Again, a single CPD session will not be enough.
#Development vocabulary teacher how to
Teachers need to know how to teach vocabulary well. Effective vocabulary development addresses two strands: a) the direct instruction of selected words and word-learning strategies, and b) the growth of a school culture that fosters word consciousness and curiosity. Generally a senior leader needs to lead or be accountable for vocabulary development vocabulary needs to be a long-term commitment, one CPD session will not make the difference and it needs to be woven into the curriculum and the curriculum planning at all levels. The senior leader has started to distribute leadership of the vocabulary programme to the head of English all staff are involved training in this area is a continual component of the CPD schedule. It was part of a much bigger strategic plan to support vocabulary development through oracy. In my first example above, this was not a one-off isolated exercise. Effective vocabulary development is strategically planned, continually reflected on and refined. His cohort had a high EAL contingent and the words were curated in part with them in mind. The learners have shown they do not know them.Īnother example is a head (now trust CEO) who carefully, over a few years, developed a tier 2 word list for each year group (from nursery to year 6). This school knows that these words are critical for their learners. This led to a list of 1,500 words, elicited in just 1 week from a single year group.
He deliberately didn’t specify the tier of the word (to avoid the debate as to whether this or that word is tier 2) - he just wanted actual words that pupils did not know. He tasked his teachers to list, over a week, words that learners did not know. Increasingly I believe this is a rock-solid position and that centralised word lists are a way of cutting corners or ticking boxes - essentially a time-saving, easy option that would not best serve the learners.Īn example from a conversation this week with a senior leader running a vocabulary programme across year 7 in a secondary school serving a community with FSM of 50% +. On a webinar launching "Bridging the Word Gap at Transition: The Oxford Language Report" I asked a question: should target vocabulary be personalised, or should it be a centralised list? My sense, having spent a few years developing our vocabulary programme, was that target vocabulary must be tailored to the community. Effective vocabulary development is sharply focused and personalised. The four points below come from their work on vocabulary development.įree-trial Vocab today 1.
In particular, thanks to the Babcock literacy team in Devon who have developed vocabulary CPD over the last several years to support their 300+ schools. Many thanks to the various teachers, senior leaders and literacy leads that helped inform this short blogpost.
0 kommentar(er)
