aboriginal education statewide conference pt 2 - 25
TRANSCRIPT
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Lunch slide
morning tea
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Keynote Part 2 Vocabulary across the years: Word learning strategies and
word solving strategies
Page 6 Note-catcher in your conference bookletProfessor Pamela Snow
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Vocabularyacrosstheyears:Wordlearningstrategies
andwordsolvingstrategies
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Wheredoesvocabularycomefromandwhyisitimportant?
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Wheredoesvocabularygrowthcomefrominpre-schoolagedchildren?
• Conversationswithadults?• Beingreadtobyadults?• Conversationswithpeers?• ExposuretoTVandonlinecontent?• Children’sownreading?• Classroomteaching?
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Wheredoesvocabularygrowthcomefrominschool-agedchildren?
• Conversationswithadults?• Beingreadtobyadults?• Conversationswithpeers?• ExposuretoTVandonlinecontent?• Children’sownreading?• Classroomteaching?
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0
2500
5000
7500
10000
Year5Years3-4Year2
GrowthinvocabcomprehensionrequirementsYr2–Yr5
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Vocabularygrowth:acloserlookPre-schoolyears
• Mainlyfromorallanguageinteractions:conversations,stories(spokenandbeingreadto),song,rhyme
• Contextisvital–physicalsurroundings,activities,gesture,eyecontact,pointing,intonation
• Scaffoldingfromadultswhomonitorinrealtimewhetherchildunderstandsandexplain/re-wordetc.
• Lotsofrepetition• StoreofTier1wordsisbuiltthisway
Schoolyears
• Vocabexpansionisreliantonchildren’sownreading
• EverydayconversationsdonotprovideenoughopportunitiesforTier2vocabdevelopment
• Writersconveymeaningthroughwords.Itisnottheirjobtoexplainwhatwordsmean.Contextislesshelpful.
• ChildrenwhoarenotreadingarenotbeingexposedtoTier2vocabandcomplexsentencestructures=MatthewEffect
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Whyisvocabularygrowthimportant?
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Whyisvocabularygrowthimportant?✓ Itpromotesabilitytoengageinoralconversationsofgreatercomplexityandsubtlety
✓ Itenhancesuseandunderstandingofshadesofmeaning✓ Itincreasesthelikelihoodthatwrittentextwillbeunderstoodandthatreadingitselfwillbeseenasaworthwhileactivity
✓ Itpromotesacademicachievementandbettervocationaloutcomes✓Thereisalexicalbarthatneedstobecrossedforacademicsuccess:thedividebetweenspokenandwrittenlanguage
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LanguageconsistsofmanycomponentskillsinSAE
Form Content
Use
Knowledgeofthestructureoflanguagesoundsystem(phonology);rulesofsyntaxandmorphology
Vocabulary(semantics)andconcepts
Knowledgeabouthowtocommunicateindifferentsocialsituations(pragmatics)
(Bloom&Lahey,1978)
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Crossingthelexicalbar:Children’smasteryofthemeaningsystemstartswithvocabulary
• Vocabulary=ourstoreofwords• Morewords=morebackgroundknowledgetobringtoconversationsandlater,
toreadingandacademicengagement• Vocabularysizepromotesshadesofmeaningandshadesofunderstanding• Thesemanticandsyntacticsystemslinkthroughknowledgeofdifferentpartsof
speech–childrenneedtoacquirenouns,verbs,adjectives,adverbs,pronouns,conjunctions,modifiers,etctofullyexpressandunderstandideas
• ChildrenneedrepeatedcontextualexposuretoacquirenewTier1wordsandmoreintentionalinstructionforTiers2and3
• Vocabularyisastrongpredictorofreadingsuccessonschoolentry
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Awordaboutwords• Wordsaremadeupofsyllables• Asyllablecontainsavowel(theroleofwhichisoccasionallyperformedbytheletter“y’inthewrittenform,e.g.rhythm,gym,hymn)
• Vowelsareproducedwhenairleavesthemouthunobstructed(asopposedtoconsonants,whichinvolveddisruptionoftheairflow)
• Onesyllablemaybestressed,whiletheothersareunstressed(meetschwa)Forexample,myname:Pamela
• Wordscanalsobeconsideredintermsofmorphology– Basesplusaffixes(prefixesandsuffixes)• Englishwordscomefromawidevarietyoforigins(etymology),butinparticular,French,Latin,German,Greek,Nordic–impactsspelling&pron’n.
