Language-rich Classroom

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

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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

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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.