empower readers with vocabulary skills presentation by dea conrad-curry your partner in education
TRANSCRIPT
Empower Readers with Vocabulary Skills
Presentation by Dea Conrad-Curry Your Partner in Education
www.partnerinedu.com
Teaching students how to learn
Yes No
Don’t Know
1. One of the most effective methods to teach vocabulary is touse a student friendly dictionary.Notes__________________________________
Yes No
Don’t Know
Yes No
Don’t Know
2. There are two types of vocabulary knowledge: receptivevocabulary and generative or expressive vocabularyNotes___________________________________
Yes No
Don’t Know
Yes No
Don’t Know
3. There is a limit to how many words a student can learn in aweek’s time.Notes___________________________________
Yes No
Don’t Know
Yes No
Don’t Know
4. Reading builds vocabulary faster and more efficiently thandirect instruction.Notes___________________________________
Yes No
Don’t Know
Yes No
Don’t Know
5. The quality of vocabulary knowledge is related to the variety of contexts in which a student can use a word or forms of that word.
Notes___________________________________
Yes No
Don’t Know
Admit & Exit SlipNAME ______________________ TEXT ______________________ PAGES _______ DATE _______
AdmitBefore class, circle the best
answer.
Exit At the end of class, circle
the best answer.
© 2010 Partner in Education 2
Yes No
Don’t Know
1. Adding the suffix –ion will make any word a noun.Examples __________________________________
____________________________________________________________________
Yes No
Don’t Know
Yes No
Don’t Know
2. The suffix –ed can change the tense on a verb from present to past or it can turn a word into an adjective.Verb Examples _________________________________
_________________________________Adjective Examples_________________________________
__________________________________
Yes No
Don’t Know
Yes No
Don’t Know
3. More than one suffix can be added to a word to change it from being one part of speech to another. For example, Examples ___________________________________
______________________________________________________________________
Yes No
Don’t Know
Yes No
Don’t Know
4. Adding a prefix to a word can create the antonym of that word. Examples ___________________________________
______________________________________________________________________
Yes No
Don’t Know
Admit & Exit SlipNAME ______________________ TEXT ______________________ PAGES _______ DATE _______
AdmitBefore class, circle the best
answer.
Exit At the end of class, circle
the best answer.
© 2010 Partner in Education 3
FIVE WAYS TO ENHANCE VOCABULARY
Make interaction with language fun Provide transparent learning models Support conversations that use developing
vocabularies Guide discoveries connecting known and
unknown Extend word knowledge: affixes, etymologies,
diverse use of words
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© 2010 PARTNER IN EDUCATION
MAKE INTERACTION WITH LANGUAGE FUNDAMENTAL
Fun school work = Effective learning
Tom Swifties
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"I can't remember what I was supposed to buy, “said Tom listlessly.
"x times x = x squared," Tom said exponentially.
"99 is almost 100," said Tom roughly.
"I need a pencil sharpener," said Tom bluntly.
"I have to keep these eggs warm," Tom said honestly. "It's made the grass wet," said Tom after due consideration.
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© 2010 PARTNER IN EDUCATION
WHAT IS A TOM SWIFTY?
A pun in which the speaker’s adverbial tag plays off of the main sentence, typically a quotation
Four types of Tom Swifties an adverb provides the pun the pun occurs in the verb; there may not be an adverb at all neither a verb nor an adverb provides the pun—rather a
short phrase delivers the word play Many – probably most – Tom Swifties are morphological;
i.e. the words must be broken down into morphemes (smaller components) to understand the pun.
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COMPLETING TOM SWIFTIES WITH AN ADVERB
1. “Is that runner in a pickle again?" Tom asked ________.
2. "You're burning the candle at both ends," Tom said
_____________.
3. "It's 3 a.m.," Tom said _____________.
4. "I love Velveeta," Tom said ____________.
5. "Someone stole my wheels," Tom said _____________.
6. "I'm covered in blood," Tom said_________.
7. "My clothes are pressed," Tom said _____________.
8. "You look like a goat," Tom said ____________.
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COMPLETING TOM SWIFTIES WITH A VERB
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1. "I told you not to ride that horse," Tom _______________.
2. "I didn't look at all!" Tom ________________.