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Wordsrepresentdifferentpartsofspeech
• Nouns• Verbs• Adjectives• Adverbs• Prepositions• Conjunctions
Thisiswherevocabularylinkstogrammar.
Wordsworktogethertoconveyrich,increasingly
complexmeanings.
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Englishvocabulary• Englishcontainsmorewordsthanmanyoftheworld’sotherlanguagesbecauseofitsrich,complexhistoryà shadesofmeaningmatter(exasperated,irritated,annoyed,frustrated).
• Wehavemorethan1millionwords,withabout170Kinuse• Mostadultnative-speakersofEnglishhaveavocabularyof20,000-35,000words.
• Onschoolentry:mostchildrenknow~2Kwords• Byyear7:childrenneedtounderstand~50Kwords**Receptivevocabislargerthanexpressive
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VocabularyTiers:Aconceptualframework*
Tier1Themostbasicwords;learntthrougheverydayoralconversationsandexperiences,e.g.come,go,happy,sad,car,dog,home,hat,banana,tree,truck,sleep.Repetitionaidslearning.ChildrenfromNESBorthosewithneurodisabilitiesmayneedsomeexplicitinstructiontosupportTier1.Accountsforabout8000wordsfamilies
Tier2Common,high-frequencywordsusedacrossarangeofdomainsbymaturelanguageusers.Importantforreadingcomprehension.Mayhavemultiplemeanings.Examples:measure,create,cooperate,establish,mainstay.Strongoverlapwithgeneralacademiclanguage.Lessrepetition.Teachersshouldexplicitlyteachthesewordsasnotallchildrenwillacquirethemnaturally.Accountsforabout7,000wordfamilies
Tier3Specialisedvocabularythatissubject-specificandneedstobetaught *Becketal.,2013
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WhatarethelikelyTier2wordshere?
TheJacobsfamilyhadnothadaholidayforthreeyears,sothistripwaseagerlyanticipated.Everyonehadtheirbagspacked,buttheprocessofgettingallthegearintothebackofthecarwasn’tstraightforward.Danwasinsistentthathissurf-boardhadtocomewiththem,muchtoMelissa’sannoyance.ThingsweregettingtestywhenDanhadtheinspiredideathattheycouldconnectasmalltrailertothecar.Thiswouldenablethemto
includeeveryone’sgearandavertafamilycrisis.
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WhatarethelikelyTier2wordshere?
TheJacobsfamilyhadnothadaholidayforthreeyears,sothistripwaseagerlyanticipated.Everyonehadtheirbagspacked,buttheprocessofgettingallthegearintothebackofthecarwasn’tstraightforward.Danwasinsistentthathissurf-boardhadtocomewiththem,muchtoMelissa’sannoyance.ThingsweregettingtestywhenDanhadtheinspiredideathattheycouldconnectasmalltrailertothecar.Thiswouldenablethemto
includeeveryone’sgearandavertafamilycrisis.
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Levelsofknowledgeofaword*
Level1:neverhearditbeforeLevel2:havingageneralsenseofaword,e.g.,knowingthatmendacioushasanegativeconnotationLevel3:Narrow,context-boundknowledge,e.g.,“Iknowit’ssomethingtodowithplants”Level4:Knowsthewordwell.Candefineit;knowswhenitismis-used
Becketal.,(1987);Nagy&Scott(2000)
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Testyourselves:Howwelldoyouknowthesewords?
