Lunch slide
morning tea
Keynote Part 2 Vocabulary across the years: Word learning strategies and
word solving strategies
Page 6 Note-catcher in your conference bookletProfessor Pamela Snow
Vocabularyacrosstheyears:Wordlearningstrategies
andwordsolvingstrategies
Wheredoesvocabularycomefromandwhyisitimportant?
Wheredoesvocabularygrowthcomefrominpre-schoolagedchildren?
• Conversationswithadults?• Beingreadtobyadults?• Conversationswithpeers?• ExposuretoTVandonlinecontent?• Children’sownreading?• Classroomteaching?
Wheredoesvocabularygrowthcomefrominschool-agedchildren?
• Conversationswithadults?• Beingreadtobyadults?• Conversationswithpeers?• ExposuretoTVandonlinecontent?• Children’sownreading?• Classroomteaching?
0
2500
5000
7500
10000
Year5Years3-4Year2
GrowthinvocabcomprehensionrequirementsYr2–Yr5
Vocabularygrowth:acloserlookPre-schoolyears
• Mainlyfromorallanguageinteractions:conversations,stories(spokenandbeingreadto),song,rhyme
• Contextisvital–physicalsurroundings,activities,gesture,eyecontact,pointing,intonation
• Scaffoldingfromadultswhomonitorinrealtimewhetherchildunderstandsandexplain/re-wordetc.
• Lotsofrepetition• StoreofTier1wordsisbuiltthisway
Schoolyears
• Vocabexpansionisreliantonchildren’sownreading
• EverydayconversationsdonotprovideenoughopportunitiesforTier2vocabdevelopment
• Writersconveymeaningthroughwords.Itisnottheirjobtoexplainwhatwordsmean.Contextislesshelpful.
• ChildrenwhoarenotreadingarenotbeingexposedtoTier2vocabandcomplexsentencestructures=MatthewEffect
Whyisvocabularygrowthimportant?
Whyisvocabularygrowthimportant?✓ Itpromotesabilitytoengageinoralconversationsofgreatercomplexityandsubtlety
✓ Itenhancesuseandunderstandingofshadesofmeaning✓ Itincreasesthelikelihoodthatwrittentextwillbeunderstoodandthatreadingitselfwillbeseenasaworthwhileactivity
✓ Itpromotesacademicachievementandbettervocationaloutcomes✓Thereisalexicalbarthatneedstobecrossedforacademicsuccess:thedividebetweenspokenandwrittenlanguage
LanguageconsistsofmanycomponentskillsinSAE
Form Content
Use
Knowledgeofthestructureoflanguagesoundsystem(phonology);rulesofsyntaxandmorphology
Vocabulary(semantics)andconcepts
Knowledgeabouthowtocommunicateindifferentsocialsituations(pragmatics)
(Bloom&Lahey,1978)
Crossingthelexicalbar:Children’smasteryofthemeaningsystemstartswithvocabulary
• Vocabulary=ourstoreofwords• Morewords=morebackgroundknowledgetobringtoconversationsandlater,
toreadingandacademicengagement• Vocabularysizepromotesshadesofmeaningandshadesofunderstanding• Thesemanticandsyntacticsystemslinkthroughknowledgeofdifferentpartsof
speech–childrenneedtoacquirenouns,verbs,adjectives,adverbs,pronouns,conjunctions,modifiers,etctofullyexpressandunderstandideas
• ChildrenneedrepeatedcontextualexposuretoacquirenewTier1wordsandmoreintentionalinstructionforTiers2and3
• Vocabularyisastrongpredictorofreadingsuccessonschoolentry
Awordaboutwords• Wordsaremadeupofsyllables• Asyllablecontainsavowel(theroleofwhichisoccasionallyperformedbytheletter“y’inthewrittenform,e.g.rhythm,gym,hymn)
• Vowelsareproducedwhenairleavesthemouthunobstructed(asopposedtoconsonants,whichinvolveddisruptionoftheairflow)
• Onesyllablemaybestressed,whiletheothersareunstressed(meetschwa)Forexample,myname:Pamela
• Wordscanalsobeconsideredintermsofmorphology– Basesplusaffixes(prefixesandsuffixes)• Englishwordscomefromawidevarietyoforigins(etymology),butinparticular,French,Latin,German,Greek,Nordic–impactsspelling&pron’n.
