3 rd Edition June 2012
http://www.widgit.com/resources/classroom/pre-teachingvocabulary/index.htm

What it does
How it works
PTV Rationale
PTV What to do first
So, which words?
PTV Prompt cards
PTV Word Wheels
PTV What to do - checklist Word List
Introduction & Naming Games
Question Game
Word Knowledge Map
Picture Dictionary
Word Songs
Whole Class input
Word Learning Score (WLS)
Record Keeping and curriculum colours
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14
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25 www.wordle.net
The PTV provides a structured and principled approach to demonstrating, modelling and teaching children, especially those with speech, language and communication needs (SLCN), how to learn new words. Its aim is to support and scaffold the naturalistic way teachers already discuss new words and hone and develop their existing vocabulary teaching and learning strategies. It provides teachers and children with a practical framework upon which to develop critical thinking skills and tools for independent word learning. It also allows teachers to reflect on their day-to-day practice and focus on the key ‘goldilocks’ words needed by their children to effectively understand the topics in their classroom. Furthermore it reinforces the importance of developing word knowledge to improve and enhance listening and future reading comprehension.

The use of symbols and pictures using Communicate in Print (CIP www.widgit.com) is embedded throughout the prompt cards to support teaching children how to learn new words.
The key is adult modelling of these principles in a small intervention (Wave 3 group) and their generalisation throughout their whole class (Wave 1) curriculum to support the children’s increased exposure to the word and support their comprehension
Symbols are deliberately used to encourage children to think about the different features of a word tapping into their semantic, phonological and perceptual word knowledge. The majority of symbols are used to guide children’s thoughts so are not necessarily a direct iconic representation
The PTV prompt cards are presented in different formats using CIP; A4 for use on the wall, A5 on a washing line or small strips for use in the games. An A4 adult prompt ‘how we learn new words’ learning wheel/mat is provided as a word document.
There are three steps/ differentiation in both the prompt cards (colour coded) and adult word wheels
The PTV resource also provides an informal and easy way to evaluate the outcome of intervention through using a word learning score (WLS) procedure developed by the author
This resource has grown from practical class based work with children of all abilities and across all age ranges. It has been proven to be highly effective for children with speech, language and communication needs (SLCN), and for those with out-of-age related performance in terms of word knowledge and comprehension skills. It has been developed by the author over many years of professional and academic practice, and in collaboration with specialist speech and language therapists, community speech and language therapists and teachers.
……….and it aims to make learning new words fun!
The principles of this pre-teaching vocabulary resource lie firmly rooted in evidence-based practice. A synthesis and amalgamation of the key principles of vocabulary teaching and learning were carried out by the author as part of an MSc in Language and Communication Impairment in
Children at The University of Sheffield in 2010. It proved to be statistically significant in children’s pre- and post-intervention for word knowledge of taught words. There was a significant, though smaller, difference in the pre- and post- intervention scores for word knowledge, suggesting generalisation. It also significantly increased overall phonological awareness skills, particularly syllable and initial sound awareness. The child questionnaire showed increased metacognitive awareness of what helps word learning. In addition the resource positively impacted on teacher confidence, vocabulary teaching skills and classroom delivery.
It has been trialed across a range of schools and settings in the North West of England and the MSc research findings presented as a workshop at Warwick University NAPLIC conference April 2011.
“ Thought it would just be for children with SEN but think it would be really useful for whole class vocabulary ” (KS1/2 teachers )
“ Why didn’t I know about this before – not just for SEN children - could use the activities as part of a guided reading session .” (KS2 teacher)
“ Never been shown how to teach vocabulary and yet so important, especially how to work with a small group to help them learn how to learn new words & improve their vocab ulary.” (KS1 teacher)
“ Step 1 works well with all reception children and I use the word wheel as an adult prompt throughout continuous provision.” (Foundation Stage teacher)
Warwick University NAPLIC conference workshop delegates:
“ Fabulous to hear of a practical intervention grounded in theory. I shall be introducing this on Monday”
“Very practical – will be able to used back at base in mainstream, SRP and outreach”
“Relevant to both primary and secondary school students and very thought provoking.”
“Brilliant. Make so much sense. I’ve been looking for something like this for many years. Resources are lovely and how nice that someone wants to share for the good of the children regardless of money.