Level1:neverhearditbeforeLevel2:havingageneralsenseofaword,e.g.,knowingthatmendacioushasanegativeconnotationLevel3:Narrow,context-boundknowledge,e.g.,“Iknowit’ssomethingtodowithplants”Level4:Knowthewordwell.Candefineit;knowwhenitismis-used
1. Disingenuous2. Adumbrate3. Circumvent4. Placate5. Symbiotic6. Extirpate7. Platitude8. Nefarious9. Inchoate10.Recuse
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Vocabularyunderthebonnet:Thingsstudentsneedtoknow
– Funny • Amusing• Odd
– Play• Somethingchildrendo• Adramaproduction
– Chair• Apieceoffurniture• Thepersonincharge• Theactofleadingameeting
-Star• Anastrologicalbody• Someonewhoisfamous/ahighachiever
– Chips• Somethingsavourythatyoueat• Chunksofwood
– Bank• Afinancialinstitution• Beingabletorelyon
Manywordshavemorethanone(related)meaning:polysemy. NOTE:spellingdoesnotchange
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Vocabularyunderthebonnet:ThingsstudentsneedtoknowSomewordssoundthesame,butarewrittendifferentlyandhavecompletelydifferentmeanings(homophones*):
• Their,they’re,there• Principal,principle• Read,reed• Plain,plane• Seed,cede• Dear,deer
*Notthesameaspolysemy,whichismoreaboutshiftsinmeaning/usage,wheresimilaritiesinmeaningcanstillbeseen.
Polysemouswordshavethesamespelling
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Vocabularyunderthebonnet:ThingsstudentsneedtoknowSomewordscanfunctionasdifferentpartsofspeech.Theylookthesameinprint,butarepronounced*differently(homographs):• Convict–convict• Contract–contract• Construct–construct• Convert-convert• Frequent–frequent• Absent–absent• Project–project• Wind–wind• Lead-lead
*Knowingaboutstressinwordsandschwavowels
isimportantforhomographswithmore
thanonesyllable.
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Morphology:Sub-lexicalknowledgeSub-lexical=belowtheleveloftheword– ImportantbecauseEnglishisamorpho-phonemiclanguage(notalphabetic)
– Phonology/Phonemicawareness/phoneme-graphemecorrespondences/Phonicsknowledgeisrelevant
– Morphology:studyofsmallestunitsofmeaningwithinaword• Rootsandaffixes(prefixesandsuffixes)– Bound:pre-,dis-,un-,-able,-ly-ing– unbound(free)–simplewordsandcompoundwords
– Etymology–studyofwordorigins– Spellingrules/patterns“I watcht the footy” – whatisthischild’swritingtellingus?
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Morphologyexample
• shape=baseword(smallestunitofmeaning)• shapes–inflectional“s”couldbeeitherpluralorverbform• shaping• shaped• reshape• misshape–NB–knowledgeofmorphologyguardsagainstchildreadingthisasmiss-hape–alsohelpswithspellingtheword
• reshaping• reshaped
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ThecommonaffixesinEnglish
Prefixes• un-• re-• dis-• mis-• ex-• pre-• de-• sub-• inter
Suffixes• -ed• -ing• -s(pluralorverbform)• -able• -er• -est• -er• -ful• -ly• -ment
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Understandingetymologysupportsteachingofmorphology.Whatdotheserootsmean?
• Aero• Biblio• Chron• Demo• Gen• Hydra• Logo• Morph• Phil• Photo
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• Aero–air-aeroplane,aerospace,aeronautical• Biblio–book-bibliography,bibliophile,Bible• Chron–time-chronology,chronic,synchronise• Demo–people-democracy,epidemiology,demography• Gen–birth-genital,congenital,generate• Hydra–water-hydraulic,hydrate,dehydration• Logo–speech-monologue,dialogue,logorrhoea• Morph–form-morphology,metamorphosis,dysmorphic• Phil–affinity-philanthropy,philander• Photo–light-photography,photo-sensitivity,telephoto
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Whyincreasethefocusonmorphology?
✓ ThestructureofEnglishismorpho-phonemic(notstrictlyalphabetic)✓ Morphologyprovidesabridgebetweensoundstructureandmeaning✓ Morphologytiestoetymology–thestudyofwordorigins✓ Beneficialtothelearningofspellingrules✓ Beneficialtobothtypically-developingandstrugglingreaders✓ Enrichesstudents’knowledgeabouttheEnglishlanguage
“Goodreadersattendtotheinternaldetailsofwords,bothspokenandwritten.Theyusestrategiestodistinguishandrememberthemeaningsofwordsthat
soundalike,includingrecognisingmeaningfulparts” (Moats,2010,p.118)
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Reflect, connect and share Please share your ideas with Professor Snow through sli.do
1 entry per site Share something you will
START doing, tweak, or pay more attention to…
2
What we
might try
What I
might try
Page 6
www.sli.do #K624
What I might try?
What we might try?