3. "The exit is right there," Tom ________________.
4. "I teach at a university," Tom ________________.
5. "I couldn't believe there were 527,986 bees in the swarm!" Tom
________________.
6. "There's room for one more," Tom ________________.
7. "I'm losing my hair," Tom ________________.
8. "Where shall I plant these water lilies?" Tom ______________.
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TOM SWIFTIES WITH A PREPOSITIONAL PHRASE
1. "I bought myself fifty hamburgers and I've only ten left," said Tom with _____________.
2. "I like ragged margins," said Tom without___________.
3. "Oops! There goes my hat!" said Tom off the top _______ _______ _______.
4. "How long will I have to wait for a table?" asked Tom without __________.
5. "I've only enough carpet for the hall and landing," said Tom with a blank __________.
6. "Don't let me drown in Egypt!" pleaded Tom, deep in ____________.
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MAKE IT AND TAKE IT!
Go to The Wordplay Website
http://www.fun-with-words.com/index.html
Open a Word Document
Create a Tom Swifty Challenge for students at your grade level…maybe even differentiated by three levels of difficulty
Below grade readers
On grade readers
Above grade readers
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© 2010 PARTNER IN EDUCATION
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TWO MODES OF LEARNING
INCIDENTAL
INTENTIONAL
LEXILE FRAMEWORKS
Matching a reader’s Lexile measure to a text with the same Lexile measure leads to an expected 75-percent comprehension rate
not too difficult to be frustrating difficult enough to be challenging encourages reading progress
Lexile measures determined by word frequency and sentence length not by content
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Source: http://www.lexile.com/EntrancePageFlash.html?1
© 2010 PARTNER IN EDUCATION
Lexile Frameworks
1 Up to 300L 200L to 400L
2 140L to 500L 300L to 500L
3 330L to 700L 500L to 700L
4 445L to 810L 650L to 850L
5 565L to 910L 750L to 950L
6 665L to 1000L 850L to 1050L
7 735L to 1065L 950L to 1075L
8 805L to 1100L 1000L to 1100L
9 855L to 1165L 1050L to 1150L
10 905L to 1195L 1100L to 1200L
11 and 12 940L to 1210L 1100L to 1300L
Grade Reader Measure Text Measures
The Lexile Frameworks for Reading. http://www.lexile.com/EntrancePageFlash.html?1.
15© 2010 Partner in Education
Finding Student Lexile Scores
16© 2010 Partner in Education
PROVIDE TRANSPARENT LEARNING MODELS
We cannot control incidental learning, but we can develop
a district-wide vocabulary and using proven methods of
instruction that will grow students’ vocabularies
TWO MODES OF LEARNING18
Incidental Learning 5 - 15% of novel vocabulary can be learned Requires 7 or so encounters
Suggests that students read independently enough to encounter new words Students have inferential skills to determine meaning
Time spent reading directly affects vocabulary acquisition Direct Instruction
Foster work consciousness (use productive thinking) Topical: Content words World: Words educated people should know
Teach individual words Make a goal of 350 words annually
Teach strategies for learning new words Context clues: 20% reliable
Source: Graves, Michael. The Vocabulary Book. (2006).
© 2010 PARTNER IN EDUCATION
BECK’S CONTINUUM: WORD KNOWLEDGE
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No KnowledgeContent bound
knowledge
Rich, decontextualized
understanding
Sense of Connotation
Knowledge w/o expressive power
© 2010 PARTNER IN EDUCATION
STAGES OF VOCABULARY ACQUISITION
Stages of word knowledge (Dale 1965) Never saw it before
Heard it—no knowledge of meaning
Recognizes in context
Knows it well: uses in conversation and or writing
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© 2010 PARTNER IN EDUCATION
NAME ______________________ TEXT ______________________ PAGES _______ DATE _______
How Well Do I Know These Words? Thinking about words before learning them makes connections that will help me remember.
Word Never Heard
Heard or Seen
Connotation I can define this word.I use this
word(O, S, N)
periphery
noxious
precocious
decorum
nefarious
erudition
caveat
© 2010 Partner in Education
PREASSESSMENT
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NAME ______________________ TEXT ______________________ PAGES _______ DATE _______
How Well Do I Know These Words? Thinking about words before learning them makes connections that will help me remember.
