Creative Teaching & Learning

Bridging the ‘Word Gap’ – It Takes A Whole Community To Help A Child

Equipping pupils with the language needed to fully engage both in their lessons and with each other as they move into secondary school is vital for their success. While some may see language and vocabulary as a task for English teachers to tackle alone, in fact it must be a whole community effort, argues Alix Robertson

Moving from primary to secondary school is an important chapter in every child’s life, but alongside a wealth of opportunities it also brings new challenges. As a former English teacher and Year 7 form tutor, I know how this transition can impact on pupils. I have supported children grappling with moving from the comfortable, safe space of their primary school to a much bigger setting where navigating the campus alone can be daunting.

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      string(4183) "Leadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents.VOCABULARY ENRICHMENT INTERVENTIONPROGRAMMEKeywordsVocabularyenrichment,intervention,reading abilities,pupils, Year7, English,literacy, readingcomprehensionSummaryThis NFER report has been produced for the Education Endowment Foundation and itsevaluation of the Vocabulary Enrichment Full Programme, which aimed to improve the readingabilities of pupils in Year 7 who had not reached a secure Level 4 in English and/or reading atthe end of Key Stage 2.The Vocabulary Enrichment Full Programme aimed to improve literacy, and, in particular, readingcomprehension. The main component of the intervention, VEIP, was designed primarily to improvethe speaking and listening skills of children with speech, language and communication difficulties. Thetheory of change behind the use of VEIP in this trial was that it would improve reading comprehensionthrough: extending vocabulary; developing understanding of words in context (for example, howsentence construction affects meaning); and developing understanding of non-literal language.Sounds-Write (phonics) would provide further strategies for learning and recognising words, andLiteracy Plus would provide the reading and writing context.There is no evidence from this evaluation that the Vocabulary Enrichment Full Programme had animpact on pupils’ reading ability. The headline findings suggest that on average the programme had aslightly positive impact on the reading ability across all pupils and across pupils eligible for free schoolmeals.Pupils generally appeared to engage well with the intervention. However, some higher-ability pupilsfound the programme too easy and teachers felt that they should not be in the study.The main result of the trial was that VEFP had no effect on reading ability, as compared to schools’normal Year 7 English curriculum.Furthermore, teachers adapted the intervention in different ways. This trial demonstrated that, whendelivering together, teachers may have prioritised VEIP at the expense of the other elements.The adaptations to the intervention made by teachers tended to make lessons more similar to theirusual scheme of work than if they had used the intervention resources/strategies exclusively.Key Findings: ■ This evaluation does not provide any evidence that the Vocabulary Enrichment Full Programmehad an impact on attainment in reading.Week Commencing 10th November 2014http://www.nfer.ac.uk/publications/EFTR03/EFTR03.pdfhttp://www.nfer.ac.uk/publications/EFTR03/EFTR03.pdfhttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/359483/DFE-RR286_-_Are_free_schools_using_innovative_approaches.pdfLeadership BriefingLeadership Briefing – www.teachingtimes.comReports Summaries – a weeklyservice of essential summaries,in-depth reports and criticalanalysis that’s new and relevantto education, linked to originalsource documents. ■ There was considerable variation in the way that the three components of the intervention werecombined. The intervention would therefore have benefited from a pilot stage to refine theelements used in the Full Programme. ■ Pupils generally appeared to engage well with the intervention. However, some higher-abilitypupils found the programme too easy and teachers felt that they should not be in the study. ■ In general, Literacy Plus and Sounds-Write were perceived by teachers to be less appropriateor less essential than VEIP. Sounds-Write is aimed at a younger audience than Year 7, but wasused as there is a lack of phonics programmes specifically designed for secondary school pupils. ■ Given the emphasis placed by some teachers on vocabulary skills, a future trial might use adifferent test that captures this aspect better than the New Group Reading Test.WEB LINKVocabulary Enrichment Intervention Programme: Evaluation Report & Executive Summaryhttp://www.nfer.ac.uk/publications/EFTR03/EFTR03.pdf"
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Leadership

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Creative Teaching & Learning