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Keynote Part 3 Vocabulary under the bonnet:
Monitoring learning and adjusting teaching
Page 8 Note-catcher in your conference booklet
Professor Pamela Snow
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Vocabularyunderthebonnet:monitoringlearningandadjustingteaching
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Tier1vocabdevelopmentinthepre-schoolyears:
Guidingprinciplesandkeystrategies
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Howdowedevelopchildren’svocabularyinthepre-schoolyears?
Implicitlyandexplicitly• Talkingtoandwiththem:serveandreturn.Ambientadulttalkismuch
lessimpactfulthantalkthatengagesthechild.• Readingbookstochildrenanddiscussingthestory(DialogicBook
Reading)• Bybeingintentionalinwordselection• Repeatedexposureandmultipleencounterswithawordindifferent
contexts• Topic-basedsmall-groupdiscussions
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Narrativeslinktovocabularybecause• Theyareameansofdevelopingvocabulary.Whenstoriesareinteresting,thisenhancesengagement,whichinturnpromoteslearningofnewwords.
• Theypromoteexposuretodifferentsyntacticforms(meaningtypes)– Coordinatingconjunctions:and,but,for,nor,or,so,andyet– Subordinatingconjunctions:because,although,unless,until,before,after– Pronominalreference:Knowingthatafteryouhaveintroducedacharacter,youcan(insomecases)refertothembys/he,him/her,butonlyifthisdoesnotcreateconfusion->Linkstotakingthelistenerperspective
• Theypromotecorrectuseoftense–generallypast
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Specificpre-schooloralvocabenrichmentactivitiesThemeddiscussions+playactivities,usingmulti-media(real
objects,toys,pictures,books,videos,costumes)e.g.,
➢Fruit➢Vegetables➢Australiananimals➢Jungleanimals➢Piecesoffurniture➢Kitchenutensils➢Itemsofclothing➢Formsoftransport➢Roomsinahouse
Somevocabextensionideas:• Spendtimeemphasisingkey
words,repeatingphrases.• Talkaboutcolourandtexture;
(taste)• Talkaboutsound• Talkaboutuse• Identifysimilaritiesanddifferences• Askchildrenabouttheir
experiences• Thinkaboutdifferentpartsof
speech:nouns,verbs,adjectives,adverbs,prepositions
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Tier2vocabinstructionintheschoolyears: Guidingprinciplesandkeystrategies
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Thinkaboutvocabknowledgeintwodimensions
Breadth
Depth
• Shadesofmeaning• Figurative/idiomaticuse• Contextualfactors
• Thenumberofwordsastudenthasmasteredatdifferentvocabtiers:receptivelyandexpressively(generatively)
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Levelsofvocabularyknowledge*
Doyouwantthestudentto• Recognisetheword?• Understandmultiplemeanings**oftheword?• Understandthewordwhilereadingatext?• Usethewordwhenspeaking?• Usethewordindifferentcontexts?• Usethewordinwriting?**Literal/inferential/evaluative
Depth
*Fellows&Oakley(2019)
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Tier2vocabdevelopmentChallengingbecause– therearesomanywords=>wheretostart?– polysemousnatureofwordsmeansthatstudentsmayhavetroubleshiftingbetweenmeaningsindifferentcontexts
– it’snotthewriter’sjobtoexplainaword’smeaning–it’sthereader’sjobtoknowitorworkitout.
– therearefewerrepetitionsofthewordthanoccuratTier1– knowledgeofawordgoesbeyonditsdefinition(polysemyagain)sostudentsneedtobeabletomovebeyondimmediatecontext
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Tier2vocabdevelopment• Remember:thenotionoftiersisarbitrary;aframeworktoassistwithteaching
• Thereisno“definitivelist”thatstudentsneedtoknow• Startwithwordsintextsthatstudentsarealreadyreading• Canusepublishedwordlistsbutconsiderutilityofwordsselectedforyourstudents
• Beconsciousofyourownlanguage–varyit/makeitmorecomplex/talkaboutwordsasyougo(meta-language)
• Beplayfulwithwords,e.g.,talkaboutpuns,jokesandhow/whytheywork• Usemorphologyandetymologytopullwordsapart
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Oneofmanyreasonswhymulti-cueingshouldbediscouragedinreadinginstruction
Itteachesthehabitsofpoorreaders
“Skilledreadersrarelytrytorecognizewordsbyguessingtheiridentitiesonthebasisofthecontextbecausedecodingisafarmoreaccurateandefficientapproach.Researchhasshownthatthereisonlyaslimchanceofguessingawordcorrectlyfromthecontextualcuesalone”.
