language skills: teaching academic keywords
TRANSCRIPT
Explicit Vocabulary Instruction: a five step approach
1. Careful and intentional selection of high-value words2. Framing of a definition that students can use and apply3. Guidance on ‘parameters of use,’ when and how a word
occurs in language4. Active practice—time spent using the word in different
settings and applications5. Maintenance and reinforcement
Explicit Vocabulary Instruction: a five step approach
1. Careful and intentional selection of high-value words2. Framing of a definition that students can use and apply3. Guidance on ‘parameters of use,’ when and how a word
occurs in language4. Active practice—time spent using the word in different
settings and applications5. Maintenance and reinforcement
What is the difference between these questions?
“Who can tell us what ‘destitute’ means?”
“Who can tell me a situation that might cause someone who is rich to become destitute?”
“How is being destitute different from being poor?”
“What’s a good way to help someone who is destitute?”
“If you were shipwrecked on an island all by yourself with a trunk of money, how might you still be destitute, even though you’d have lots of cash?”
Active Practice: using the word in different contexts
Replace “Who can tell us what ‘destitute’ means?” with the definition for destitute = completely without the things needed to survive
Then ask questions that apply the word and its definition eg:
“Who can tell me a situation that might cause someone who is rich to become destitute?”
The word destitute is vital in their answer. This process of active practice makes problem-solving a key part of vocabulary instruction without always relying on guess work.
Have a go at ‘actively practising’ the following:
Examine
Analyse
Explain
Recap
“How is being destitute different from being poor?”
“What’s a good way to help someone who is destitute?”
“If you were shipwrecked on an island all by yourself with a trunk of money, how might you still be destitute, even though you’d have lots of cash?”
How can we apply active practice in our lesson objectives?
LO: Examine the difference in the ability of solid sodium chloride and molten sodium chloride to conduct electricity in terms of their structures.
Wednesday 21 October 2015
Sodium Chloride
Examine = inspect thoroughly to test your knowledgeStructure = the arrangement and relationship between parts or elements of something complex.
3 minute challenge:How might a scientist explain the difference
between solid and molten structures?
http://www.nottingham.ac.uk/alzsh3/acvocab/teaching.htm
This link shows you how to teach and test students on academic vocabulary you are
introducing in your lessons.
Teaching Academic Key Words
www.lexipedia.comMake a visual map of words and breaks them down into word classes.