Wordsrepresentdifferentpartsofspeech
• Nouns• Verbs• Adjectives• Adverbs• Prepositions• Conjunctions
Thisiswherevocabularylinkstogrammar.
Wordsworktogethertoconveyrich,increasingly
complexmeanings.
Englishvocabulary• Englishcontainsmorewordsthanmanyoftheworld’sotherlanguagesbecauseofitsrich,complexhistoryà shadesofmeaningmatter(exasperated,irritated,annoyed,frustrated).
• Wehavemorethan1millionwords,withabout170Kinuse• Mostadultnative-speakersofEnglishhaveavocabularyof20,000-35,000words.
• Onschoolentry:mostchildrenknow~2Kwords• Byyear7:childrenneedtounderstand~50Kwords**Receptivevocabislargerthanexpressive
VocabularyTiers:Aconceptualframework*
Tier1Themostbasicwords;learntthrougheverydayoralconversationsandexperiences,e.g.come,go,happy,sad,car,dog,home,hat,banana,tree,truck,sleep.Repetitionaidslearning.ChildrenfromNESBorthosewithneurodisabilitiesmayneedsomeexplicitinstructiontosupportTier1.Accountsforabout8000wordsfamilies
Tier2Common,high-frequencywordsusedacrossarangeofdomainsbymaturelanguageusers.Importantforreadingcomprehension.Mayhavemultiplemeanings.Examples:measure,create,cooperate,establish,mainstay.Strongoverlapwithgeneralacademiclanguage.Lessrepetition.Teachersshouldexplicitlyteachthesewordsasnotallchildrenwillacquirethemnaturally.Accountsforabout7,000wordfamilies
Tier3Specialisedvocabularythatissubject-specificandneedstobetaught *Becketal.,2013
WhatarethelikelyTier2wordshere?
TheJacobsfamilyhadnothadaholidayforthreeyears,sothistripwaseagerlyanticipated.Everyonehadtheirbagspacked,buttheprocessofgettingallthegearintothebackofthecarwasn’tstraightforward.Danwasinsistentthathissurf-boardhadtocomewiththem,muchtoMelissa’sannoyance.ThingsweregettingtestywhenDanhadtheinspiredideathattheycouldconnectasmalltrailertothecar.Thiswouldenablethemto
includeeveryone’sgearandavertafamilycrisis.
WhatarethelikelyTier2wordshere?
TheJacobsfamilyhadnothadaholidayforthreeyears,sothistripwaseagerlyanticipated.Everyonehadtheirbagspacked,buttheprocessofgettingallthegearintothebackofthecarwasn’tstraightforward.Danwasinsistentthathissurf-boardhadtocomewiththem,muchtoMelissa’sannoyance.ThingsweregettingtestywhenDanhadtheinspiredideathattheycouldconnectasmalltrailertothecar.Thiswouldenablethemto
includeeveryone’sgearandavertafamilycrisis.
Levelsofknowledgeofaword*
Level1:neverhearditbeforeLevel2:havingageneralsenseofaword,e.g.,knowingthatmendacioushasanegativeconnotationLevel3:Narrow,context-boundknowledge,e.g.,“Iknowit’ssomethingtodowithplants”Level4:Knowsthewordwell.Candefineit;knowswhenitismis-used
Becketal.,(1987);Nagy&Scott(2000)
Testyourselves:Howwelldoyouknowthesewords?
