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Introducing new vocabulary

Introducing new vocabulary

In ANY lesson, when using a new/ unfamiliar word, our children are encouraged to:

  1. say the word
  2. explain the meaning of the word using familiar vocabulary;
  3. put the word into a basic sentence; and
  4. chunk the word, referring to the root word and prefix/suffix where possible.
  5. Explore some of the questions on the ‘Word Aware’ card.

When introducing a new word to the class/ a group, the teacher will ‘model’ completing a ‘Word Aware’ entry on the board using some of the questions from the word aware ‘card’.

 

The children will then create their own 'word aware' diagrams which will either be in their 'word aware' boxes or written directly into their books for future use.

 

 

Word Aware box

These boxes become ‘working resources’ that the children use to explore words. Over time, they should become a bank of etymology and morphology created by the pupils.

Etymology - the study of the origin of words and the way in which their meanings have changed throughout history.

Morphology - the study of words, how they are formed and their relationship to other words in the same language.

 

 

Encouraging the children to use the ‘Word Aware’ box independently

Please allow and encourage your children to use the ‘Word Aware’ strategies independently when dealing with unfamiliar words at home.

 

If you would like any further information about this strategy, please arrange to speak to Mrs Cross who will be happy to help.