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Closing the Vocabulary Gap

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Here, she explains her rationale, the challenges of implementation and the impact that the programme has had on the young people of her inner-city secondary. Tes: What inspired you to introduce whole-school vocabulary teaching?

Without ignoring the tremendous – indeed, essential – value of oracy, we should be clear: the future success of all of our students rests predominantly on their ability to become proficient and fluent readers. Their capacity to learn and enjoy learning is bound inexorably to their reading skill. If they can read it, they can say it. If they can say it with confidence, it provides them a key to success for their future beyond school. Attention to developing vocabulary should become a part of school planning. We can take the following steps: Vocabulary knowledge is knowledge; the knowledge of a word not only implies a definition, but also implies how that word fits into the world.” Steven Stahl (2005) Developing vocabulary knowledge is so much more than word lists and student-friendly definitions. Even the most careful curation of vocabulary on a knowledge organiser may only give the … Featuring advice on using word banks, making links between key terms, teaching etymology and morphology, and vocabulary for exams, the English section also includes strategies to promote reading for pleasure and reading aloud, ideas to encourage word play, and activities and resources to develop students’ written vocabulary – both creative and academic.Results across all monitoring methods were positive and students recognised they were being taught vocabulary across all subjects. Beyond this, we know that, ultimately, the most reliable method to broaden and deepen the vocabulary of our students is to get them reading a significant amount (a good reader can read a million words a year or more).

Importantly, once children can read, it also involves written words. Vocabulary breadth - the number of words that you know - is important. But, as Quigley emphasises, so too is vocabulary depth: what you know about words and how they connect to other words. Sarah Eggleton: Alex Quigley’s book Closing the Vocabulary Gap had a big impact on me, reinforcing that it is the moral imperative of every teacher to improve students’ vocabulary to ensure they have the best possible life chances. However, much of the rest could have done with a little more editing both in terms of unnecessary repetitious rambling and the odd bit of slightly tiresome political commentary.Ehri, L., Rosenthal, J. (2007) Spellings of Words: A Neglected Facilitator of Vocabulary Learning. Journal of Literacy Research, 39(4), 389–409. Explore. This is the fun bit. Talk about the words, use image association, compare synonyms and antonyms, dig into the roots of the word, and much more. And words like “fraction” can completely change in meaning between a maths lesson, a science lesson and a history lesson. Another hugely successful initiative is tied to a SOL for year 9 to write a speech ‘Taking a Stand.’ The best of these is performed at the annual Awards evening for parents. Perhaps unsurprisingly, those students who have been successful in Rotary Club, ESU or in-house public speaking competitions in the past have all gone on to be selected for the Senior Students prefect team.

We should encourage children to read broadly for pleasure, while immersing them in word-rich classrooms which focus on vocabulary development.This book offers a great overview of the research on learning vocabulary, and practical advice on how to apply this research in the classroom." – Daisy Christodoulou, Research and Development Manager, ARK Schools, UK Classroom teachers across all phases, and literacy leaders and senior leadership teams who want to slam shut the vocab gap. It also offers a powerful armoury of strategies for Maths to integrate into their practice. We can now start to make an argument for the direct correlation between vocabulary knowledge and test scores. Dr. Roger Farr, a former president of the International Reading Association and prominent author and researcher, has said that, “reading comprehension is 63% vocabulary.” (Full disclosure: in 2008, Flocabulary hired Dr. Farr’s research firm to design an instructional validation study for our vocabulary program.) Dr. Farr goes so far as to say, “The size of a student’s vocabulary is the single best predictor of success on state tests.”

Surprisingly though, a small number of words predominate in our daily talk. Around 2,000 words make up 80 per cent of our spoken language. This is important. If we simply encourage talk in the classroom, without a structured approach to academic language, it will not develop children’s language. CTVG – Exploring Etymology PPT– this PPT offers a starter resources for exploring the etymology of individual words. Renowned cognitive scientist Daniel Willingham, a professor of psychology at the University of Virginia, has shown just how crucial word knowledge is to accessing the school curriculum: “Studies have measured readers’ tolerance of unfamiliar vocabulary, and have estimated that readers need to know about 98 per cent of the words for comfortable comprehension.”Read this… ‘Liz Truss culpa de su caída política al ‘establishment’ económico del Reino Unido La ex primera ministra conservadora defiende su rebaja de impuestos y asegura que “nunca se le dio una oportunidad real” de impulsarla El modo más fácil en política de admitir errores sin admitir culpa es asegurar que todo fue un … This book brings together research evidence and teaching experience to provide practical knowledge and resources for primary and secondary teachers. Quigley draws on research to distinguish academic from everyday words; and cross-curricular words (for example, “analyse”) from subject-specific words (for example, “photosynthesis”). Vocabulary knowledge involves information about spoken words and their meanings.

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