Level1:neverhearditbeforeLevel2:havingageneralsenseofaword,e.g.,knowingthatmendacioushasanegativeconnotationLevel3:Narrow,context-boundknowledge,e.g.,“Iknowit’ssomethingtodowithplants”Level4:Knowthewordwell.Candefineit;knowwhenitismis-used
1. Disingenuous2. Adumbrate3. Circumvent4. Placate5. Symbiotic6. Extirpate7. Platitude8. Nefarious9. Inchoate10.Recuse
Vocabularyunderthebonnet:Thingsstudentsneedtoknow
– Funny • Amusing• Odd
– Play• Somethingchildrendo• Adramaproduction
– Chair• Apieceoffurniture• Thepersonincharge• Theactofleadingameeting
-Star• Anastrologicalbody• Someonewhoisfamous/ahighachiever
– Chips• Somethingsavourythatyoueat• Chunksofwood
– Bank• Afinancialinstitution• Beingabletorelyon
Manywordshavemorethanone(related)meaning:polysemy. NOTE:spellingdoesnotchange
Vocabularyunderthebonnet:ThingsstudentsneedtoknowSomewordssoundthesame,butarewrittendifferentlyandhavecompletelydifferentmeanings(homophones*):
• Their,they’re,there• Principal,principle• Read,reed• Plain,plane• Seed,cede• Dear,deer
*Notthesameaspolysemy,whichismoreaboutshiftsinmeaning/usage,wheresimilaritiesinmeaningcanstillbeseen.
Polysemouswordshavethesamespelling
Vocabularyunderthebonnet:ThingsstudentsneedtoknowSomewordscanfunctionasdifferentpartsofspeech.Theylookthesameinprint,butarepronounced*differently(homographs):• Convict–convict• Contract–contract• Construct–construct• Convert-convert• Frequent–frequent• Absent–absent• Project–project• Wind–wind• Lead-lead
*Knowingaboutstressinwordsandschwavowels
isimportantforhomographswithmore
thanonesyllable.
Morphology:Sub-lexicalknowledgeSub-lexical=belowtheleveloftheword– ImportantbecauseEnglishisamorpho-phonemiclanguage(notalphabetic)
– Phonology/Phonemicawareness/phoneme-graphemecorrespondences/Phonicsknowledgeisrelevant
– Morphology:studyofsmallestunitsofmeaningwithinaword• Rootsandaffixes(prefixesandsuffixes)– Bound:pre-,dis-,un-,-able,-ly-ing– unbound(free)–simplewordsandcompoundwords
– Etymology–studyofwordorigins– Spellingrules/patterns“I watcht the footy” – whatisthischild’swritingtellingus?
Morphologyexample
• shape=baseword(smallestunitofmeaning)• shapes–inflectional“s”couldbeeitherpluralorverbform• shaping• shaped• reshape• misshape–NB–knowledgeofmorphologyguardsagainstchildreadingthisasmiss-hape–alsohelpswithspellingtheword
• reshaping• reshaped
ThecommonaffixesinEnglish
Prefixes• un-• re-• dis-• mis-• ex-• pre-• de-• sub-• inter
Suffixes• -ed• -ing• -s(pluralorverbform)• -able• -er• -est• -er• -ful• -ly• -ment
Understandingetymologysupportsteachingofmorphology.Whatdotheserootsmean?
• Aero• Biblio• Chron• Demo• Gen• Hydra• Logo• Morph• Phil• Photo
• Aero–air-aeroplane,aerospace,aeronautical• Biblio–book-bibliography,bibliophile,Bible• Chron–time-chronology,chronic,synchronise• Demo–people-democracy,epidemiology,demography• Gen–birth-genital,congenital,generate• Hydra–water-hydraulic,hydrate,dehydration• Logo–speech-monologue,dialogue,logorrhoea• Morph–form-morphology,metamorphosis,dysmorphic• Phil–affinity-philanthropy,philander• Photo–light-photography,photo-sensitivity,telephoto
Whyincreasethefocusonmorphology?
✓ ThestructureofEnglishismorpho-phonemic(notstrictlyalphabetic)✓ Morphologyprovidesabridgebetweensoundstructureandmeaning✓ Morphologytiestoetymology–thestudyofwordorigins✓ Beneficialtothelearningofspellingrules✓ Beneficialtobothtypically-developingandstrugglingreaders✓ Enrichesstudents’knowledgeabouttheEnglishlanguage
“Goodreadersattendtotheinternaldetailsofwords,bothspokenandwritten.Theyusestrategiestodistinguishandrememberthemeaningsofwordsthat
soundalike,includingrecognisingmeaningfulparts” (Moats,2010,p.118)
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Keynote Part 3 Vocabulary under the bonnet:
Monitoring learning and adjusting teaching
Page 8 Note-catcher in your conference booklet
Professor Pamela Snow
Vocabularyunderthebonnet:monitoringlearningandadjustingteaching
Tier1vocabdevelopmentinthepre-schoolyears:
Guidingprinciplesandkeystrategies
Howdowedevelopchildren’svocabularyinthepre-schoolyears?
