Vocabulary
Vocabulary Intent
As a school, we value the importance of vocabulary by making words a priority in all classrooms. Research shows that poor vocabulary knowledge is the leading cause of academic failure. Moreover, Hart and Risley (1995) highlighted that there is a vocabulary gap of appropriately 30 million words between children of different social classes by the age of just 3 years old. It is therefore essential that we support and encourage children’s development of language by providing them with daily exposure to new vocabulary, ensuring they are ready for the next stage of education and to communicate confidently in the world around them.
Vocabulary Implementation
Vocabulary is separated into Tier 2 words (multiple meaning) and Tier 3 words (subject specific) (Beck et al., 2013) to empower pupils to access a higher level of language with which they can communicate and understand ideas across the curriculum.
Timetabled weekly vocabulary sessions enable teachers to ‘teach’ both Tier 2 and 3 vocabulary. Tier 2 vocabulary is set out in our progressive long-term plan (Vocabulary Ninja), where teachers can clearly see an order of what to teach and when. The Tier 3 vocabulary is taken from our wider curriculum long-term plan for vocabulary and is pre-taught and regularly revisited to help to unlock and strengthen their learning in foundation subjects. In addition to this, effective language and vocabulary is also taught (both explicitly and implicitly) through the reading curriculum in order to support fluency, comprehension and enjoyment of the text.
Explicit vocabulary teaching follows four stages:
A child-friendly definition is given, along with a visual prompt.
The word is contextualised in sentences, including non-examples where necessary.
Children are exposed to the word multiple times.
Children actively use the word, either in speech or writing.
Classrooms are vocabulary rich and reflective of learning by displaying vocabulary purposefully on working walls. Vocabulary that has been taught will be able to be seen in children’s own work.
Where appropriate, attention will be paid to the etymology and morphology of the word where this will support retention and understanding, or may help pupils to compare and identify other words with a similar origins.
Vocabulary Impact
Research indicates that we need repeated exposure to any new word up to 28 times before becoming fluent in its use. Repeated exposure is the key to success and words may be revisited in the following ways:
Teaching Modelling - Teachers will use the taught vocabulary in both written and oral modelling regularly referring back to words taught days, weeks, months previously.
In-Class Vocabulary - Vocabulary will be visible in all classrooms on working walls. These will be displayed with a definition written with the children, as well as a visual prompt.
Tier 3 Retrieval - Retrieval within wider curriculum teaching contains the ‘Tier 3’ vocabulary taught, enabling it to be recapped regularly.