Summer: Reading CPD by Mr H Scantlebury https://padlet.com/hscantlebury/i9acd22afk2hrpvk ‘A word after a word after a word is power.’ (Margaret Atwood) en-us 2021-03-29 19:46:54 UTC 2024-11-28 11:55:36 UTC hello@padlet.com Accompanying reading hscantlebury https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1365718261 Tom Sherrington on Deliberate vocabulary development.]]> 2021-03-29 20:22:36 UTC https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1365718261 Quiz hscantlebury https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1365735100 Test what you've learned]]> 2021-03-29 20:29:07 UTC https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1365735100 'Explicit Vocabulary' Demonstration Video. hscantlebury https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1370837819 2021-03-31 06:56:52 UTC https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1370837819 Supporting Resource 1 hscantlebury https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1371229516 Vocabulary slide example.]]> 2021-03-31 10:08:51 UTC https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1371229516 Session 1: Introduction to Explicit Vocabulary Teaching. hscantlebury https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1373129772 Vocabulary experts agree that adequate reading comprehension depends on a person already knowing between 90 and 95 per cent of the words in a text (Hirsch, 2003).

Research has shown that children can learn vocabulary through incidental learning during shared reading, but effects are modest.

Explicit teaching needs to be planned with the intentional delivery of specific vocabulary in order for learners to take on the meaning of new words. 

Students learn more words, and more about those words, when teaching is explicit.
]]> 2021-03-31 19:19:31 UTC https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1373129772 Supporting Resource 2 hscantlebury https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1375067054 Coxhead's Academic Word List.

In 2000, Coxhead published the findings from her research into the most frequent and widely-used words used in core academic vocabulary. Coxhead’s research is based on a corpus of 400 written academic texts, equalling about 3.5. million words in total. The texts range across 28 different subject areas and four disciplines: Arts, commerce, law and science. Included on the list are only the words that appeared at least 100 times in the corpus as a whole and at least ten times in each of the four disciplines. There are 570 words overall, for example analysis, estimate indicate and variable. Whilst there are a multitude of worthwhile Tier 2 words outside of the academic word list, this can be a useful starting point.]]> 2021-04-01 12:03:22 UTC https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1375067054 Session 2: Embedding Vocabulary using the Reconnect. hscantlebury https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1446105204 One of the valid criticisms of  Explicit Vocabulary Teaching, is that merely being exposed to a new word at the beginning of the lesson (or even a well-meaning word list, knowledge organiser or word wall display) does not equate to word acquisition.

Words gain meaning from context, so we need to use strategies to help students retain the meanings of new words across multiple contexts (developing the schema).

Remembering that 'overlearning' is one of the best strategies for changing the long-term memory, we can use our reconnect to keep new vocabulary alive for the students e.g. gap fills; multiple choice; dual coding; examples vs. non-examples, labeling of diagrams or using new words in sentence work.

]]> 2021-04-22 07:47:48 UTC https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1446105204 Accompanying reading hscantlebury https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1446158911 Alex Quigley "We Did Vocabulary Last Year"]]> 2021-04-22 08:06:06 UTC https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1446158911 'Embedding Vocabulary' hscantlebury https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1446225037 Commentary introduction to Demonstration 1.]]> 2021-04-22 08:27:53 UTC https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1446225037 'Embedding Vocabulary' hscantlebury https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1446231251 Demonstration Video 1]]> 2021-04-22 08:30:00 UTC https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1446231251 'Embedding Vocabulary' hscantlebury https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1446236486 Commentary introduction to Demonstration 2.]]> 2021-04-22 08:31:44 UTC https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1446236486 'Embedding Vocabulary' hscantlebury https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1446244870 Demonstration Video 2]]> 2021-04-22 08:34:31 UTC https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1446244870 Supporting Resource hscantlebury https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1446249752 Reconnect slide examples.]]> 2021-04-22 08:36:15 UTC https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1446249752 Session 3: Activating Prior Knowledge and Predicting. hscantlebury https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1524851375 Making predictions is a strategy in which readers use information from a text (including titles & headings) and their prior knowledge, or existing schema, to anticipate what they are about to read. A reader involved in making predictions is focused on the text at hand, constantly thinking ahead and also refining, revising, and verifying their predictions.