Implicitlyandexplicitly• Talkingtoandwiththem:serveandreturn.Ambientadulttalkismuch
lessimpactfulthantalkthatengagesthechild.• Readingbookstochildrenanddiscussingthestory(DialogicBook
Reading)• Bybeingintentionalinwordselection• Repeatedexposureandmultipleencounterswithawordindifferent
contexts• Topic-basedsmall-groupdiscussions
Narrativeslinktovocabularybecause• Theyareameansofdevelopingvocabulary.Whenstoriesareinteresting,thisenhancesengagement,whichinturnpromoteslearningofnewwords.
• Theypromoteexposuretodifferentsyntacticforms(meaningtypes)– Coordinatingconjunctions:and,but,for,nor,or,so,andyet– Subordinatingconjunctions:because,although,unless,until,before,after– Pronominalreference:Knowingthatafteryouhaveintroducedacharacter,youcan(insomecases)refertothembys/he,him/her,butonlyifthisdoesnotcreateconfusion->Linkstotakingthelistenerperspective
• Theypromotecorrectuseoftense–generallypast
Specificpre-schooloralvocabenrichmentactivitiesThemeddiscussions+playactivities,usingmulti-media(real
objects,toys,pictures,books,videos,costumes)e.g.,
➢Fruit➢Vegetables➢Australiananimals➢Jungleanimals➢Piecesoffurniture➢Kitchenutensils➢Itemsofclothing➢Formsoftransport➢Roomsinahouse
Somevocabextensionideas:• Spendtimeemphasisingkey
words,repeatingphrases.• Talkaboutcolourandtexture;
(taste)• Talkaboutsound• Talkaboutuse• Identifysimilaritiesanddifferences• Askchildrenabouttheir
experiences• Thinkaboutdifferentpartsof
speech:nouns,verbs,adjectives,adverbs,prepositions
Tier2vocabinstructionintheschoolyears: Guidingprinciplesandkeystrategies
Thinkaboutvocabknowledgeintwodimensions
Breadth
Depth
• Shadesofmeaning• Figurative/idiomaticuse• Contextualfactors
• Thenumberofwordsastudenthasmasteredatdifferentvocabtiers:receptivelyandexpressively(generatively)
Levelsofvocabularyknowledge*
Doyouwantthestudentto• Recognisetheword?• Understandmultiplemeanings**oftheword?• Understandthewordwhilereadingatext?• Usethewordwhenspeaking?• Usethewordindifferentcontexts?• Usethewordinwriting?**Literal/inferential/evaluative
Depth
*Fellows&Oakley(2019)
Tier2vocabdevelopmentChallengingbecause– therearesomanywords=>wheretostart?– polysemousnatureofwordsmeansthatstudentsmayhavetroubleshiftingbetweenmeaningsindifferentcontexts
– it’snotthewriter’sjobtoexplainaword’smeaning–it’sthereader’sjobtoknowitorworkitout.
– therearefewerrepetitionsofthewordthanoccuratTier1– knowledgeofawordgoesbeyonditsdefinition(polysemyagain)sostudentsneedtobeabletomovebeyondimmediatecontext
Tier2vocabdevelopment• Remember:thenotionoftiersisarbitrary;aframeworktoassistwithteaching
• Thereisno“definitivelist”thatstudentsneedtoknow• Startwithwordsintextsthatstudentsarealreadyreading• Canusepublishedwordlistsbutconsiderutilityofwordsselectedforyourstudents
• Beconsciousofyourownlanguage–varyit/makeitmorecomplex/talkaboutwordsasyougo(meta-language)
• Beplayfulwithwords,e.g.,talkaboutpuns,jokesandhow/whytheywork• Usemorphologyandetymologytopullwordsapart
Oneofmanyreasonswhymulti-cueingshouldbediscouragedinreadinginstruction
Itteachesthehabitsofpoorreaders
“Skilledreadersrarelytrytorecognizewordsbyguessingtheiridentitiesonthebasisofthecontextbecausedecodingisafarmoreaccurateandefficientapproach.Researchhasshownthatthereisonlyaslimchanceofguessingawordcorrectlyfromthecontextualcuesalone”.
