HRLTPs
Vocabulary
John Munro
1
The 7 High Reliability Literacy Teaching
Procedures (HRLTPs)
This approach to literacy
• was developed by Prof John Munro
• identifies the strategies readers need to
convert written text information to
knowledge
• uses 7 High Reliability Literacy Teaching
Procedures (HRLTPs) to teach readers
how to comprehend and learn from written
text
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1
The 7 HRLTPs
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GKR
Vocabulary
Read aloud
Paraphrasing
What questions does the text answer?
Summarising
Review
3
Why are we here today?
Vocabulary
4
2
What do we mean by teaching
vocabulary ?
What does vocabulary ‘look like ‘ ? When you are teaching vocabulary to students
you are teaching them to




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say key words accurately.
read key words accurately
spell and write key words.
understand the meanings of words.
how to work out the meanings of new words.
understand key words in particular contexts or in unfamiliar ways
link the words with related words in networks
see how new words ‘came from’ words they already know.
5
Today’s Roadmap
Why
teach
new
vocab
Use
known
words
Teach
new
words
Review
vocabulary
for the topic
Store
vocabulary
in memory
Automatise
new
vocabulary
6
3
Why is it important to teach vocab?

Consider the following text
The message had the quality of prosy. As much as we
tried, we could not dilute its mind-dulling, tiresome and
mediocre quality. We have no difficulty deciding its
source, the brain behind the prosopopoeia. But why the
need for a verbose emissary? Why the non-appearance?
As the emanation continued, we saw both the diatribe
and the day protend. Oh but to locate the promptuary for
such rhetorical drivel.
7
How important is vocabulary ?
A reader with low vocabulary reading a text

Like many other ancient XXXXXXX. Egypt
developed around a river; the Nile. It is the
XXXXXXX of XXXXXXX. The river provided a
XXXXXX supply of water in a land that had
XXXXXXX no rain. Its XXXX floods XXXXXXX
the fields in which the XXXXXX was planted.
8
4
How important is vocabulary ?
A reader with better vocabulary reads the text as

Like many other ancient civilizations Egypt
developed around a river; the Nile. It is the
lifeblood of Egypt. The river provided a regular
supply of water in a land that had virtually no
rain. Its annual floods irrigated the fields in
which the crops was planted.
9
Why is it important to teach vocabulary ?
A reader’s vocabulary for a topic is the building blocks they will use to build
further knowledge in the area.
Vocabulary teaching

directly improves their ability to read words accurately.

directly improves their ability to understand what they are reading..

helps them use what they know about some words to read and understand
other words.

helps them show what they know.

helps them learn more about the topic you are teaching.
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5
Chances of Learning New Words in Context
Robert Marzano
Dimensions of
Learning
Factor
Chances of Learning
Word
Grade Level
Grade 4
Year 11
8%
33%
Text Density
1 new / 10 words
1 new / 74 words
1 new / 150 words
7%
14%
30%
11
How well do your students understand new vocabulary?
Rate them on each scale from 0 (never) to 4 (always).
They find it easy to
 say new words accurately and rapidly
01234