WordNever Heard
Heard or Seen
Connotation Your definition Use Context Definition
© 2010 Partner in Education
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CONTEXT CLUES & DIRECT INSTRUCTION
61% of unknown words can be determined through contextual analysis (Block & Mangieri)
Context
Semantic features: aspects that give meaning and establish similarities and differences
Syntactic clues: order in a sentence
Visual images
Reader response: absence of related prior knowledge weakens text clues
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© 2010 Partner in Education
The river was full of noxious materials such as cleaning agents from factories and pesticides from the nearby farms.
The periphery of the river was littered with container trash from the nearby factories.
This third grade was full of precocious children. One child had learned to read at two and another could do algebra at age 6.
When going to an office party you should show your best decorum; dress your best, drink and eat moderately, and be sure to thank the host before you leave.
Some may not approve of the governor’s behavior, but to describe him as nefarious is to go a bit far.
Some credit her advancement at the university to an erudition beyond all others; however, others suggest her father’s position at the helm had a significant impact.
The professor had one caveat in the syllabus: this document was subject to change.
How does context help build word meaning?
© 2010 Partner in Education24
1. Definition or explanation clue
The periphery or outer region, of the river was littered with container trash from the nearby factories.
2. Example clue
Like road banks along an interstate highway, the periphery of the river was littered with container trash from the nearby factories.
3. Restatement or synonym clue
The periphery or bank of the river was littered with container trash from the nearby factories.
4. Contrast or antonym clue
The periphery of the river, unlike the water that flowed within its banks, was littered with container trash from the nearby factories.
5. Inference through general context clue
The periphery of the river was littered with container trash from the nearby factories while the fast moving water appeared clear of debris.
6. Punctuation and syntax clues: word order, dashes, quotations, parenthesis
The periphery—the perimeter—of the river was littered with container trash from the nearby factories.
6-Types of External Context Clues
25© 2010 Partner in Education
The river was full of noxious materials such as cleaning agents from factories and pesticides from the nearby farms.
The periphery of the river was littered with container trash from the nearby factories.
This third grade was full of precocious children. One child had learned to read at two and another could do algebra at age 6.
When going to an office party you should show your best decorum; dress your best, drink and eat moderately, and be sure to thank the host before you leave.
Some may not approve of the governor’s behavior, but to describe him as nefarious is to go a bit far.
Some credit her advancement at the university to an erudition beyond all others; however, others suggest her father’s position at the helm had a significant impact.
The professor had one caveat in the syllabus: this document was subject to change.
How does context help build word meaning?
© 2010 Partner in Education 26
NAME ______________________ TEXT ______________________ PAGES _______ DATE _______
How do Context Clues Help Build Word Meaning? Thinking about my thinking about words.
Word Definition Example Synonym ContrastGeneral
InferenceInternal
Clue Context Definition
noxious
periphery
precocious
decorum
nefarious
erudition
caveat
© 2010 Partner in Education
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Using Internal Context CluesComponent Definition Example
PrefixA word part (affix) added to the beginning of a root or base word to create a new meaning
ana- : again, anew, upintro- : in, inside, inward
SuffixA word part (affix) added to the end of a root or base word to create new meaning
-logy: study, science, theory -sis: process or action-ism: act, process, state, condition
Root or baseA morpheme or morphemes to which affixes or other bases may be added
psych: soul, spirit, mindlyses: gradual decline
Cognates Two words have the same ancestral language and meaning
associationism (Eng)associationism (Fr)school of psychology holding that content of consciousness is explained by the association and reassociation of irreducible sensory and perceptual elements
Word family A group of words sharing a common phonic element
spectacles, specter, inspection, perspective
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© 2010 Partner in Education
DEVELOPING SCHOOLWIDE VOCABULARY EXPECTATIONS
Why schoolwide? Assures vocabulary awareness as students progress through school Provides opportunities to share effective teaching practices &
resources Engages all knowledgeable professionals within the system Aligns w/ local and state standards and curriculum materials
Who chooses the words? Teachers will make the decision The word should definitely be on the district grade level list The word should definitely not be on the district grade level list The word should probably be on the district grade level list
How is instruction provided? All teachers provide direct instruction over monthly words All teachers reinforce and enrich meanings for monthly words All teachers make a conscious decision to use monthly words New month…new list
Developing a Schoolwide Vocabulary
30© 2010 Partner in Education
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Tier OneBasic words
Essential nouns Experiential adjectives and adverbs
Tier TwoHigh frequency for mature language usersUsed across a variety of domains
Multisyllabic Acquired through conversation, reading & instruction
Tier ThreeLow frequency wordsUse limited to specific domain: content specific words
Have few synonyms Situation-specific therefore require instruction
Which words to consider?
