Skip to 0 minutes and 0 secondsWe focused on word consciousness and developing world consciousness in children and parents, and we recognised that it was something that the children really needed from early stage speech and language was an issue that worked its way through to year six where vocabulary and speech in general wasn't what we want to be want to be.
Skip to 0 minutes and 17 secondsBut we didn’t want to put on a surface venire vocabulary for a cohort year after year after year, so what we thought and decided we needed to do was develop that word consciousness amongst children and their parents and we’ve got a lot of siblings and large families so we thought if we can do that right, that would have a massive impact on children, not just in one cohort, but throughout, and possibly generationally. We collected the words through the use of the contact books. What we did was asked children to notice words that they didn't understand, then when they’ve noticed the words to have a conversation with an adult about it and then to record that in the contact book.
Skip to 0 minutes and 55 secondsAnd what we then did was, we were faced with a huge number of words, we were faced with tens of words every day and it was a real choice to be made about do we go for quality, investigation of some words or do we go for the quantity and hopefully broaden the vocabulary.
Skip to 1 minute and 14 secondsWhat we decided was that every single word needed to be acknowledged, so we got into the habit of early morning asking if there were new words, children would put their hands up and get their contact books out and we went through the process of the child would say the word, we’d all say the word, we say the word slowly, we'd sound talk a word would like the word on board and spell it correctly.
Skip to 1 minute and 38 secondsThe child then would give us a definition of that word and the child and would use that word in context, we’d write that context in the sentence on the board and then spend some time just working out whether it was an adverb, and adjective or noun or verb. We collected the words onto a sheet of paper that was visible in front of the classroom that was labelled tier 2 words, that metalanguage was important for use, the children were able to come and put their words onto that sheet, so they knew they were there, they were able to come and look at them and see them again.
Skip to 2 minutes and 8 secondsI think by the end of year we collected about four or five A3 pages of words.
Why and how pupils choose their words to study
Pupils choosing words that they are not sure about can be a very powerful way to select vocabulary but beware. You may find yourself drowning under the number of words identified once you raise an awareness of vocabulary.
In this video, Iain Franklin explains how he asked parents and pupils to identify words to be taught in his classroom and what he did with these words.
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