read new words accurately and rapidly
01234

spell and write new words accurately
01234

understand the meanings of new words
01234
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know how to work out the meanings of new words
01234
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understand new words even in unfamiliar contexts
01234
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see the roots of new words in words they know.
01234
Total:
12
6
What did your students score?
How would you have liked them to score?
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What does a low score mean?
These students are not able to
•
•
•
•
•
say, read and spell key words accurately
and rapidly
say what they mean
work out the meanings of new words
link new words with related words
remember them.
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You want to help students learn vocabulary
What do you do teach them ?
Teach them to
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say new words accurately
read new words accurately
spell and write new words
understand the meaning of words
work out the meaning of new words in familiar and
unfamiliar contexts
link the words with related words in networks
see how new words came from words they know.
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What does the brain do to learn new
vocabulary ?
The Nile w as
ab le to
sustain
life in Eg yp t.
The new word here is “sustain” .
What happens in a person’s brain to
learn its meaning ?
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8
Memory : Short term and long term
The Nile w as ab le to sustain life in Eg yp t .
Sho rt Term Mem o ry
Lo ng Term Mem o ry
“Sustain”
( Thinking Sp ace)
( Existing Kno w led g e)
Id eas joined here
Learn sustain
New vocab ulary
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How new words are learnt
Lo ng Term Mem o ry
Sho rt Term Mem o ry
( Existing Kno w led g e)
( Thinking Sp ace)
Say words that
sound like it:
main, pain, stain
New Vocab ulary
ain
The Nile w as ab le to
sustain life in
Eg yp t.
“Sustain”
Keep
going
Sus- tain
Jo ined Here ( learned )
Jo ined Here
look at spelling
patterns
…ain, sus…
…tain
Form new meaning link with synonyms:
last, keep going,
continue
( learned sustain )
Read er
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9
Why teach vocabulary?
It helps students to
 read words accurately
 understand what they are reading
 use what they know about some words to
understand other words
 better show what they know about the topic
 learn more about the topic they are learning
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Today’s Roadmap
Why
teach
new
vocab
Use
known
words
Teach
new
words
Review
vocabulary
for the topic
Store
vocabulary
in memory
Automatise
new
vocabulary
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10
The five phases of teaching vocabulary
1.
2.
Stimulate known word meanings
Teach new words or phrases
3.
Review and consolidate new vocabulary with
the topic
4.
Store new vocabulary in memory
5.
Automatise new vocabulary, check / test key
words
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Planning the vocabulary teaching
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Identify key words in the text you expect students to read
and comprehend
List the words you think will be unfamiliar to the student
readers
Select up to 10 unfamiliar words
Sort the unfamiliar words into 2 groups;
words that are well supported by other
words in the text, have redundancy
words that are introduced with
little support or redundancy.
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11
Planning the vocabulary teaching (cont.)
Plan to teach explicitly
words that are introduced with
little support or redundancy in the
text
Plan to have students use
their ‘meaning making
motors’ in small groups
words that are well supported by
other words in the text
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Today’s Roadmap
Why
teach
new
vocab
Recall
and use
known
words
Teach
new
words
Review
vocabulary
for the topic
Store
vocabulary
in memory
Automatise
new
vocabulary
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12
Phase 1 : stimulate existing vocabulary
Students
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name key items in pictures, imagery
suggest words they expect in the text
say, read, spell expected words
hear words from text to be read and suggest
synonyms
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Herbertia the vile
Suggest words that describe
what snakes look like
 how snakes move
 what snakes do
 how people react to snakes
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When students have difficulty
reading and spelling words
When students have difficulty reading and
spelling words they are expected to know:
•
•
•
note how they read the words
check their phonological knowledge re words
note how rapidly they say the written words
27
Today’s Roadmap
Why
teach
new
vocab
Use
known
words
Teach
new
words
Review
vocabulary
for the topic
Store
vocabulary
in memory
Automatise
new
vocabulary
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14
Phase 2: Teaching new words
Students or teachers
• select unfamiliar words
• say each unfamiliar word
• read each unfamiliar word
• spell the word (perhaps say it first)
• work out what new word means
• find synonyms for the key word
• visualise images of the meaning of new word
• use the new word
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Teaching new words or phrases
Teacher selects words
Teacher and students say
read and spell the words
Meaning
Making Motor
Explicit
Teaching
Glossary with synonyms
and definitions and images
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Phase 2: Students select key words
Look at the text in front of you. Scan
down the page and identify key
words and phrases.
.
Look at the text in front of you.
Scan the page and circle any
words you don’t understand.
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Phase 2: Students say, read, spell
aloud
‘Inundation’
Please say the word: in-un-da-tion. Inundation
In-un-da-tion. Inundation.
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16
Phase 2: Make a spelling image
To help you remember how to spell the
word , make a picture of how it
sounds and looks
. Button is ‘butt’ ‘on’
Yacht is ‘y’ ‘a’ ‘ch’ ‘t’
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Phase 2: Reading the word
Word
Sound/ syllables/chunks/stresses
Meaning
To help you remember how to say each word
‘yacht’
‘y’ ‘o’ ‘t’
Thought
th’ ‘or’ ‘t’ ‘thort’
Button
‘butt’ ‘on’
Doctor
‘doc’ ‘ta’
butt’n’
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Phase 2:
The Meaning Making Motor
What is it?
Readers work out what words mean
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Using the meaning making motor
The trees in the orchard were
bacciferous. Their branches were
weighed down with their heavy
loads. The berry pickers worked
without stopping. As they picked
the berries, they put them in
baskets made of baft. The baft
scratched and cut their bare
arms. If only the farmer had given
them containers made of softer
fabric.
Two steps:
 work out what the
words in bold mean