Using visual prompts to teach children how to learn new words as a critical thinking tool for independent word learning
The rationale behind this pre-teaching vocabulary (PTV) resource has been developed by the author over many years and in collaboration with specialist speech and language therapists and teachers. It has grown from practical class based work with children of all abilities and across all age ranges and has proven to be highly effective, especially for children with speech, language and communication needs and for those children with out-of-age-related performance in terms of word knowledge and comprehension skills.
It aims to support and scaffold the naturalistic way teachers already discuss new words in their classrooms by providing a structured and principled approach to word learning, ensuring effective storage and retrieval of new words in child’s mental lexicon. The aim is for teachers to use the PTV resource to hone and develop their existing vocabulary teaching and learning strategies. In addition it provides them with a framework upon which to develop a child’s critical thinking skills and independence as learners by modeling how to learn new words.
Children entering our schools with ‘out-of-age’ related levels of vocabulary are vulnerable within the educational system.
Vocabulary knowledge is a strong indicator of academic success and vital to success both within and outside school (Beimiller and Slonim 2001; Clegg et al 2009). Hart and Risley (1995, 2003) identified poor vocabulary knowledge as a primary cause of academic failure. Furthermore, growing up in disadvantaged circumstances can restrict a child’s pre-school vocabulary learning, which is likely to hinder their literacy and mathematical development once in school (Snowling et al 2001; Locke, Ginsborg and
Peers 2002; Locke and Ginsborg 2003; ICAN 2006; Rose 2006; Washbrook and Waldfogel 2010). In addition, weak oral language skills are also likely to cause underachievement in comprehension (Snowling et al, 2001).
The principles of this PTV resource lie firmly rooted in evidence based practice. A synthesis and amalgamation of the key principles of vocabulary teaching and learning were originally made by the author in the production of these Pre-Teaching
Vocabulary (PTV) materials as part of an MSc in Language and Communication Impairment in Children at The University of
Sheffield (McKeown 1991; McKeown et al 1985; Stahl and Fairbanks 1986; Bryant and Goshwami 1990; Dole et al 1996; Beck et al 2002; Blanchowicz & Fisher 2000,2004; Beck et al 2002,2007 and 2008; Biemiller 2003, 2004 and 2005; Elks and McLachlan
2005 & 2008; Lubliner and Smetana 2005; Parsons et al 2005, Stahl & Stahl 2004, McCartney et al 2005, Nash and Snowling
2006, Ouellette 2006, Bowyer-Crane et al 2008 and the Language 4 Reading Project 2004-2008 and 2009-2012 Nuffield
Foundation). The practical applications of these principles have been extended further to create this PTV resource and ensure differentiation for delivery with a whole class, a small group and/or individual children. Furthermore the use of symbols and pictures to support and scaffold learning is embedded throughout the PTV prompt cards, each with specific questions tapping into a child’s semantic, phonological and perceptual word knowledge (Widgit Symbols©Widgit Software2009).
Bowyer-Crane, C., Snowling, M.J., Duff, F.J., Fieldsend, E., Carroll, J.M. Miles, J., Gotz, K. & Hulme, C. (2008) Improving early language and literacy skills: differential effects of an oral language verses a phonology with reading intervention
Journal of Child Psychology and Psychiatry 49, 4, 422-432
Beck, I. L., McKeown, M. G. and Kucan, L. (2002) Bringing words to life: Robust Vocabulary Instruction New York:
Guilford Press
Beck, I.L. and McKeown, M.G. (2007) Different Ways for Different Goals, but keep your eye on the higher verbal goals in
Wagner, R.K., Muse, A.E. and Tannenbaum, K.R. (Eds) Vocabulary Acquisition Implications for Reading Comprehension
London: Guilford Press
Beck, L. McKeown, M. & Kucan, L., (2008) Creating Robust Vocabulary London: The Guilford Press.
Biemiller, A. (2003) Vocabulary: needed if more children are to read well Reading Psychology 24, 315
Biemiller, A. (2004) Teaching Vocabulary in the Primary grades: Vocabulary Instruction needed (pp.28 – 40) in J. Baumann

