the group ‘know’ the word replace it with another of the selected Tier 2 word –replace no more than 2 pictures at one time to support explicit links between the category words and consolidate learning. Put all the topic pictures / photographs on the table and say: “In……name topic/subject……..we need to learn all these new words” Show each of the pictures in turn saying: “This is the picture to help you learn the…topic word ……..” Then either place in the dice envelope or put a paper clip on the picture and play one of the two naming games, either the dice OR fishing game:©pipstjohn Pre-Teaching Vocabulary (PTV) June 2013

24

Dice Game (naming of topic nouns & verbs): Throughout the game use both the key word and category as often as possible to increase exposure to the word. After placing ‘key word cards’ or pictures in the envelopes labeled with dice numbers say to the first child: “Roll the dice for a….category word” Then ask child to take out one picture from the envelope and say “You’ve got……” Pause to give the child time to respond but if they don’t, or wrongly name the item say “It’s……… so that you are prompting for the article + the word. Further prompt with initial letter sounds and if they cannot give you the word, then say the word using both the key word and category. Leave the picture on the table. Repeat the requests with the other members in the group, each taking turns to throw the dice and take a picture out of the envelope with the same number on it. Adult to maximize exposure to key word and category at all times.

OR Fishing Game (naming of topic nouns & verbs): Throughout the game use both the key word and category as often as possible to increase exposure to the word. After introducing the category, putting a paper clip on each picture, place on the table picture side down. Give the first child a magnetic fishing rod and let each child have a turn to fish for a picture, saying “Fish for a ……category word.” Then ask child to fish for one picture and say “You’ve got……” Pause to give the child time to respond but if they don’t, or wrongly name the item say “It’s……… so that you are prompting for the article + the word. Further prompt with initial letter sounds and if they cannot give you the word, then say the word using both the key word and category. Leave the picture on the table. Repeat the requests with the other members in the group, each taking turns to fish for the topic pictures. After all the pictures have been used say to the children “Now I’m going to collect all the ...…name the topic …words into my ‘question’ bag. Look at all the pictures. Who’s got….word?” As the child gives you the picture ask them to name it again “You’ve got……..” thereby ensuring disguised repetition and use of both receptive and expressive spoken vocabulary. ©pipstjohn Pre-Teaching Vocabulary (PTV) June 2013

25

3. Question Game: ‘What’s in the bag?’ It is important that you take time to reflect on how you are going to talk about each of the words BEFORE the PTV session and adapt delivery accordingly – not all prompts can be used with all words….and that’s okay! The key to success is over-exposure of the word used in context and category to support word knowledge and retention. Initially say to the children “We have to learn all these new ….name category words. Each session we are going to be a word detective and look at just one of these new words and find out more about it. We are going to use the prompt cards (show them) to help us think about /learn more about that word.” All the topic word pictures will be in the feely / question bag from the naming game. Ask the first child “Take one of the …category name…words and be a word detective.” At the same time put the ‘What is it?’ prompt card in front of the child, ready to name it. Pause for a response, cue in with initial sound and if unable to name adult to give category and then name it. The say to the child “Pass the …name both category and word…. to…….. (the next child)” and give them the next prompt card Constantly talk about what the item looks like, feels like or what parts it has, make links and associations with the other topic words and category.

Step 1 prompt cards must be used in this order: Word knowledge 1. What is it? 2. What do we do with it 3. Where would you find it? 4. What type of thing is it? Phonological awareness 5. Clap the beats in the word 6. What sound does it start with?