Say what you do to
work them out
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Phase 2: The Meaning Making Motor
What the word means
What could bacciferous mean ? It means having / holding lots
of fruit.
•
•
•
What are some other words or phrases we could use for it ?
What is an image we can link with it ?
What are actions / feelings we could link with it ?
What could baft mean ?
•
•
•
What are some other words or phrases we could use for it ?
What is an image we can link with it ?
What are actions / feelings we could link with it ?
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Phase 2: The Meaning Making Motor
What actions help us work out the meaning ?
1. Say the word
2. Look at the letter patterns
in the new word.
3.Visualise the sentence
4. Use the context to work
out meaning of the word
5. Note any graphics that
go with the new word
6. Say to yourself what the
word does in this sentence
7. Substitute
8. Check your guess and modify guess if needed
9. Check your dictionary meaning
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Phase 2: Working out what new words mean
using your meaning making motor (1)
• What do you think the word “delta” means?
• How can you work it out?
The ancient Egyptian civilization
developed around the Nile. It flows from the
wet highlands of central Africa through the
desert red lands and finally empties into the
sea through a long delta.
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Phase 1: Work out what new words mean
using your meaning making motor (2)
Use the context to figure out the meaning of
the new word:
‘As the man reached the top of the ladder he
suddenly felt vertigo. He quickly climbed
down and felt better.’
• What might ‘vertigo’ mean?
• What words are related?
‘Vertical’
‘Go’
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20
How do we work out the meanings of
new words?

To find the
location of the
forest fire we
had to
triangulate
from the
peaks of
nearby
mountains.
tri=three??
angul=angle??
ate=the action??
How could
drawing angles
help me find a
fire??
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Triangulation is the
process of pinpointing
the location of
something by taking
bearings to it from
three remote points.
Forest fire lookout
towers use
triangulation to locate
spot fires.
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21
Phase 2: Write key words and meanings in
glossary



Write the words ‘sustain’/ ’fertile’/ ‘inundate’ in your
glossary.
write your definition for each In your own words.
write the class definitions we worked out.
Word
My definition
Class definition
sustain
keep going
keep living
fertile
grow things well
inundate
flood
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Phase 2: Find synonyms and antonyms
What is a synonym for ‘environment ’?
What is the antonym for ‘extinct ?
Another word for environment is
habitat. An opposite to extinct is
living.
word
synonym
environment
habitat
extinct
dead
antonym
living
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Phase 2: Visualise what new words mean
When you say the word ‘treacherous’
what picture do you see in your mind ?
In my picture I am paddling down
the river. There is a dangerous
part ahead but you can’t see the
danger. This part is ‘treacherous’?
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Phase 2: Use the new words in a sentence
Say the word ‘habitat in a meaningful sentence.
Where else could you use this word? Say it in a
different sentence.
Write a short story using the words we’ve just added to
our glossary. You have 10 minutes.
Its habitat had lots of food.
The habitats of many wild animals is
threatened by industry.
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Phase 2: Apply MMM to ancient Egypt
How would you teach
students to work out
the meanings of script
and inscription ?
If you cannot read Arabic, the
script above will be
meaningless. Egyptian was also
meaningless to historians for a
long time. Then, in 1799, an
inscribed stone was found that
allowed scholars to interpret
them. Much was then learnt
about the world of ancient
Egypt.
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Phase 2: Apply MMM to ancient Egypt
How would you teach
students to work out
the meaning of flax ?
Its banks provided reeds
to make boats, roofs,
baskets and papyrus.
The flax that grew in the
riverside fields provided
the material needed to
make fabric.
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Phase 2: Apply MMM to ancient Egypt
How would you
teach students to
work out
the meaning of
Inundation ?
Its banks provided reeds The
river’s annual flood cycle helped
to set the calendar. The
Inundation, or flood season, was
regarded as the start of each
year. This period from about July
to September was seen as a time
of ‘rebirth’ — a time when fertile
new soil washed down from the
highlands was dumped on
farmlands as a base for the next
year’s crops.
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What actions can you teach students to
use ?

say to themselves what the word does in the sentence; flax was a
plant that grew on the banks and was used to make material.

visualize the sentence that have the new word and other ideas;
they put as much of the sentence as they can into the image..

note any pictures or visual features that go with new word.

look at the letter patterns in the word, guess at what each part might
mean by linking them with other words they know. They can link
script and inscribed with reading and writing.
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What actions can you teach students to
use ?

try to put other words or phrases in place of it and see which one/s
fit best.

check their guess by re-reading the sentences with the other words
in them and modify their guess if necessary.

consolidate their guess: I think inundation means flooding; the
students visualize the Nile overflowing its banks and covering all
the land beside the river.

check their guess with a dictionary definition.
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
You can teach students to do these meaningmaking actions one at a time and to practise
using them. They also need to learn how to
apply them to more complex text.
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To teach each meaning-making actions
Teach students to
do each action one at a time
 say what they did; they describe the action
 practise using it
 learn how to apply it to more complex text.