and E. Kasne’enui (Eds) Vocabulary Instruction: Research to Practice New York: Guilford
Biemiller, A. (2005) Addressing developmental patterns in vocabulary: Implications for choosing words for primary grade instruction. In E.H. Hiebert & M.L. Kamil (Eds) Teaching and Learning Vocabulary: Bringing Research into Practice.
Hillside NJ: Erlbaum
Dole, J., Sloan, C and Trathan, W. (1995) Teaching Vocabulary within the context of literature Journal of Reading 38, 452-
460
Elks, E. and McLachlan, H., (2005) Language Builders Elklan www.elklan.co.uk
Graves, M. F. (2006) The Vocabulary Book: Learning and Instruction New York: Teachers College Press
Gathercole, S. E. & Alloway, T.P. (2008) Working Memory and Learning London: SAGE Publications
Hart B. and Risley, T. (1995) Meaningful differences in the everyday experience of young American children Baltimore:
Paul H. Brookes Publishing Co.
Language 4 Reading Project 2004-2008 and 2009-2012 (Nuffield Foundation) www.york.ac.uk/psychology/research/groups/crl/research/nuffield-language
Locke, A. and Ginsborg, J. (2003) Spoken Language in the early years: The cognitive and linguistic development of three- to five- year-old children from socio-economically deprived backgrounds Education and Child Psychology 20, 4, 68 – 79
Lubliner, S. and Smetana, L. (2005) The Effects of Comprehensive Vocabulary Instruction on Title 1 Students’
Metacognitive Word-Learning Skills and Reading Comprehension Journal of Literacy Research 37, 2, 163-200
McCartney, E., Boyle, J., Ellis, S., Turnbull, M. and Kerr, J. (2005) The development and validation of materials for use by classroom teachers working with children with primary language impairment Final report to West of Scotland Research and
Development Consortium. November 2005. www.strath.ac.uk/eps/centresdivisions/slt/teachingresources/lsm
Nash, H. and Snowling, M. (2006) Teaching new words to children with poor existing vocabulary knowledge: a controlled evaluation of the definition and context methods International journal of Language and Communication Disorders 41, 3,
335 -354
Ouellette, G.P. (2006) What’s meaning got to do with it: The role of vocabulary in word reading and reading comprehension Journal of Educational Psychology 98, 3, 554 –566
Parsons, S., Law, J. and Gascoigne, M. (2005) Teaching receptive vocabulary to children with specific language impairment; a curriculum based approach Child Language Teaching and Therapy 21, 1, 39-59
Snowling, M. J., Adams, J.W., Bishop, D.V.M. and Stothard, S.E. (2001) Educational Attainments of School Leaver’s with a Pre-
School History of Speech-Language Impairments International Journal of Language Communication Disorders 36, 2, 173-18
Stahl, S.A. and Stahl, K.A.D. (2004) Word Wizards All! Teaching Word Meanings in Preschool and Primary Education In
Vocabulary Instruction: Research into Practice pp. 59 – 78 New York: Guilford Press
St.John, P.A. (2011) Vocabulary Teaching and Learning; a classroom experience NAPLIC Conference Paper April 2011
Warwick University www.naplic.org.uk
Washbrook, E. and Waldfogel, J. (2010) Cognitive Gaps in the Early Years The Sutton Trust Millennium Cohort Study: ESRC

1.
Print out a set of all resources and become familiar with the rationale and procedure used for the principled approach of pre-teaching vocabulary as this is the foundation for all your vocabulary work.
2.
Be aware that you will need time to reflect upon your practice and the words you select. Remember you will be showing children how to learn new words in order to teach them independent word learning strategies; you are modeling a principle they can use and apply to all unfamiliar words…..so go slowly and tread carefully!!!
3.
For GROUP / Wave 3 delivery - Choose one curriculum area and follow the instructions on page 12 when deciding which words to select. Some words, especially Tier 2 /3 words need thinking about carefully prior to use in order to get your ‘head around them’.
4.
The hardest thing is deciding on the words you choose to model this principle; ask yourself this question “How often will the child be able to use this word in their everyday life and in school?” See ‘So which words? On page 7 Analyze your word lists in terms of: i.
Which words can be categorised as Tier 2 / 3 words? ii.
Which Tier 2 / Goldilocks words are necessary for understanding the topic / comprehending concepts iii.
Are there any other words needed for comprehension? Which ones? iv.
Are you sure they know the basic, Tier 1 words? If not, teach them using the PTV method
5.
On the basis of your analysis, i.
Which words will need brief attention ii.
Which words will you give more explicit teaching – a selection of both Tier 2 / 3 words
6.
Print out the listening rules prompts, matt laminate and use for all whole class, group and individual activities to develop children’s active listening skills
7.
It is ESSENTIAL to generate pictures/ photographs for each topic word and store them as JPG / GIF / Bitmaps in an accessible folder. This is so you can access the image through CIP. Make 2 sets of the topic pictures for the PTV group work.
8.
Make a topic Word List for use in the classroom using all the PTV words. A template is provided the PTV resources pack named PTV Master All templates (see page 13). Colour code the frames according to subject.
9.
For the Dice (naming) games cut out each of the dice fronts and stick on A5 envelopes. Laminate and chop off the top of the envelope to make a pocket into which you can place the photograph or symbol of the word
10.
Find a fishing rod, a cloth bag, a dice, paper clips, red, green and a purple felt tip pen small exercise book to record sessions, a topic scrap book for the word knowledge map and a container to store all the PTV resources
11.
Print out PTV Step 1 resources and matt laminate and move on to preparing Step 2 and 3 when appropriate.
12.
Always use the classroom context to when discussing the words.
13.
Practice which nursery rhyme / tune best fits the words you have chosen for the end of session song (page 14)

