Developing vocabulary
Approaches to teaching vocabulary in English and across the curriculum
FDLT Y1 PDT1068 Jean Edwards
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Introduction (p3-5)Morphology (p6-7)
Etymology (p8-9)
The three tier approach (p10-11)
The Frayer model (p12-13)
The paint chip approach (p14-15)
Vocabulary and knowledge organisers (p16-17)
Word of the day / week approaches (p18-19)
The disciplinary literacy approach (p20-21)
Research (p22)
References (p24)
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IntroductionLoading...
This digital book supports the "Developing Vocabulary" session in English in PDT1068 on the FDLT course.It introduces some of the key approaches used in developing vocabulary both in English and across the curriculum. Each approach is discussed across two pages. On the first page is some explanation about the approach and some key questions to help you think about it in relation to your setting and practice. On the second page are some examples and interactive activities including google quizzes, a padlet, a video, some links, an interactive google slide and a slide presentation.
You can follow up the academic reading by looking at the details in the reference list and exploring the linked texts in "reading and resources" in the session folder.
The vocabulary challenge
Quigley (2018, p.2) suggests that we are aiming for a child to have a word hoard of around 50,000 words to succeed in education and later life. He identifies a number of challenges to "cultivating word consciousness" on p.20 of his book "Closing the vocabulary gap".
What do you think these are?
What do you think these are?
What % of words does a child need to understand the meaning of when speaking and reading?
What are they drawing upon when try to understand the meaning of words in texts?
What are they drawing upon when try to understand the meaning of words in texts?
Morphology
In the Programme of Study for Years 5 and 6 in English it is stated that children should:
“use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1” (DfE, 2014, p36).
What is morphology?
The study of word parts: roots, prefixes and suffixes.
Root word – can stand alone (help)
Prefix – added at the beginning (unhelpful)
Suffix – added at the end (helpful)
Inflection – change of structure by adding or changing the word to indicate tense / singular or plural (helps, helping, helped)
“use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1” (DfE, 2014, p36).
What is morphology?
The study of word parts: roots, prefixes and suffixes.
Root word – can stand alone (help)
Prefix – added at the beginning (unhelpful)
Suffix – added at the end (helpful)
Inflection – change of structure by adding or changing the word to indicate tense / singular or plural (helps, helping, helped)
Expanding from a root word
Add prefixes and / or suffixed to the root word "port" to make associated words.
Can you think of any more?
Think about what these new words mean.
How could this support learning in speaking, listening, reading and writing?
Add prefixes and / or suffixed to the root word "port" to make associated words.
Can you think of any more?
Think about what these new words mean.
How could this support learning in speaking, listening, reading and writing?
Etymology
In the Programme of Study for Years 5 and 6 in English it is stated that children should:
“use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1” (DfE, 2014, p36).
What is etymology?
The study of the history of words, their origins and how they change over time.
The English language contains words from many sources, including Anglo-Saxon, Latin, French and Greek and our history of exploring and colonising has led to words from all over the world being absorbed into the language. As Quigley (2018, p.29) points out, only by giving children access to "the complexities of language" will they have access to "a wealth of intriguing knowledge".
“use knowledge of morphology and etymology in spelling and understand that the spelling of some words needs to be learnt specifically, as listed in English Appendix 1” (DfE, 2014, p36).
What is etymology?
The study of the history of words, their origins and how they change over time.
The English language contains words from many sources, including Anglo-Saxon, Latin, French and Greek and our history of exploring and colonising has led to words from all over the world being absorbed into the language. As Quigley (2018, p.29) points out, only by giving children access to "the complexities of language" will they have access to "a wealth of intriguing knowledge".