ROOM+5

==//"There is a reciprocal relationship between vocabulary acquisition and reading comprehension. The better the students' vocabulary knowledge is, the better they perform with reading comprehension tasks. Similarly, the more the students read using the appropriate skills and strategies, the more their vocabulary develops. Multimedia plays an important part in both vocabulary acquisition and reading comprehension; therefore, instructors should be aware of the potential benefits of integrating technology in the language classroom."// ==

 //Over the next few months Sigrid and I will be investigating the possible benefits of ICT in the classroom in improving vocabulary aquisition.//

 * As part of the reading programme, ie 1 day a week, each group will develop a page, initially using Comic Life to portray their understanding of words that have cropped up during Current Affairs discussions, whole class reading, group reading etc. The page will use Google Images to portray the meaning of the selected word, list related words, explain the word's derivation, explain the force of prefixes etc. The pages will be printed and placed in a weekly display (Our Glosses). After a week the pages will be placed in a class book that chn will be encouraged to read in their spare time.**

**//Collecting data//**

 * A. A monthly test will be given to all the class based on the words presented.**


 * WE HOPE : Students will show retention of word meanings.**


 * B. Indirect results of focus on particular words during the Reading lesson**


 * 1. Heath will observe students during guided reading to see if they exhibit a desire to find out the meaning of unknown words. ie A simple tally will be kept.**


 * WE HOPE : Students will become increasingly aware of the value of doing this and frequency of desired behaviour will increase.**


 * 2. Teachers will note how willing and able children are to “Think aloud” as they determine the meaning of new words both when reading and being read to.**


 * WE HOPE : Students will become increasingly aware of the value of doing this and frequency of desired behaviour will increase.**


 * 3. Teachers will use a new annotation in their marking to highlight appropriate use of “ rich” vocabulary.**


 * WE HOPE : Students will become increasingly aware of the value of using rich vocabulary and frequency of desired behaviour will increase.**

== Observation Week 3 : Chn are in fact showing more interest in vocabulary and are showing more willingness to ask the meaning of unknown words that crop up. When I read to the class there is of course the need for a balance between disrupting the story too often and exploring vocabulary. ==

 **Term 2 Week 8**  **A test of 12 words was given to chn in a multi choice format. The words had all been derived from the language programme or our**  **Inquiry into the Ramarama district in the past. Words included immigrant, emigrant, pristine, mortgage, phosphate, bracken and original. These are largely words that I would not expect Y5/6 pupils to be familiar with on the whole. Indeed they were selected by the pupils to be the basis of their glosses because they did not know the meaning of them.. 25 pupils were tested and all except 6 achieved 100%. One pupil got 2 word meanings wrong and the rest got one word wrong. It seems clear that creating Glosses in this way has improved childrens' voaculary, albeit in a very limited way.**

 **Chn continue to show a heightened interest in word meaning.**

**Term 3 Week 9** **The intended monthly tests have not been given: I can tell that chn are more interested in words and their meanings, this is evidenced by A. Chn asking meanings of words during discussion and reading**  **B. Chn showing an awareness of the force of prefixes when determining word meaning**  **C. Chn asking if words could be related to other words** Chn are still showing a keen interest in creating glosses.


 * Term 4 Week 1**
 * A survey was conducted to determine children's attitude to learning about word meanings:**
 * All children agreed with the statement " Talking about words and their meanings helps me understand what I read and hear."**
 * This survey was anonymous and presumably children were not trying to please me.**
 * All children agreed with the statement "Using the computers to make glosses makes learning about words fun."**

__**CONCLUSIONS : I think that making glosses initially "hooked" children into being interested in word meanings/vocabulary. This interest has**__ __**permeated all learning areas. I asked the children who liked learning about words and 18 children reported that they did and 7 reported that they "loved it". I think the activity has been fruitful and will design a similar activity next year.**__

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