Using visual prompts to teach children how to learn new words as a critical thinking tool for independent learning
Initially choose one curriculum topic area and select a range of words the children will need to know – appropriate for your children, including the relevant verbs / action words – then extend your use across the different curriculum areas.
Divide the words into the 3 categories using the idea of ‘tiers’ or levels of words.
Working on the Tier 2/ Goldilocks words can make the biggest difference to children’s understanding of a topic
– although avoid words which are similar,
needed in the context of the theme / topic or subject domain
These are basic words commonly used in spoken language. They are heard frequently, in numerous contexts, often reinforced by non-verbal gestures & signs. Tier 1 words rarely require explicit explanation and teaching in school, however it cannot always be assumed that this type of word is frequently heard in the home. e.g. bed, happy, boy, hamburger, clock
These words are not considered as ‘common’ words as they appear in more specialist situations rather than in conversation.
They are not too easy, not too hard, just ‘right’ to enhance children’s understanding (Beck, McKeown & Kucan 2002)
They are not the most basic way to express an idea; they represent the more sophisticated vocabulary of the written word . They are vivid verbs, adjectives, adverbs and specific or abstract nouns, the very words which aid reading comprehension and can have an impact on the quality of the spoken and written language of children. e.g. warm, darker, nearly, remarkable, mischievous, awe, light,, insist, admire, compare, gentle, obstacle, sarcastic, meticulous
These words appear in more specialist situations and rarely in general use in everyday conversation . They tend to be limited to specific domains and subject areas
(science, mathematics etc) and are central to building the knowledge and conceptual understanding of the subject / content. This subject specific vocabulary must be taught as they are the key words of the curriculum area.
e.g. metamorphosis, symmetrical, peninsular, parallel, conceptual, archaeologist
Conceptual understanding
Instructional potential Importance and utility
Do the children already have ways to express the concepts? Would they be able to explain these words using the words they know already?
Can the words be worked with in a variety of ways so that children can build rich representations of them and make connections to other words and concepts?
Choose the words that are characteristic of confident language users and which appear across areas of learning.
For a whole class select only one or two words to model the word learning strategy
For group work pick only six to ten Tier 2 / Goldilocks / Tier 3 words to generate pictures / symbols to explicitly model each group session, and make sure they are useful across areas of learning
Use the prompt cards at all times to give visual reinforcement of the strategy and also use when asking the child to recount/ recall information about the word.

Subject
Term
Topic area
NC Year
Tier 1 words
Everyday spoken language for a child of this age.
Used at home and in daily interactions
Most children are exposed to little else.
BICS
Tier 2
Goldilocks words
Not too easy, not too hard, just right to move understanding forward.
Likely to be encountered again.
Average adult has a good level of knowledge of the word.
CALPS
With thanks to S. Parsons & A. Branagan 2010
Tier 3
Average adult does not have much knowledge of the word.
Topic / subject specific.
CALPS

for use with children & young people
Pre-teaching of curriculum vocabulary using pictures/photographs can be done in various ways :
• Small Wave 3 group / guided reading/ guided talking session (20 minutes) - use long prompt cards
•
Individual – use long prompt cards
• used with a whole class during the introduction to any lesson / learning opportunity when new and recently acquired vocabulary is being used (5 minutes) – use A5 washing line or A4 display cards
This pre-teaching strategy incorporates the following areas:
•
Word knowledge
•
Phonological awareness
• Kinesthetic / visualisation
prompt cards (6) blue background
1.
What is it?
2.
What do we do with it?
3.
Where do we find it?
4.
What sort of thing is it?
5.
How many beats in the word?
6.
What sound does it begin with?
prompt cards (9) yellow background
1.
What does the word mean? Tell me about it. Describe it.
2.
What do we do with it?
3.
Where do we find it?
4.
What category? What do you already know? What does it link with?
5.
What the word sounds like? It has ….beats. It rhymes with……
6.
What sound does it begin with?
7.
Is it a short, medium or long word?
8.
Can you do an action?
9.
What does it look like? Draw a picture
prompt cards (12) white background
1.
What does the word mean? Tell me about it. Describe it.
2.
What do we do with it?
3.
Where do we find it?
4.
What category? What do you already know? What does it link with?
5.
Find a word which means the same / different
6.
What the word sounds like? It has ….beats. It rhymes with……
7.
What sound does it begin with?
8.
Is it a short, medium or long word?
9.
Can you do an action?
10.
What does it look like? Draw a picture
11.
Picture it in your head
12.
Put the word in a sentence

Please be aware that the CIP Widgit© symbols used on the
have been selected, not as direct iconic representations but as an aid to guide children's thinking about words & their linguistic features i.e.
"What do we do with it?" prompt card (FUNCTION of a word) - do we make it? do we eat it? do we play with it?
"What sort of thing is it?” prompt card (CATEGORY of the word) - is it an animal? do we eat it? do we travel in it?
“Is it a short, medium or long word?” prompt card (SIZE of word) is it the same size of cat
/ carpet or table (on adult prompts) /caterpillar?
These are aide memories / prompt word wheels for adults for use to scaffold the way they talk about topic words within whole class delivery and in conversations with children to develop and extend exposure to a word.
For older children and young people you may choose to move from using the individual prompt cards to using the appropriate word wheel as a learning mat (A5 or A4 for desk copy, A3 for class wall) and model how use as an aide memoire.

