Teaching and Learning from Liz Ramsay

SEEC Model

Over the next four weeks in the T&L bulletin, I will be¬†covering the SEEC model put forward by Alex Quigley in his book Closing the Vocabulary Gap, as a planning strategy to aid better, more academic vocabulary in the classroom, further linking to MBS’ INSET.


This week, I am starting with the first element:  SELECT

Quigley suggests that it is a good idea to preview material for the lesson, and determine answers to the following questions:

  • How difficult is the reading material to understand in terms of the vocabulary used?
  • What words are the most important to understand the text or topic?
  • What words are unlikely to be part of a student’s prior knowledge or vocabulary?
  • What words are unhelpful?
  • What words repeatedly appear within the text/topic?
  • What words are interrelated (suffixes/prefixes etc) and could help students to know additional words?
  • Which Tier 2 words can you spot and draw attention to? (Sophisticated words, frequently found in a wide variety of texts

In planning around this, particularly when teaching new topics, we can anticipate where the challenges might be in terms of learning new key terminology and figure create strategies to help students understand and use more sophisticated vocabulary.



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