26

The following may help you think about how you are going to talk about the different topic words Nouns Use real-life objects whenever possible related to the topic - use photographs /pictures selectively

Verbs Generate pictures / photographs of people or animals doing the actions 1. As before explicitly remind the children what they are doing As before explicitly remind the and which category the key words are from – in order for children what they are doing them to correctly store the words in their memory and which category the key Give the feely bag (containing one or two objects/pictures) to words are from – in order for one of the children. Ask them to take out something to do with them to correctly store the the relevant category. Show the child the first question card words in their memory and ask them to name the object by saying “What is it?” pause and provide name if not known. Use both the key word Rephrase the questions on the and category as often as possible to increase exposure to the prompt cards i.e. “What is this person/ word. people/animal doing?” 2. Ask them to pass the item/object to the child next to them REMOVE this question prompt (adult to name every time item is transferred to increase exposure to new word) and then you ask that child the when working with verbs – not question “What do we do with ……..?” If they don’t know appropriate as already explored the answer, help them with a forced alternative question. in question 1. Again use both the key word and category as often as possible to increase exposure to the word. As before explicitly remind the 3. Ask them to pass on the picture to the next child, again using children what they are doing the word, and you ask “Where would you find ……..?”. As and which category the key before use both the key word and category as often as words are from “Where would you find possible to increase exposure to the word. someone / something ……..?”. 4. Carry on in this way until you have asked the other questions As before explicitly remind the “What type of thing is ……….?” (e.g. food, animal), i.e. children what they are doing category – a lot of help and support may be needed here for and which category the key some time with adult modeling how to classify and words are from “What type of thing is categorise. ……….?” E.g. It is an action or science word etc. 5. Clap the beats in the word (Allow all children a turn at clapping the word.) If the child has difficulties clapping the word ask the child’s permission to take their hands and clap the word with them. 6. “What sound does it begin with?” Provide lots of modeling as this is purely an auditory activity to raise & reinforce the child’s phonological awareness of the beginning sounds in words. The adult’s role is to emphasise the act of listening for the initial sound and to support the child in becoming aware of hearing these beginning sounds in words. Begin to introduce one or two of the Step 2 prompt cards once the children are secure at Step 1 – the rate and pace of introduction will need to be differentiated according to age and ability e.g. the word length and rhyming prompts. Eventually switch to using all Step 2 prompt ©pipstjohn Pre-Teaching Vocabulary (PTV) June 2013

27

4. Word Knowledge Map (with picture dictionary & word list for use in class use) Leave the question prompts on the table and say “What wonderful word detectives. Now I’m going to record everything you found out about the ….name category and word using the prompt cards.” Adult to teach the children how to mind map with the outcome to show how much a child knows about a word. Demonstrate and encourage children to make word maps to show their word knowledge using the format scripted below as this directly links to the PTV prompt cards and learning mats. Please be aware that some phonemes have different grapheme representations e.g. ‘aeroplane’ ‘onion’. To avoid confusion, try to use words which have simple grapheme/phoneme correspondence when making a word knowledge map (See Letters and Sounds) or simply talk about it but do not record on paper. Please use ‘ticks’ to record syllable beats not dots as children may confuse these as ‘sound buttons’.

Word Knowledge Map - What to do Adult to draw a picture / stick the second picture copy of the word in the centre of a page (or whiteboard if demonstrating to a bigger group) Use the relevant prompt cards (Step 1, 2 or 3) to prompt the children about how much they know about the topic word i.e. 1. On the left hand side add information to demonstrate word knowledge i.e. pictures / words or phrases about ‘What is it?’ meaning, ‘What do you do with it?’ function and ‘Where do you find it?’ location and words which mean the same – draw using green ‘branches’ 2. On the right hand side add information to demonstrate phonological awareness i.e. pictures / words or phrases about how the ‘What sound does it begin with?’ word sounds or the ‘How many beats in the word?’ ‘Is it a short, medium or long word?’ structure of the word, plus words that rhyme (encourage the children to make up their own words as well using real words - see examples below)- draw using red ‘branches’ 3. On the bottom draw purple branches for kinesthetic and visualisation aspects of the word and smaller purple branches and draw pictures / words or phrases of anything else about the word: Type of word Word(s) with an opposite meaning Other links / actions


28

Keep the word knowledge maps and the topic pictures to compile a scrap book/ picture reference resource for the classroom and/or for individual children. Once you have made a word knowledge map for each topic word you can use the PTV sessions to generate a

Making a picture dictionary

Use the information obtained through the word knowledge map to generate a definition with the child/ group plus a photograph/ picture and CIP symbol.