•
Using pictures/photographs to directly pre-teach a child, or a group of up to 6 children, the vocabulary and concepts for each topic in their classroom in order to increase exposure to the word and improve comprehension
•
Using pictures/photographs to model the vocabulary learning strategies as a way of helping the pupils to become active vocabulary learners and to think about the words they hear – differentiate according to ability and age – Steps 1, 2 & 3
•
Daily 10-15 minute sessions using key words from one topic area – use the principle in all curriculum areas to reinforce the principle of how we learn new words.
Make sure you’ve got all your resources ready before you start a group:
1.
CIP desk based topic ‘Word list’ in the classroom during the appropriate lesson and displayed as Word Wall with PTV prompts cards (see next page)
2.
Pictures, photographs (stored as GIF JPG Bitmap etc) and/or objects for the curriculum topic – for use with the PTV games x 2 (one for using in the games, the other for sticking the word knowledge map book). Joint teacher / support staff planning is assumed as it is important that what is said in the classroom is repeated and reinforced in the group session. Always use the classroom context to when discussing the words.
3.
Naming Game resources – dice envelopes, dice, fishing rod and paper clips
4.
Question game resources - Feely bag and vocabulary prompts and adapt prompt questions according to the specific word.
5.
Word Knowledge Map A4 record book or plain paper or topic book, red, green and purple felt tip pens
6.
Prepare a Word Song to consolidate word learning and have fun.
7.
Remember to continually use the category and key word during the activities to increase the children’s exposure to the word.
8.
Once you have a selection of word knowledge maps use one of the PTV sessions to create a CIP picture dictionary with the group – support the children to generate sentence definitions from their word map.
As the children become more confident and automatically apply the PTV principle in their own learning of unfamiliar words the adult will still need to refer to the approach and unobtrusively monitor children’s application and use.
Mathematical and more abstract vocabulary
For some mathematical (and other curriculum) vocabulary it is very difficult to find an image that can effectively represent the concept. The best and quickest way to address this, and consolidate learning, is to take photographs/digital pictures of what is being used in the classroom i.e. the real objects, items or diagrams used by the teacher (in the classroom) to demonstrate and teach the mathematical or more abstract concept, rather than trying to search for a picture on the internet. Always use the classroom context to teach/discuss and then support with a Widgit symbol.

Using CIP, generate a symbol supported
, or booklet of all the chosen PTV words to help with the children’s writing when back in class. Storing the original photograph as a JPG GIF
Bitmap makes it easy to put both symbol & photograph into one CIP document.
CIP word list template has been provided in the CIP resource pack.
Within the 18 pages there is space to store the topic vocabulary pictures and templates for the word lists, picture dictionary and word lotto activities.
You may wish to consider using a different coloured border for each of the different curriculum subjects i.e. green for science, yellow for literacy, blue for mathematics etc as part of a whole school communication supportive approach.

(Dice Game OR Fishing Game activity)
(to develop word knowledge)
(using one of the key words)
(to help the children remember the word)
At the beginning of each session use the prompt card to remind the children that they are going to play some games to help them learn how to learn new words.
Then place the ‘listening rules’ prompt card and establish the reward for ‘good listening’.
2.
Depending on the size of the group (maximum 6) choose the appropriate number of pictures / photographs to use in the PTV session. Use these selected pictures for every session, generating a word knowledge map and picture dictionary definition. At all times make explicit links with all the other topic words and reinforcing the topic category.
Once you feel the group ‘know’ the word replace it with another of the selected Tier 2 word – replace no more than 2 pictures at one time to support explicit links between the category words and consolidate learning.
Put all the topic pictures / photographs on the table and say:
“In…… name topic/subject ……..we need to learn all these new words ”
Show each of the pictures in turn saying:
“This is the picture to help you learn the… topic word ……..”
Then either place in the dice envelope or put a paper clip on the picture and play one of the two naming games, either the dice OR fishing game:-

(naming of topic nouns & verbs):
Throughout the game use both the key word and category as often as possible to increase exposure to the word.
After placing ‘key word cards’ or pictures in the envelopes labeled with dice numbers say to the first child:
“Roll the dice for a….
category word”
Then ask child to take out one picture from the envelope and say
“You’ve got……”
Pause to give the child time to respond but if they don’t, or wrongly name the item say
“It’s……… so that you are prompting for the article + the word. Further prompt with initial letter sounds and if they cannot give you the word, then say the word using both the key word and category.
Leave the picture on the table.
Repeat the requests with the other members in the group, each taking turns to throw the dice and take a picture out of the envelope with the same number on it. Adult to maximize exposure to key word and category at all times.
(naming of topic nouns & verbs):
Throughout the game use both the key word and category as often as possible to increase exposure to the word.
After introducing the category, putting a paper clip on each picture, place on the table picture side down.
Give the first child a magnetic fishing rod and let each child have a turn to fish for a picture, saying
“Fish for a …… category word.”
Then ask child to fish for one picture and say
“You’ve got……”
Pause to give the child time to respond but if they don’t, or wrongly name the item say
“It’s……… so that you are prompting for the article + the word. Further prompt with initial letter sounds and if they cannot give you the word, then say the word using both the key word and category.
Leave the picture on the table.
Repeat the requests with the other members in the group, each taking turns to fish for the topic pictures.
After all the pictures have been used say to the children
“Now I’m going to collect all the ...… name the topic …words into my ‘question’ bag. Look at all the pictures. Who’s got….
word ?”
As the child gives you the picture ask them to name it again
“You’ve got……..” thereby ensuring disguised repetition and use of both receptive and expressive spoken vocabulary