(C.Snow,Scarborough&Burns,1999,p.51)
Everylessonisavocablesson• Maintainaclassroomdictionary(e.g.onindexcards)ofwordsthathavebeenworkedon
together– Askstudentstoselectawordfromthisstoreandtalkaboutit–whatitmeans,whenitwouldbeused,what
othermeaningsithas• Ensurethatstudentskeeptheirownrecordofnewwordsthattheyhavelearnt–torefer
backtoanduseinwriting• “Notice”Tier2wordsinpassing–findteachablemoments.Commentonthem;discuss
theirmeaning(s)• Getstudentstoaddcaptionstophotos,challengingthemtousemoreelaborate(T2)
language• GivestudentsparagraphswithallT1words,highlightingthosethatyouwouldlikethemto
replacewithT2words• UsespecifictoolssuchassemanticmapsorFrayerModelstoconsolidatelearningofvocab
FrayerModels
NBspecificparametersinthecellscanvary
FrayerModel:Workedexample
Figurativeandidiomaticlanguage• Commoninspokenandwrittencommunication• Varyingdegreesofdecipherability– “ascoldasice”–easytounderstandifyouknowwhaticeisBUT– “betweenarockandahardplace”– “oncloudnine”– “excusemyFrench”– “he’sadarkhorse”– “don’tcountyourchickens”
Relyonpriorexposure,context,scaffoldingfrom
adults.
Oftenrequireexplicitteaching.“Thismeans…..”
WhataboutTier3?
• Subjectspecific,e.g.– Biology:absorption,photosynthesis,catalyst,enzyme,ecosystem– Geography:isobar,terrain,peninsula,longitude,latitude,cartography– Politics:parliament,constitution,coalition,incumbent,nominee
• Lessfrequent• Contextisimportant–linktocurriculumcontent• Wordstudy:morphologyandetymologycanbeveryuseful• Explicitteachingthatsupportshigherconceptualengagement:ensurethatnotknowingwordmeaningsisnotabarriertocomprehensionofsubjectmaterial
Thingsthatweknowwillhelp:earlyyears✓ Adultsreadingtochildrenfrominfancy✓ Childrenseeingadultsreadingandlisteningtoconversation✓ Singingsongs,sharingrhymes–withactions✓ Adultstalkingandplayingwithchildreninachild-ledmanner,andprovidingrichlifeexperiences✓ Exposingchildrentoawidevarietyoftextsandtexttypes,includingculturally-relevantstories✓ Developingprintconceptsinthepre-schoolyears✓ Valuingandbuildingontheknowledge,language,andexperiencesthatchildrenbringwiththemto
school✓ Encouragingchildrentosharetheirownstories,orallyandthroughdrawing,writinganddrama✓ Teachersbeinghighlyknowledgeableabouthowlanguageandreadingwork,andhowtoexplicitly
teachreading,especiallyinabi/multilingualcontext✓ ConsiderthecognitiveloadforchildrenlearningSAEalongsidetheirwonlanguage,andreducethis
wherepossible✓ Havinghighexpectationsofandforallchildren
Thingsthatweknowwillhelp:primaryandsecondaryyears✓ Keepingvocabularyfrontofmindinallclassroomactivities,instruction,anddiscussion.✓ ExplicitlyteachingTier2andTier3vocab(andTier1whereindicated)✓ Exposingchildrentoawidevarietyoftextsandtexttypes,includingculturally-relevantstories✓ Valuingandbuildingontheknowledge,language,andexperiencesthatchildrenbringwiththemto
school;encouragestudentstosharetheirownstories,orallyandthroughdrawing,writingand drama
✓ Providingopportunitiestoconsolidate,practice,re-visitnewwords–orallyandinwriting✓ Usingmeta-language–talkingaboutlanguage✓ Teachersbeinghighlyknowledgeableabouthowlanguageandreadingwork,andhowtoexplicitly
teachreading,especiallyinabi/multilingualcontext✓ ConsiderthecognitiveloadforchildrenlearningSAEalongsidetheirownlanguage,andreducethis
wherepossible✓ Havinghighexpectationsofandforallchildren
Reviewingandstrengtheningyourclassroompracticewithrespecttoorallanguagedevelopment
Ifyouonlybuyonebook…..