(C.Snow,Scarborough&Burns,1999,p.51)
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Everylessonisavocablesson• Maintainaclassroomdictionary(e.g.onindexcards)ofwordsthathavebeenworkedon
together– Askstudentstoselectawordfromthisstoreandtalkaboutit–whatitmeans,whenitwouldbeused,what
othermeaningsithas• Ensurethatstudentskeeptheirownrecordofnewwordsthattheyhavelearnt–torefer
backtoanduseinwriting• “Notice”Tier2wordsinpassing–findteachablemoments.Commentonthem;discuss
theirmeaning(s)• Getstudentstoaddcaptionstophotos,challengingthemtousemoreelaborate(T2)
language• GivestudentsparagraphswithallT1words,highlightingthosethatyouwouldlikethemto
replacewithT2words• UsespecifictoolssuchassemanticmapsorFrayerModelstoconsolidatelearningofvocab
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FrayerModels
NBspecificparametersinthecellscanvary
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FrayerModel:Workedexample
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Figurativeandidiomaticlanguage• Commoninspokenandwrittencommunication• Varyingdegreesofdecipherability– “ascoldasice”–easytounderstandifyouknowwhaticeisBUT– “betweenarockandahardplace”– “oncloudnine”– “excusemyFrench”– “he’sadarkhorse”– “don’tcountyourchickens”
Relyonpriorexposure,context,scaffoldingfrom
adults.
Oftenrequireexplicitteaching.“Thismeans…..”
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WhataboutTier3?
• Subjectspecific,e.g.– Biology:absorption,photosynthesis,catalyst,enzyme,ecosystem– Geography:isobar,terrain,peninsula,longitude,latitude,cartography– Politics:parliament,constitution,coalition,incumbent,nominee
• Lessfrequent• Contextisimportant–linktocurriculumcontent• Wordstudy:morphologyandetymologycanbeveryuseful• Explicitteachingthatsupportshigherconceptualengagement:ensurethatnotknowingwordmeaningsisnotabarriertocomprehensionofsubjectmaterial
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Thingsthatweknowwillhelp:earlyyears✓ Adultsreadingtochildrenfrominfancy✓ Childrenseeingadultsreadingandlisteningtoconversation✓ Singingsongs,sharingrhymes–withactions✓ Adultstalkingandplayingwithchildreninachild-ledmanner,andprovidingrichlifeexperiences✓ Exposingchildrentoawidevarietyoftextsandtexttypes,includingculturally-relevantstories✓ Developingprintconceptsinthepre-schoolyears✓ Valuingandbuildingontheknowledge,language,andexperiencesthatchildrenbringwiththemto
school✓ Encouragingchildrentosharetheirownstories,orallyandthroughdrawing,writinganddrama✓ Teachersbeinghighlyknowledgeableabouthowlanguageandreadingwork,andhowtoexplicitly
teachreading,especiallyinabi/multilingualcontext✓ ConsiderthecognitiveloadforchildrenlearningSAEalongsidetheirwonlanguage,andreducethis
wherepossible✓ Havinghighexpectationsofandforallchildren
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Thingsthatweknowwillhelp:primaryandsecondaryyears✓ Keepingvocabularyfrontofmindinallclassroomactivities,instruction,anddiscussion.✓ ExplicitlyteachingTier2andTier3vocab(andTier1whereindicated)✓ Exposingchildrentoawidevarietyoftextsandtexttypes,includingculturally-relevantstories✓ Valuingandbuildingontheknowledge,language,andexperiencesthatchildrenbringwiththemto
school;encouragestudentstosharetheirownstories,orallyandthroughdrawing,writingand drama
✓ Providingopportunitiestoconsolidate,practice,re-visitnewwords–orallyandinwriting✓ Usingmeta-language–talkingaboutlanguage✓ Teachersbeinghighlyknowledgeableabouthowlanguageandreadingwork,andhowtoexplicitly
teachreading,especiallyinabi/multilingualcontext✓ ConsiderthecognitiveloadforchildrenlearningSAEalongsidetheirownlanguage,andreducethis
wherepossible✓ Havinghighexpectationsofandforallchildren
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Reviewingandstrengtheningyourclassroompracticewithrespecttoorallanguagedevelopment
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Ifyouonlybuyonebook…..