It is important that you take time to reflect on how you are going to talk about each of the words BEFORE the PTV session and adapt delivery accordingly – not all prompts can be used with all words….and that’s okay! The key to success is over-exposure of the word used in context and category to support word knowledge and retention.
Initially say to the children
“We have to learn all these new ….
name category words.
Each session we are going to be a word detective and look at just one of these new words and find out more about it.
We are going to use the prompt cards (show them) to help us think about /learn more about that word.”
All the topic word pictures will be in the feely / question bag from the naming game.
Ask the first child
“Take one of the … category name… words and be a word detective.”
At the same time put the ‘What is it?’ prompt card in front of the child, ready to name it. Pause for a response, cue in with initial sound and if unable to name adult to give category and then name it. The say to the child
“Pass the … name both category and word….
to…….. (the next child)” and give them the next prompt card
Constantly talk about what the item looks like, feels like or what parts it has, make links and associations with the other topic words and category.

The following may help you think about how you are going to talk about the different topic words
1. As before explicitly remind the children what they are doing and which category the key words are from – in order for them to correctly store the words in their memory
Give the feely bag (containing one or two objects/pictures) to one of the children. Ask them to take out something to do with the relevant category. Show the child the first question card and ask them to name the object by saying “What is it?” pause and provide name if not known. Use both the key word and category as often as possible to increase exposure to the word.
Nouns
Use real-life objects whenever possible related to the topic - use photographs /pictures selectively
Verbs
Generate pictures / photographs of people or animals doing the actions
As before explicitly remind the children what they are doing and which category the key words are from – in order for them to correctly store the words in their memory
Rephrase the questions on the prompt cards i.e.
“What is this person/ people/animal doing?
”
REMOVE this question prompt when working with verbs – not appropriate as already explored in question 1.
2. Ask them to pass the item/object to the child next to them
(adult to name every time item is transferred to increase exposure to new word) and then you ask that child the question “What do we do with ……..?” If they don’t know the answer, help them with a forced alternative question .
Again use both the key word and category as often as
3.
4. possible to increase exposure to the word.
Ask them to pass on the picture to the next child, again using the word, and you ask “Where would you find ……..?” before use both the key word and category as often as possible to increase exposure to the word.
. As
Carry on in this way until you have asked the other questions
“What type of thing is ……….?” (e.g. food, animal), i.e. category – a lot of help and support may be needed here for some time with adult modeling how to classify and categorise.
As before explicitly remind the children what they are doing and which category the key words are from
“Where would you find someone / something
……..?” .
As before explicitly remind the children what they are doing and which category the key words are from
“What type of thing is
……….?” E.g. It is an action or science word etc.
5. Clap the beats in the word (Allow all children a turn at clapping the word.) If the child has difficulties clapping the word ask the child’s permission to take their hands and clap the word with them.
6.
“What sound does it begin with?” Provide lots of modeling as this is purely an auditory activity to raise & reinforce the child’s phonological awareness of the beginning sounds in words. The adult’s role is to emphasise the act of listening for the initial sound and to support the child in becoming aware of hearing these beginning sounds in words.
Begin to introduce one or two of the Step 2 prompt cards once the children are secure at
Step 1 – the rate and pace of introduction will need to be differentiated according to age and ability e.g. the word length and rhyming prompts. Eventually switch to using all Step 2 prompts

(with picture dictionary & word list for use in class use)
Leave the question prompts on the table and say
“What wonderful word detectives. Now I’m going to record everything you found out about the
….
name category and word using the prompt cards.
”
Adult to teach the children how to mind map with the outcome to show how much a child knows about a word.
Demonstrate and encourage children to make word maps to show their word knowledge using the format scripted below as this directly links to the PTV prompt cards and learning mats .
Please be aware that some phonemes have different grapheme representations e.g.
‘aeroplane’ ‘onion’. To avoid confusion, try to use words which have simple grapheme/phoneme correspondence when making a word knowledge map (See Letters and
Sounds) or simply talk about it but do not record on paper. Please use ‘ticks’ to record syllable beats not dots as children may confuse these as ‘sound buttons’.
Adult to draw a picture / stick the second picture copy of the word in the centre of a page (or whiteboard if demonstrating to a bigger group) Use the relevant prompt cards (Step 1, 2 or 3) to prompt the children about how much they know about the topic word i.e.
1.
On the left hand side add information to demonstrate word knowledge i.e. pictures / words or phrases about ‘What is it?’ meaning , ‘What do you do with it?’ function and ‘Where do you find it?’ location and words
2.
which mean the same – draw using green ‘branches’
On the right hand side add information to demonstrate phonological awareness i.e. pictures / words or phrases about how the ‘What sound does it begin with?’ word sounds or the ‘How many beats in the word?’
3.
‘Is it a short, medium or long word?’ structure of the word, plus words that rhyme (encourage the children to make up their own words as well using real words - see examples below)- draw using red ‘ branches’
On the bottom draw purple branches for kinesthetic and visualisation aspects of the word and smaller purple branches and draw pictures / words or phrases of anything else about the word:
Type of word
Word(s) with an opposite meaning
Other links / actions

