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Skip to 0 minutes and 1 second The impact of the work we did was fantastic. We started off with a baseline assessment, we’d done an analysis of spoken language and written language to see the provenance of tier 2 words at the beginning and then again at the end and we saw huge increases. Then we did qualitative analysis of contact books, the books that parents and children used to communicate by reading at home, the comments in those at the starts were very nice reading, read three pages… starting at page 26 by the end of the project, the books were just filled with comments, questions about words.

Skip to 0 minutes and 32 seconds It did have an impact in terms of children being able to perform better in the reading assessment particularly, children were more confident, parents are more confident and I think we knew we’d done a good job when in a whole school assembly, the head teacher started off presenting to the audience and used a word that a couple of children didn’t understand - hands shot up, everybody stopped and the child turned around and said ‘Can you tell me what that means please?’, and that was exactly what we wanted to achieve.

Skip to 1 minute and 6 seconds We wanted to achieve a state where people, children, are comfortable finding out that they don’t know things, we don’t want them to be uncomfortable, not knowing what a word means being comfortable in, then asking and finding out.

The impact of pupils choosing their own words to learn

In this video, Iain describes the impact of pupils choosing their own words to learn.

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This video is from the free online course:

An Introduction to Teaching Vocabulary

Babcock Education