Language-rich Classroom
Shelly Spooner
Created on January 3, 2024
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Transcript
Language-rich Classrooms
What would we observe when we walk into a langauge-rich classroom?
The most reliable method to broaden and deepen the vocabulary of children is to get them reading a significant amount. We know that we need to immerse children in classrooms that are rich with vocabulary and academic talk.
creating a language-rich classroom
regular reading with a purpose and for pleasure
academic talk
making connections and categorising
word exploration and play
creating a language-rich classroom
regular reading with a purpose and for pleasure
academic talk
making connections and categorising
word exploration and play
ways to develop a postivie culture for reading
classroom libraries
provide access
create comfortable environments
make reading sociable
set reading challenges
reading environments should be an inviting and calm space for children to get lost in.
Have groups read the same books and involve parents.
Monitor and record who is reading so that we can promote reading to those who are not.
word lists
2
4
1
3
academic talk
Teacher talk is one of the main sources of exposure to high quality vocabulary. Model academic talk and talk like an expert, using the appropriate tier 2 and 3 vocabulary. Though it may feel unnatural, craft your explanations carefully. Use written-style, employ clear emphasis and contrast, order and link ideas, and use pre-selected vocabulary central to the learning objective.
recasting
modelling
2
1
3
oracy
making connections and categorising
using graphic organisers to give structure to the sense-making process
Instead of just listing words, graphic organisers give us a framework for categorising and organsising words.
vocab 4 square/STAR approach
word maps
shades of meaning/synonym wheel
prefix/suffix building
nurture a culture of fascination with words
word exploration and play
stimulate curiosity with...
online word games
anagrams
catchphrases
word of the week
Studies suggest that the number of repetitions needed to learn a new word is about 10-15 times, with lots of variation — among children and words. For example, poor readers may require 12-25 reps to “learn” a word, while better readers may get away with only 8-12.
what should it look like?
Classroom Library
front facing books derived from the interest of the children variety of authors and genres fiction and non-fiction levelled books but also RfP books linked to topics
Modelling correct language is extremely important for children of all ages. Speaking in full sentences and using standard English ensures that we are setting the expectations.Children often write how they speak and it can be hard to break these habits.
Word Lists
Devise methods for pupils to collect and regularly build on and refer to vocabulary, to signal the central value of vocabulary building. Combine these with methods for practising and testing retention of vocabulary. Word walls can become wallpaper unless we interact with them. Involve pupils in making them and devising the best ways to illustrate the vocabulary. Knowledge organisers can be provided to learners with the essential word lists that accompany each chunk of knowledge so that they are seen as integral to the learning.
Say it again, better It is normal for first answers to be half hearted. A second opportunity to respond allows them to finesse their answer & add depth. E.G. ‘Thanks, that’s great. Now let’s say it again better. Try again but make sure you add in x and link y. Children then immediately give an improved response.