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(Some)recommendedgeneralreadinginstructionresources
✓ Spelfabet-https://www.spelfabet.com.au/✓ FivefromFiveLiteracyProjecthttp://www.fivefromfive.org.au/✓ LouisaMoats:SpeechtoPrint✓ Multilit-http://www.multilit.com/✓ LittleLearnersLoveLiteracyhttps://littlelearnersloveliteracy.com.au/✓ SASoundsWrite-http://www.sounds-write.co.uk/page-98-australia.aspx✓ SAEdDept.LearnLink:https://myintranet.learnlink.sa.edu.au/educating/numeracy-
and-literacy/best-advice-series✓ DecodableReadersAustraliahttps://www.decodablereadersaustralia.com.au/✓ Twitter
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(Some)recommendedresourcesspecifictoAboriginalstudents
✓ QueenslandGovernment.ReadingtoyourChildhttps://www.qld.gov.au/atsi/family-social-support/reading-to-your-child
✓ HoneyAntReadersTeachingIndigenousAustralianlearnerstoReadandWriteinFamiliarLanguage,WhileLearningOralStandardEnglishhttps://honeyant.com.au/
✓ IndigenousLiteracyFoundationhttps://www.indigenousliteracyfoundation.org.au/✓ CreativeSpirits.AustralianAboriginalCulturehttps://www.creativespirits.info/resources/✓ BatchelorCollegeHelpingChooseBookshttps://www.batchelor.edu.au/ikr/HT-04-links.php✓ AboriginalEnglishAboriginalStorybookresourceshttp://det.wa.edu.au/curriculumsupport/eald/
detcms/navigation/english-as-an-additional-language-or-dialect-for-aboriginal-students/teaching-and-learning-resources-for-eal-d-aboriginal-students/tracks-to-two-way-learning/
✓ AboriginalEnglish(NSWStandardsAuthority)https://ab-ed.nesa.nsw.edu.au/go/aboriginal-english
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[email protected]@pamelasnow2 TheSnowReport:www.pamelasnow.blogspot.com
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Reflect, connect and share Please share your ideas with Professor Snow through sli.do
1 entry per site Share something you will
START doing, tweak, or pay more attention to…
3www.sli.do #7550
Page 8
How has our thinking
changed?
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Breakout Sessions after lunch• Please be prompt – move to sessions
at 1.45pm • Session Room numbers are on the
A3 sheet on your tables • Afterwards, please return promptly to
the main room for the final session with Professor Pamela Snow
Dan Bleby and Erin Matthews
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Lunch slide
lunch
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Feedback Survey Please help us plan our support for you
in 2020 by completing the survey.
A link was emailed to you for this, or you can find the survey at
https://www.surveymonkey.com/r/2019AbEd
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Conclusion a final word from Professor
Snow sharing ideas gleaned from Breakout sessions
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Thank yous• Val Westwell from the Professional Practice Team in Learning Improvement Division
• The Aboriginal Education Project Officers in Learning Improvement Division Sharon Edwards, Matt Jamieson, Antony Yates, Rebecca Runnalls, Claire Jenkins
• Our presenters and facilitators- Professor Pamela Snow - Christies Beach HS - Graham Clark and Skai Perkins- Uleybury Local Education Team - Zoe Farqhuar and Andrew Thomas - and Sharon Edwards- Claire Jenkins and Rebecca Runnalls - Aboriginal Education Project Officers- Dan Bleby Secondary Years Team and Erin Matthews Professional Practice Team - - Literacy Guarantee Unit Literacy Coaches - Christie Bewley, Alice Boardman, Stuart Kenny and Heather Lawes
• The Professional Practice Team in Learning Improvement Division Leanne Milazzo, Deb Merrett, Holly Keel and Azidah Aziz
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Lunch slide
Thank you for your engagement today – we look forward to
continuing our work together in 2020.
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Literacy Progressions: Vocabulary aspects Pages 11 – 14 in your conference booklet