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Students learn self talk to use their MMM
Teach students to talk to themselves about working out the new
vocabulary:


ask themselves questions : Could it / does it mean … ?
tell themselves what to do :
 I tell myself what I think it means,
 I need to try possible synonyms and see how they fit,
 I need to fine tune my first try at its meaning.
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27
Today’s Roadmap
Why
teach
new
vocab
Use
known
words
Teach
new
words
Review
vocabulary
for the topic
Store
vocabulary
in memory
Automatise
new
vocabulary
55
Today’s Roadmap
Why
teach
new
vocab
Use
known
words
Teach
new
words
Review
vocabulary
for the topic
Store
vocabulary
in memory
Automatise
new
vocabulary
56
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Phase 3: Review the vocabulary for the
topic
At the end of a lesson or reading session the students can
•
•
•
•
•
•
select /identify the new words they have learnt
say how they are spelt, write them
say what the words mean
suggest synonyms for the new words
say the mental pictures they link with each word to
help them remember it
say the actions they will link with the word
57
Phase 3: Review and collate the key
words
After reading Pandas becoming extinct students in TPS select
and collate key words, say what each word means, suggest 12 synonyms, mental picture and use in sentence/
What it means
extinct
not living,
endangered
under threat
species
a type
habitat
environment
heritage
what it gets from parents
Mental picture
sentence
dead
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Phase 3: Review the vocabulary and
the topic -useful activities
Phase 3: Students
• use each word in a sentence to show its meaning
• write a paragraph using the words.
• organise new words and synonyms on a chart
• match key words with synonyms from different texts.
• use the new words in a wider range of situations.
59
Today’s Roadmap
Why
teach
new
vocab
Use
known
words
Teach
new
words
Review
vocabulary
and the
topic
Store
vocabulary
in memory
Automatise
new
vocabulary
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Phase 4: Teach students to store new
vocabulary in long term memory
Teach the students to
1.
say what they will remember about what the words mean.
Useful activities include TPS, finish written definition.
each student
drafts their
definitions of
key words
pairs of students
synthesize a
definition of
each word
two pairs join,
evaluate their
definitions and
form joint
definition
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Phase 4: Teach students to store new
vocabulary in long term memory
Teach the students to
2.
say how it is like what they already knew and how it is
different (where the new ideas ‘fit in’).
They ask themselves:
What do the new words remind me
of ? What words it is like ? What
are opposites ?
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Phase 4: Teach students to store new
vocabulary in long term memory
Teach the students to
say how it is like what they already knew and how it is
different (where the new ideas ‘fit in’).
2.
They ask themselves:
What do the new words remind me
of ? What words it is like ? What
are opposites ?
63
Phase 4: When is vocabulary
in memory ?
Students have stored vocabulary in memory when
they can