(Some)recommendedgeneralreadinginstructionresources
✓ Spelfabet-https://www.spelfabet.com.au/✓ FivefromFiveLiteracyProjecthttp://www.fivefromfive.org.au/✓ LouisaMoats:SpeechtoPrint✓ Multilit-http://www.multilit.com/✓ LittleLearnersLoveLiteracyhttps://littlelearnersloveliteracy.com.au/✓ SASoundsWrite-http://www.sounds-write.co.uk/page-98-australia.aspx✓ SAEdDept.LearnLink:https://myintranet.learnlink.sa.edu.au/educating/numeracy-
and-literacy/best-advice-series✓ DecodableReadersAustraliahttps://www.decodablereadersaustralia.com.au/✓ Twitter
(Some)recommendedresourcesspecifictoAboriginalstudents
✓ QueenslandGovernment.ReadingtoyourChildhttps://www.qld.gov.au/atsi/family-social-support/reading-to-your-child
✓ HoneyAntReadersTeachingIndigenousAustralianlearnerstoReadandWriteinFamiliarLanguage,WhileLearningOralStandardEnglishhttps://honeyant.com.au/
✓ IndigenousLiteracyFoundationhttps://www.indigenousliteracyfoundation.org.au/✓ CreativeSpirits.AustralianAboriginalCulturehttps://www.creativespirits.info/resources/✓ BatchelorCollegeHelpingChooseBookshttps://www.batchelor.edu.au/ikr/HT-04-links.php✓ AboriginalEnglishAboriginalStorybookresourceshttp://det.wa.edu.au/curriculumsupport/eald/
detcms/navigation/english-as-an-additional-language-or-dialect-for-aboriginal-students/teaching-and-learning-resources-for-eal-d-aboriginal-students/tracks-to-two-way-learning/
✓ AboriginalEnglish(NSWStandardsAuthority)https://ab-ed.nesa.nsw.edu.au/go/aboriginal-english
[email protected]@pamelasnow2 TheSnowReport:www.pamelasnow.blogspot.com
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How has our thinking
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Breakout Sessions after lunch• Please be prompt – move to sessions
at 1.45pm • Session Room numbers are on the
A3 sheet on your tables • Afterwards, please return promptly to
the main room for the final session with Professor Pamela Snow
Dan Bleby and Erin Matthews
Lunch slide
lunch
Feedback Survey Please help us plan our support for you
in 2020 by completing the survey.
A link was emailed to you for this, or you can find the survey at
https://www.surveymonkey.com/r/2019AbEd
Conclusion a final word from Professor
Snow sharing ideas gleaned from Breakout sessions
Thank yous• Val Westwell from the Professional Practice Team in Learning Improvement Division
• The Aboriginal Education Project Officers in Learning Improvement Division Sharon Edwards, Matt Jamieson, Antony Yates, Rebecca Runnalls, Claire Jenkins
• Our presenters and facilitators- Professor Pamela Snow - Christies Beach HS - Graham Clark and Skai Perkins- Uleybury Local Education Team - Zoe Farqhuar and Andrew Thomas - and Sharon Edwards- Claire Jenkins and Rebecca Runnalls - Aboriginal Education Project Officers- Dan Bleby Secondary Years Team and Erin Matthews Professional Practice Team - - Literacy Guarantee Unit Literacy Coaches - Christie Bewley, Alice Boardman, Stuart Kenny and Heather Lawes
• The Professional Practice Team in Learning Improvement Division Leanne Milazzo, Deb Merrett, Holly Keel and Azidah Aziz
Lunch slide
Thank you for your engagement today – we look forward to
continuing our work together in 2020.
Literacy Progressions: Vocabulary aspects Pages 11 – 14 in your conference booklet