As a group (or individual) create oral sentences to show word knowledge.

Adult to type up the sentences using CIP software so children see the symbols appear above the word. This is important as the children’s working memory and cognition remains focused on language and sentence generation rather than diverted to grapho-motor skills of writing

With older children and young people they may wish to draw their own picture once their picture dictionary is printed. With Key Stage 3 and 4 students the information gained through a word knowledge map may then be recorded as a written definition in a small discrete exercise/note book for reference in class. CIP picture dictionary template has been provided in the PTV Master All templates resource and print as and A5 booklet (Remember to check your printer settings for book and page numbers!).

lotto boards with the picture, word

Other activities for your PTV sessions – make and the CIP definition (copy and paste into the relevant template)


29

5. Word Song Word learning should be fun. To help the child(ren) remember the word selected in the Question Game and used in the word knowledge map put it into a song eg. “The word of the day is XXX The word of the day is XXX Listen for X” to the tune of “Wheels Try “One

on the bus”

finger one thumb”, and/or “London Bridge”

Have a go with your child or group using other well known rhymes and songs as a vehicle for the disguised repetition of the key word. Try “If you’re happy and “If you know X use the word If you know X use the word If you’re happy and you know it and you really want to show it If you know X Use the word

you know it” morphed into a word song e.g.

To the tune of "This little light This word dinosaur I'm gonna know it well This word dinosaur I'm gonna know it well This word dinosaur I'm gonna know (OR use) it well Dinosaur, dinosaur, dinosaur

of mine, I'm gonna let it shine"

Could differentiate with year 2s or more able to something like This verb tessellate I'm gonna know it well etc (Maybe 'gonna' isn't good English - 'going to' would be much better ☺) “What do we do with……..” “Where do we find……” “What sort of thing is……..”etc ‘”to the tune of ‘’What shall we do with the drunken sailor?’ creates a lot of laughter with

the older children. Have fun and try other versions, tunes and raps.


30

(PTV) Word Knowledge Record Keeping A full A4 record sheet is available in the appendices.

Topic Category Year Group Childs name

Words used:

Underline the words used for the Word Knowledge Map Only once you feel the children ‘know’ the selected words replace 2 (max 3) words with other topic curriculum words

Day

Comments

Autumn Spring Summer Term W/C Week

Target Target Sit/look/listen

Sit/look/listen

As the topic may extend over several weeks, gradually remove the picture/ objects of the words the children have learnt and replace with additional words related to that topic. It is suggested you replace only 2 new word pictures at a time. Once word knowledge maps have been generated for a number of the words you can use the sessions to make picture dictionaries and then move onto to playing lotto games (depending on the length of the topic).


31

Word Learning Score (PTV) – monitoring progress Rationale Use the Word Learning Score (WLS) checklist once a term to measure the word learning progress of those children receiving regular small group PTV work. Rest assured that most children will be generalising and applying the principles of word learning across all curriculum areas, especially in classrooms where the washing line and A4 prompt cards are modeled and used within the whole classroom environment. The WLS can be used to support IEP target setting with the percentage scores providing levels of existing skill & expected outcomes with a measurable evidence of progress i.e. improve WLS by 20% over an agreed time phase. It is also recommended that the PTV group work is recorded on a schools provision map.

What to do • • •

Use the selected words for one topic / curriculum area (number of words is dependent on children’s ability with maximum of 10 words) Collect pictures, objects and/or items for the selected words (which will then be used within the PTV sessions) Put the key words on the WLS checklist (see below)

Word Learning Score (WLS) - Word Knowledge

Topic word

•

•

•

synonym

make a link

location

category

function + action

indicate word length

beginning sound

NC Year:

clap syllables

give a meaning

Name it

Word

Name: Curriculum area:

(WLS) ©pipstjohn

Date

Date

Word Learning Score (WLS)

Reassessment WL Score 4 weeks after the topic delivery

3 (30%)

7 (70%)

For each word, ask questions about the different features (e.g. ‘what is it? what’s the beginning sound? etc as on the prompt cards) to explore the child’s knowledge about that particular word – If they say something about that feature then put a tick in the appropriate white box (See above) If they are unable to give a response then give them the answer and leave the appropriate white box empty (See above) Add up the total number of ticks i.e. 3 and record as a raw score and percentage i.e. 3 (30%) (See above) FOUR weeks after the topic has finished ask the children the same questions and record their responses in the green boxes. Again add up the raw scores and convert to percentages (see above). This four week gap is essential as it will reflect the child’s retention of information and depth of secure word knowledge.