Keep the word knowledge maps and the topic pictures to compile a scrap book/ picture reference resource in the classroom and/or for individual children. Once you have made a word knowledge map for each topic word you can use the PTV sessions to generate a
Use the information obtained through the word knowledge map to generate a definition with the child/ group plus a photograph/ picture and CIP symbol. As a group (or individual) create oral sentences to show word knowledge. Adult to type up the sentences using CIP software so children see the symbols appear above the word.
With older children and young people they may wish to draw their own picture once their picture dictionary is printed.
With Key Stage 3 and 4 students the information gained through a word knowledge map may then be recorded as a written definition in a small discrete exercise/note book for reference in class.
CIP picture dictionary template has been provided in the PTV Master All templates resource and print as and A5 booklet (Remember to check your printer settings for book and page numbers!).
Other activities for your PTV sessions – make
with the picture, word and the CIP definition
(copy and paste into the relevant template)

To help the child(ren) remember the word selected in the Question
Game and used in the word knowledge map put it into a song eg.
“The word of the day is XXX
The word of the day is XXX
Listen for X” to the tune of “ Wheels on the bus ”
Try “One finger one thumb ”, and/or “ London Bridge”
Have a go with your child or group using other well known rhymes and songs as a vehicle for the disguised repetition of the key word.
Try “ If you’re happy and you know it” morphed into a word song e.g.
“If you know X use the word
If you know X use the word
If you’re happy and you know it and you really want to show it
If you know X
Use the word
To the tune of " This little light of mine, I'm gonna let it shine"
This word dinosaur
I'm gonna know it well
This word dinosaur
I'm gonna know it well
This word dinosaur
I'm gonna know (OR use) it well
Dinosaur, dinosaur, dinosaur
Could differentiate with yr2s or more able to something like
This verb tessellate
I'm gonna know it well etc
Maybe 'gonna' isn't good English - 'going to' would be much better ☺
Have fun and try other versions and tunes.

b c d e f
Use a small exercise or note book to keep a record of the date and the number of sessions delivered for each group, listing topic & category as well as the selected words on a weekly basis e.g.
Date Week commencing:……………..
Topic / category:……………………….
Selected Tier 2/ 3 words:……………………………………………………………
a
Monday Tuesday Wednesday Thursday
Record the word Record the word Record the word Record the word Word knowledge map word
Friday
As the topic may extend over several weeks, gradually remove the picture/ objects of the words the children have learnt and replace with additional words related to that topic. It is suggested you replace only 2 new word pictures at a time.
Once word knowledge maps have been generated for all the words you can use the sessions to make picture dictionaries and then move onto to playing lotto games (depending on the length of the topic) – record this by filling in the boxes below
Picture dictionary definition created
Lotto game
Name the defined word(s)
Curriculum Colours (to colour code the frame)
ART Orange ENGLISH Yellow GEOGRAPHY Tan HISTORY Purple
MATHEMATICS Blue MFL Olive MUSIC Pink PE Pale Blue
SCIENCE Red TECHNOLOGY Green

(Refer to ‘Word Aware: A whole school approach to developing vocabulary” Parsons & Branagan Speechmark)
Aims
•
To become an automatic way of introducing new words / key vocabulary across the curriculum, within a supportive context, in order to enhance the learning and comprehension of all children
• To model a range of strategies for learning and remembering new vocabulary using PTV strategy visual prompt cards ( A5 for a washing-line and A4 as a frieze to model the semantic, phonological word learning features of a new word )
•
Be able to differentiate your delivery & scaffold and support the questioning of children with out-of-agerelated comprehension and vocabulary levels
• To become more aware of the Tier 2 /Goldilocks words as these words expand children’s general language repertoires.
•
What to do
• Use a poster, Velcro board, trouser coat hanger or washing line (see below and back page) with spaces to attach the individual PTV prompts as these are taught. Put the heading ‘How to learn new words’ and explain to the children you are teaching them how to learn any new word,
• Slowly introduce the individual PTV Step 1 prompt cards on a washing line or as wall display, starting with the semantic (green framed) and then the phonological (red framed) features demonstrate / model the strategy and let all the pupils try it for the key word that has been selected.
• Build up exposure by re-visiting previous PTV prompt cards and then add on the new one, moving into the next step, then finally the kinaesthetic/visualisation features (purple framed). Refer to the strategies throughout the working day and across the curriculum. Each time you do this activity start by asking if anyone can remember any of the things that help us to learn and remember new words (differentiated according to child’s level).
• Review the words on a regular basis using the question game bag with the PTV topic/text based words – children to pull out a word and ‘talk’ about the word / think of a sentence using that word (differentiated according to child’s level) using the prompt cards to guide what to say.
Parson’s and Branagan recommend a ‘word pot’
• Chose only 1 or 2 Tier 2 /3 words to model the principles of word learning - display the key words (with pictures/ symbols) for the lesson/topic on a word wall in the classroom wall
•
Sing a word song – word of the day not only fun but aids multisensory learning and increases the exposure to the key word (e.g. in Wheels on the bus the topic word is used over
13 times). prompt cards
– gradually introduce each feature

