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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

p.snow@latrobe.edu.au@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