Day 6: Vocabulary (and decoding)

Below is a list of a number of great apps that schools can use to help with vocabulary.

With reference to the picture below we need to think about 

what weight we give to vocabulary in our reading programs. 

The strong rationale is explained below:

There a multiple aspects to knowing word as described in the picture below:

4 key elements to developing vocabulary from research:

Word Consciousness:

Deliberate, robust teaching of words:

Cracking unfamiliar words; see the strategies below:

Important to remember when reviewing syllables that vowels carry the 

sound of the syllable. Love the tip below too….

Morphology is the study of how words change. 

Morphemes have meaning and phonemes just have sound.

Above is an example of how a root/base word is made up.

Some great resources for chunking challenges that could work into your spelling programme:

-https://thesyntaxproject2022.squarespace.com/lessons

-https://drive.google.com/file/d/1OGj9PHSVSf6efo2qBGdSMrZvtAJOco7a/view

-https://atlasabe.org/wp-content/uploads/2019/04/Morpheme_Matrices-rev072120.pdf

I think overall my biggest takeaway from today is that when students 

reach year 5, around two thirds of the reading problems that they 

encounter are related to vocabulary. Therefore, I would love to incorporate a 

greater variety of vocab activities in my timetable. I love the morphene pdf that 

was shared above and I would like to incorporate it into my spelling programme. 

To start off I would like to include this once a week. I also think using the likes of 

a jamboard for reading groups to make sticky notes around unknown words 

which they can refer back too would be really helpful during my guided

 reading sessions. I also loved the resources that were provided for the robust, 

interactive vocabulary approaches. 

Reflection on the Read Like Writers, Write Like Readers lesson

Reflection on the Read Like Writers, Write Like Readers lesson 

These are the prompts we were given and the example piece of writing that I completed from them. 

Imagine a quiet place (Remote setting - is it in the woods/church/wharf/graveyard

The time of day - quiet - (Is it midnight, is it dawn breaking, sun setting)

What sounds can you hear (Is it owls hooting / bird song / traffic)

There is something in the air (Is it smoke/ something rustling in the trees)

We can just make out someone in the middle of the setting (Name the person)

There is this thing there as well (Is it a bench / playground / water fountain / dim street light)

What is the person doing (How are they interacting with the thing?)

What is a question that the person is wondering or thinking?

Model

The graveyard was silent that crisp autumn morning. The sun was peeking its way through the trees and the only sound that could be heard was the crunching of the Graveyard Janitor piling dirt up from another hastily dug grave. There were 22 all up now!! The shovel had become heavy like an anchor weighing down the janitor with every shovel stroke. Now and again there was the odd rustle of bushes or trees as if someone else was moving through them …..watching. A few minutes later the dim lighting provided by the street lamps went out and day was upon us. The ambulances would be coming soon! How many would there be? Who would be in them? Would they be one of his relatives?

Reflection: 

I really liked the level of the detail in the scaffolding for this piece of writing. It followed a good logical flow and allowed for lots of creativity.