Grateful thanks to all my professional colleagues, community speech and language therapists and the many school based teachers, support staff and children who have helped me develop this resource. It’s been great fun working with you. Thank you

Lotto
Make 3 lotto boards and 3 sets of cards using the Tier 2 words the children need to know to access their lessons; the word, a symbol/picture of the word and the definition used in the classroom (not a dictionary definition). The lotto board is placed in the middle of the group. Take turns to pick up a picture/word card and match it to the correct word, picture or definition on the chosen lotto board. Explore children’s word knowledge using the PTV prompt cards or learning mat. (CIP template provided)
Word Knowledge Maps
Make word maps with the whole class on an interactive whiteboard and play ‘Guess the word’ putting all the semantic and phonological clues and children to work out the topic word.
Word Songs
Use the word songs with all the children
Word Study Journals /Picture topic dictionaries
Children develop their own personal book of words that they have learnt over time using these strategies - just record the word, their definition and a picture; however some pupils, especially those with SLCN, may also need an additional, individual, picture dictionary to aid word retention and memory.
The Strongest Link
Find 10 to 12 pictures that link with a topic. Name the pictures and put them face down on the table. Take turns to pick up 2 pictures. Name the words and think of something that links the pictures. The child with the strongest link keeps the pictures!
Wuzzles (word puzzles)
Word of the week
Word detective
Word games & puzzles
Web based games & puzzles ………………….and many more word games/activities
Also see Parsons and Branagan ‘Word Aware: A whole school approach to developing vocabulary’

Rationale
Use the Word Learning Score (WLS) checklist once a term to measure the word learning progress of those children receiving regular small group PTV work.
Rest assured that most children will be generalising and applying the principles of word learning across all curriculum areas, especially in classrooms where the washing line and A4 prompt cards are modeled and used within the whole classroom environment.
The WLS can be used to support IEP target setting with the percentage scores providing levels of existing skill & expected outcomes with a measurable evidence of progress i.e. improve WLS by 20% over an agreed time phase. It is also recommended that the PTV group work is recorded on a schools provision map.
What to do
•
Use the selected words for one topic / curriculum area (number of words is dependent on children’s ability with maximum of 10 words)
•
Collect pictures, objects and/or items for the selected words (which will then be used within the
PTV sessions)
•
Put the key words on the WLS checklist (see below)
(WLS)
© pipstjohn
Name:
Curriculum area:
NC Year:
Topic word
Date Date
Word
Learning
Score
(WLS)
Reassessment
WL Score
4 weeks after the topic delivery
3
(30%)
7 (70%)
•
For each word, ask questions about the different features (e.g. ‘what is it? what’s the beginning sound? etc as on the prompt cards) to explore the child’s knowledge about that particular word –
If they say something about that feature then put a tick in the appropriate white box
(See above)
If they are unable to give a response then give them the answer and leave the appropriate white box empty (See above)
Add up the total number of ticks i.e. 3 and record as a raw score and percentage i.e.
3 (30%) (See above)
• FOUR weeks after the topic has finished ask the children the same questions and record their responses in the green boxes. Again add up the raw scores and convert to percentages (see above).
•
This four week gap is essential as it will reflect the child’s retention of information and depth of secure word knowledge.

Name:
Curriculum area:
NC Year:
© pipstjohn
Date Date
Word
Learning
Score
(WLS)
Re-assessment
WL Score
Total
/100 /100

Listening Rules
Dice Fronts
Step 1 Word Wheel Adult prompt
Step 2 Word Wheel Adult prompt
Step 3 Word Wheel Adult prompt

What is it?
Where do we find it? What sort of thing is it? What do we do with it?
Clap the beats in the word What sound does it begin with?
©pipstjohn Pre-Teaching Vocabulary (PTV) June2012 29

What does the word mean?
Tell me about it.
Describe it.
What do we do with it?
Can you do an action?
What category? What do you already know? What does it link with?
What does it look like? Draw a
What sound does it begin with?
What the word sounds like.
It has ….. beats
It rhymes with……..
Is it a short, medium or long word?
©pipstjohn Pre-Teaching Vocabulary (PTV) June2012 30

What do we do with it?
What category? What do you already know? What does it link with?
Find a word which means the same / means the opposite
Picture it in your head.
Visualise
Can you do an action?
What does the word
Tell me about it.
Describe it.
What does it look like?
Draw a picture
What sound does it begin with?
What the word sounds like.
It has ….. beats. It rhymes with……..
Is it a short, medium or long word?
©pipstjohn Pre-Teaching Vocabulary (PTV) June2012
Put the word in a sentence
31