Making predictions before reading comes very naturally to skilled readers, but for struggling readers, this skill can be just the opposite. Therefore, it is important that teachers model making predictions and continually provide ways for students to practice this reading comprehension strategy.]]> 2021-05-14 14:46:10 UTC https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1524851375 Demonstration video 1: hscantlebury https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1524890523 2021-05-14 14:54:54 UTC https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1524890523 Commentary introduction: Before Reading hscantlebury https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1524897812 2021-05-14 14:56:32 UTC https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1524897812 Accompanying reading hscantlebury https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1524921433 Metacognition and reading]]> 2021-05-14 15:02:04 UTC https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1524921433 Demonstration video 2 hscantlebury https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1524925326 2021-05-14 15:03:00 UTC https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1524925326 Session 4: Questioning, Clarifying and Summarising. hscantlebury https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1550058202 Once prior knowledge has been activated, predictions have been made and a reading goal has been established, it is time to start reading the text. However, in a teacher- led whole class reading session, care must be taken to ensure that full reading comprehension is taking place. This means stopping during reading to clarify challenging vocabulary (largely pre-taught), and to ask questions that both check understanding and develop inferences. After an appropriate 'chunk' of the text has been read, it is also helpful to support the students in summarising the most salient points of what they have read with topic sentences, subheadings and bullet points.  ]]> 2021-05-22 13:27:24 UTC https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1550058202 Demonstration video 2: hscantlebury https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1550074965 2021-05-22 13:42:46 UTC https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1550074965 Supporting resource 1 hscantlebury https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1550075936 5 Step approach to reading comprehension (hand graphic)]]> 2021-05-22 13:43:46 UTC https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1550075936 Supporting resource 2 hscantlebury https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1550077587 Effective questions during reading]]> 2021-05-22 13:45:22 UTC https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1550077587 Supporting resource 3 hscantlebury https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1550079970 Summarising after reading]]> 2021-05-22 13:47:54 UTC https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1550079970 Demonstration video 1: hscantlebury https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1550092464 2021-05-22 14:00:18 UTC https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1550092464 Session 5: Revisiting the Process. hscantlebury https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1588247195 In the demonstration video today,  you can watch Josh Andain working through Explicit Vocabulary Teaching (Reconnect+ vocab slides) and the 5 Step Approach to Reading:
1. Activating prior knowledge 
2. Making predictions 
3. Asking questions to check understanding 
4. Asking questions to develop inferences and connections 
5. Summarising]]> 2021-06-06 19:11:22 UTC https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1588247195 Demonstration video: hscantlebury https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1588250811 2021-06-06 19:15:30 UTC https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1588250811 Session 6: Revisiting the Process. hscantlebury https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1595384300 In the demonstration video today,  you can watch James Gardiner working through Explicit Vocabulary Teaching (Reconnect+ vocab slides) and the 5 Step Approach to Reading.

Today's demonstration has been divided into 4 sections, with 4 short commentary videos to support. ]]> 2021-06-09 10:19:05 UTC https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1595384300 Embedding vocabulary and explicit vocabulary teaching: hscantlebury https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1598269890 2021-06-10 11:15:52 UTC https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1598269890 Pre- reading strategies: hscantlebury https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1598270425 Activating prior knowledge and making predictions. ]]> 2021-06-10 11:16:20 UTC https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1598270425 During-reading strategies: hscantlebury https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1598270964 Asking questions to check understanding and asking questions to develop inferences and connections.]]> 2021-06-10 11:16:49 UTC https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1598270964 After- reading strategy: hscantlebury https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1598271906 Summarising. ]]> 2021-06-10 11:17:40 UTC https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1598271906 Demo 1 hscantlebury https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1600906860 2021-06-11 12:27:31 UTC https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1600906860 Demo 2 hscantlebury https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1600910206 2021-06-11 12:29:26 UTC https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1600910206 Demo 3 hscantlebury https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1600911874 2021-06-11 12:30:27 UTC https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1600911874 Demo 4 hscantlebury https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1600912803 2021-06-11 12:30:59 UTC https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1600912803 Session 7: Revisiting pre-reading and during reading strategies (activating prior knowledge, prediction and questioning), with new approaches to supporting students reading aloud. hscantlebury https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1615661923 In the first demonstration video, you can watch John Clayton work through pre-reading (activating prior knowledge and prediction) and during reading strategies (questioning to check understanding). In addition, John is also demonstrating a strategy for supporting students with reading aloud.

In the second demonstration, you can watch John model a whole class choral or echo reading strategy.]]> 2021-06-19 19:33:30 UTC https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1615661923 Commentary 1: hscantlebury https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1617258500 2021-06-21 07:56:12 UTC https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1617258500 Demonstration 1: hscantlebury https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1617259000 2021-06-21 07:56:31 UTC https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1617259000 Commentary 2: hscantlebury https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1617259233 2021-06-21 07:56:43 UTC https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1617259233 Demonstration 2: hscantlebury https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1617259551 2021-06-21 07:56:57 UTC https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1617259551 Session 8: Revisiting Explicit Vocabulary Teaching & using the Reconnect to embed vocabulary. hscantlebury https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1627193622 In the demonstration video today, you can watch Ria Leggatt working through Explicit Vocabulary Teaching (Reconnect + vocab slides).]]> 2021-06-27 18:53:24 UTC https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1627193622 Demonstration hscantlebury https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1627197859 2021-06-27 19:01:50 UTC https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1627197859 Accompanying reading hscantlebury https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1627198396 Alex Quigley, "Does Reading Really Matter in Maths"]]> 2021-06-27 19:02:56 UTC https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1627198396 Please complete the Google Form evaluation. Your feedback is appreciated. hscantlebury https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1633920573 2021-07-01 21:29:05 UTC https://padlet.com/hscantlebury/i9acd22afk2hrpvk/wish/1633920573