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      string(3706) "well as the research literature, and simplified this all into ten principles.5 Make words a priority Expose students to an engaging vocabulary. Celebrate and have fun with words. Maintain a sustained effortThere is no quick fix, so it needs every class in a school to be involved. Work together as a staff team.Link oral and written vocabulary  Spoken language supports early reading and later reading supports spoken language, so aim to develop both. Analyse word components A large part of later vocabulary growth comes from awareness of word components, so awareness and use of prefixes and suffixes is a key skillUse a range of methodsVocabulary teaching is a long-term process so build a repertoire of methods that are appropriate to each age group, but also keep your teaching freshGo with the child (at the right rate) The words that students are exposed to need to offer the right level of challenge. In Word Aware we call these ‘Goldilocks’ words, as they are not too easy, and not too hard, but are just right.Use multiple exposuresWords need to be encountered a number of times in order to be learned. A quick mention will not be enough for children to learn a word.Teach words in contextAs words are such nuanced entities, they need to be taught in real meaningful contexts if they are to be used appropriately. Teach word learning strategies Most word learning happens independently away from any teacher, but equipping students with strategies will help them to build their vocabulary. Active and specific teaching of wordsYou cannot teach every word, but by selecting and teaching important words, you can help to lay the foundations for vocabulary growth.  There are many paths to these principles, but the key to success with vocabulary is to work together as a team to build on your existing good practice. As a school, as yourself, ‘what are we doing now that works and what could we do better?’ Look at each one of the above principles, read more widely around the topic and, over time, build a systematic approach that works for you and your students.  5 simple things to get you started with vocabulary  Read high-quality fiction to your class regularly Show enjoyment of words that you encounter Play word games, from ‘I spy’ to ‘Scattegories ’or any other favourites Make word learning real by providing opportunities for ‘hands on’ experiences, from real objects to trips  Hold a ‘word assembly’ with each class nominating a word they like and the headteacher selecting a word of the week for the whole school. Stephen Parsons is a Speech and Language Therapist, trainer and co-author of the Word Aware books, which are about teaching vocabulary. www.thinkingtalking.co.uk @WordAwareNotesDepartment for Education (2013). The national curriculum in England key stages 1 and 2 framework document.https://www.gov.uk/government/publications/national-curriculum-in-england-primary-curriculumGough, P. & Tunmer, W. (1986). Decoding, reading and reading disability. Remedial and Special Education, 7: 6–10.Bleiman, B. (2018). A dictionary is hard to swallow. TES, July 6. https://www.tes.com/news/tes-magazine/tes-magazine/a-dictionary-a-hard-thing-swallow Department for Education (2017). Unlocking talent, fulfilling potential. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/667690/Social_Mobility_Action_Plan_-_for_printing.pdfParsons, S. & Branagan, A. (2013). Word aware: Teaching vocabulary across the day across the curriculum. Speechmark, London."
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Special Needs

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      string(2440) "M-P #1, M-P #2 and so on, creating a mind-movie of events. Have them sum up their M-P list with a moral or main idea of what they think the fable is trying to teach. Advance to reading and visualising poetry. I read poetry orally for 5 minutes daily with no questions asked. Chinese, Japanese, Native American, Latino and African-American free-verse poems as well as works by Robert Frost and e.e. cummings have worked well, offering a wide variety of imagery for students to work with. ConclusionIt is possible to reinvent and revitalise young people’s reading lives by modelling how inner reading processes can, ideally, create a 3-D show in which the reader has a front-row seat. Inside the mind’s magic reading theatre, students navigate twilight zones of writers’ infinite worlds. Isn’t this ‘reading magic,’ that is, when a child’s mind/imagination connect with a writer’s mind/imagination? Isn’t this telepathic communication magical? The magic reading theatre is a window into deeper, pleasurable reading worlds. I describe the theatre as an imaginary TV screen in the mind where stories, poetry, fantasies, documentaries, including history, math, science and even animated cartoons take place.These inner world structures and visualisations are frameworks that enable all students, including those who are struggling, reluctant and unmotivated to see the light of self-motivation and to understand, step-by-step, what they experience inside while reading words from a page. Giving children more information about the silent reading processes will help them identify what worlds they are traveling in and make reading enjoyable, thought-provoking and meaningful.Jeffrey Pflaum is a writer and former teacher with 34 years of experience teaching inner-city elementary school children in New York City. He is a blogger on The BAM Radio Network (www.bamradionetwork.com) and also does a podcast on BAM Radio’s show, PULSE. Visit his website at www.jeffreypflaum.com for more information or contact Jeffrey at jeffreyppflaum@ gmail.com.ReferencesLux, T. (1997). The voice you hear when you read silently. In T. Lux, New and Selected Poems, 1975-95 (p.15). New York: Mariner Books. Poem available online at:  www.tnellen.com/cybereng/poetry/lux.htmlPflaum, J. (2011). Motivating teen and preteen readers: How teachers and parents can lead the way. Plymouth, UK: Rowman & Littlefield Education."
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      [0]=>
      array(3) {
        ["value"]=>
        string(16) "Asking Questions"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
      [1]=>
      array(3) {
        ["value"]=>
        string(10) "motivation"
        ["matchLevel"]=>
        string(4) "none"
        ["matchedWords"]=>
        array(0) {
        }
      }
    }
  }
}

Creative Teaching & Learning

'Tuning in’ to the Inner Process of Reading

10 Oct 2018