32

(WLS)

Word Learning Score - Word Knowledge Name:

©pipstjohn

NC Year:

Total ©pipstjohn Pre-Teaching Vocabulary (PTV) June 2013

synonym

make a link

location

category

function + action

indicate word length

beginning sound

clap syllables

give a meaning

Name it

Word

Curriculum area:

Date

Date

Word Learning Score

Re-assessment

WL Score

(WLS)

/100

/100 33

Appendices Listening Rules Record Sheet Dice Fronts Step 1 Word Wheel Adult prompt Step 2 Word Wheel Adult prompt Step 3 Word Wheel Adult prompt

Listening Rules


34

Topic Category

Words used:

Year Group

Underline the words used for the Word Knowledge Map Only once you feel the children ‘know’ the selected words replace 2 (max 3) words with other topic curriculum words

Childs name Day

Comments

Autumn Spring Summer Term W/C Week

Target Sit/look/listen

Sit/look/listen

Sit/look/listen

Sit/look/listen

Sit/look/listen

Sit/look/listen


35

Dice Game


36

What is it?

What do we do with it?

Clap the beats in the word


Where do we find it?

What sort of thing is it?

What sound does it begin with?

37


What category? What do you already know? What does it link with? What sound does it begin with?

What does the word mean? Tell me about it. Describe it.

How we learn new words

What the word sounds like. It has ….. beats It rhymes with……..


Is it a short, medium or long word?

Can you do an action? ©pipstjohn Pre-Teaching Vocabulary (PTV) June 2013

What does it look like? Draw a 38


What does the word Tell me about it. Describe it.


What category? What do you already know? What does it link with?

STEP 3 How we learn new words

Find a word which means the same / means the opposite

What sound does it begin with?

What the word sounds like. It has ….. beats. It rhymes with……..

Is it a short, medium or long word?

Put the word in a sentence Picture it in your head. Visualise

Can you do an action?


What does it look like? Draw a picture

39

Coat hangers make great portable word wall displays: match the picture/symbol and word. Extension activity: match word-to- picture/symbol-todefinition. Use the information from the word knowledge map to generate the definition.


40

Using visual prompts to teach children how to learn new words as a ...

Using visual prompts to teach children how to learn new words as a ...

Suggest Documents

Reading without Words: Using The Arrival to Teach Visual Literacy ...

Using Statistics to Learn Words and Grammatical Categories: How ...

Words to Learn

how children learn to pronounce - Google Sites

Teach Nutrition 1 HOW TO TEACH CHILDREN HEALTHY ...

How do Korean Elementary School Teachers Learn How to Teach ...

How do Korean Elementary School Teachers Learn How to Teach ...

How to Teach Your Children to Lose - Mommybites

learning to teach: teaching to learn

Do Preschool Children Learn to Read Words from ... - Semantic Scholar

Using tablet computers to teach preschool children to write letters ...

How organisations can learn to reduce risk to children

Using Shaping to Teach Eye Contact to Children with

How to teach Grammar

Précis of How Children Learn the Meanings of Words

how to teach and learn endoscopic submucosal ... - Wiley Online Library

Students using visual thinking to learn science in a ...

&727# Online Read Vocabulary Words Brilliance; Learn How to ...

Failure to learn a new format in children with

Using an iTouch to Teach Core Curriculum Words and Definitions ...

learn how to japanese learn how to japanese - Cengage Learning

practicing what we teach: using action research to learn about ...

A marvellous opportunity for children to learn

To Assess, To Teach, To Learn - Gordon Commission