Say what they think key words mean
Link words with what they know
Create their own definitions
Visualise pictures of the words
Act out words
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Vocabulary Tools
1.
Word Wall e.g. students write one word/phrase
and then read / Say aloud each new
word/phrase
2. A series of words related to topic or letter pattern.
3. Acting out the meaning
4. Scrabble, Up words, Boggle…
5. Draw a picture
6. Use analogies
7. Visualise
8. Dictation
Every tool does a slightly different job.
Pick the right tool for the job
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More Vocabulary Tools
9. Word Games eg Bingo, Alphabet Game
10. Suggest other words they know
11. Spell and recognise patterns
12. Define – use dictionary
13. Think pair share
14. Cloze activities
15. Synonyms
16. Antonyms
17. Glossary
18.
Model
Every tool does a slightly different job.
Pick the right tool for the job
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How do you test vocabulary?
Students can
 recall sets of vocabulary for a topic
 draw a meaning map for a topic showing
how the vocabulary items are linked
 hear a sentence description and write the
word it describes
 suggest synonyms and antonyms.
67
Today’s Roadmap
Why
teach
new
vocab
Teaching
new words
Reviewing
vocabulary
and the topic
Checking
learning of
vocab
Automatising
the learning
process
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Phase 5: Automatise
vocabulary
Students practise recalling vocabulary from memory : they
speed up reading, spelling and
recalling the words, for example, the
names of items as rapidly as possible.
Begin each lesson with 5 minutes
revising vocabulary taught in the
previous lessons.
“Give me for
synonyms and
antonyms for each of
these words as quickly
as you can: ancient,
fertile, sustain.”
use some words to stimulate/ cue /
predict related words based on what
they have learnt
What words go with
moons, orbit, Solar,
year ?
69
Phase 5: Automatise
vocabulary (cont.)
Students practise recalling vocabulary from memory : they
hear a sentence description and say
the word it describes (for words
already taught)
I am land that grows
lots of food. I am not
like the desert.
play card games like Snap, Bingo,
Memory in which they match the
word with a synonym or antonym or
match a word with the category to
which it belongs.
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Phase 5: Automatise
vocabulary (cont.)
Students practise recalling vocabulary from memory : they
make up quizzes for other groups based
on the vocabulary they have learnt.
use cloze activities to revise the
vocabulary you have taught earlier.
Write some sentences using the key
vocabulary for the topics. Delete the
key vocabulary.
Objects attracted to magnets
are made of either ______,
________ or _________.
When you stroke a nail or a
needle with a magnet, you
are ___________ it.
71
Teach students to learn new
words independently
Students need to
•
learn each vocabulary
strategy separately
•
practise the strategy
regularly
•
say what they did and how
each strategy helped them.
•
experience success using
the strategies
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36
Sequence for teaching MMM strategy
Students are
cued to work
out meaning of
new words
using the text
in particular
ways, eg.,
•imagine
what
word might
mean
•use analogy
.
Students are cued
to work out
meaning of new
words and say what
they did after doing
it; they say
•I imagined what
the rest of the
sentence was
about.
•I thought about
what word would
fit.
They say how doin
this helped them,
Students say
what they will
do to work out
meaning of
new words
before they
begin to read;
they say
•To work out
what new
words mean I
will imagine
the sentence
with the word
in it.
Students
apply the
strategy
independently when
they read,
automatize
it and link
it with
other
strategies
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Self Talk
Students who self talk ask








What could it/does the word mean?
Are there smaller words within the word?
Can I think of synonyms?
Do the synonyms fit/make sense?
Can I look at the words around it?
Do I need to re-read or read on?
What other words look like or sound like this word?
What pictures does this word bring up in my head?
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37
Teachers preparing to
teach vocabulary
Teachers can
 List the key vocabulary for the topic or lesson.
 Select from tool kit
 Plan the vocabulary activity
 Collect feedback from students about how the
teaching has helped them build their vocabulary.
75
Students preparing for
learning vocabulary
Students will
 Bring together what they know about word
meanings at the beginning of a topic
 Learn new vocabulary: say, read, spell,
synonyms
 Review and consolidate the new words
 Practice recalling new words
 Use self-talk strategies
 Automatise word meanings and the links
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38
Lesson plan
1.List the key vocabulary for the topic or lesson.
________________________________________________________
______________________________________________________
______________________________________________________
2. Select from tool kit, plan the vocabulary activity
________________________________________________________
______________________________________________________
_____________________________________________________
3.Decide how they will collect feedback from students about how the
teaching has helped them to build their vocabulary.
________________________________________________________
______________________________________________________
______________________________________________________
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It can look like this…
Teacher select
Automatise
Students
learn
Students
practice
Self-talk
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39
How do you build these into
your teaching ?
Lesson 1
Lesson 2
Lesson 3
Lesson 4
•
Spell and say the
word phonetically
•
Select the key
words
•
Write key words
and meanings in
glossary
•
Write key words
and meanings in
glossary
•
Write key words
and meanings in
glossary
•
Write key words
and meanings in
glossary
•
Find synonyms
for the key words
•
Use the new
words
79
Students who build their
vocabulary skills will be able to






Recall automatically
Read/Say and spell words
Improve their learning
Read, spell and recall the meanings of words you
have taught
Transfer word knowledge to other words
Say what they can do to learn new vocabulary.
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40
How can these procedures
be used in your teaching?
•
Implement the strategies
gradually.
•
Select one or two
strategies and use them
consistently.
•
A whole school approach
is best.
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