From: Beck, Isabel, McKeown, Margaret G., & Kucan, Linda.(2002). Bringing Words to Life. © 2010 Partner in Education
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Self-Selected: Cross Curricular Use Words identifying Concepts rather than Labels
Words with multiple meanings varying by context
Frequency Studies: Words identified as reappearing Large English vocabulary lists
http://www.manythings.org/vocabulary/lists/l/
First 1000 most frequent grades 3 – 9 http://www.textproject.org/library/resources/WordList.pdf
Second 1000 most frequent words http://www1.harenet.ne.jp/~waring/vocab/wordlists/2000.txt
Dale-Chall List of 3000 htttp://www.rfp-templates.com/Dale-Chall-List-of-3000-Simple-Words.html
Practitioner Based Research Marzano’s list of essential words grades 3 – 6
http://www.tec.leon.k12.fl.us/vocabulary%20project/Vocabulary%20Project%20Word%20List.pdf
Building Academic Vocabulary Study: Floridahttp://www.tandl.leon.k12.fl.us/lang/Voc_Project_00_01.pdf
Building Academic Vocabulary: Tennessee Projecthttp://www.jc-schools.net/tutorials/vocab/strategies.html
Finding Important/Relevant Words
© 2010 Partner in Education
HOW MANY WORDS SHOULD WE TEACH?
Marzano (Building Academic Vocabulary) references five to six per week Mathematics, science, social studies, language arts, health
Robert Pressley suggests 2–4 root words per day By high school graduation, students need to know 15,000
root words
Isabel Beck cites from 3–20 per week; settles on 7
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© 2010 PARTNER IN EDUCATION
WORD SORTS / CONCEPT SORTS TO SUPPORT CONVERSATIONS WITH DEVELOPING VOCABULARIES
© 2010 PARTNER IN EDUCATION
Arachne the SpinnerA myth retold by Gerldine McCaughrean
myth dazzling tapestries Competition loom
yarn competition Arachne awe skillful
boast Athena Mount Olympus revealed preen
shuttle irreverence transform smug woven
Closed Word Sort or Open Word Sortmyth dazzling tapestries competition loom
yarn competition Arachne awe skillful boast Athena Mount Olympus revealed preenshuttle irreverence transform smug woven
Mythical Concepts Descriptors
Behaviors or Actions Tools of Weaving
Prediction
© 2010 Partner in Education
DEVELOPING GENERATIVE WORD
SKILLS
NAME ______________________ TEXT ______________________ PAGES _______ DATE _______
WORDSTORMINg to connect
A - B C-D E-F G-H
I-J K-L M-N O-P
Q-R S-T U-V WXYZ
Generate a Text Question:
Make a Text Prediction:
Adapted from Janet Allen’s Inside Words; (2007). Stenhouse Publishers. Portland, Maine. 39© 2010 Partner in Education
40© 2010 Partner in Education
What words might you expect to read here?
What vocabulary words might you expect to read
here?
NAME ______________________ TEXT ______________________ PAGES _______ DATE _______
WORDSTORMINg to Summarize
A - B C-D E-F G-H
I-J K-L M-N O-P
Q-R S-T U-V WXYZ
Adapted from Janet Allen’s Inside Words; (2007). Stenhouse Publishers. Portland, Maine,
Directions: Highlight those words that were found in the text, list words you did not predict to be in the reading but that are necessary for meaning making; then write a text summary including all of the important words.
41© 2010 Partner in Education
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NAME ______________________ TEXT ______________________ PAGES _______ DATE _______
Using vocabulary to anticipate content
1. ___________________________
2. ___________________________
3. ___________________________
4. ___________________________
5. ___________________________
6. ___________________________
7. ___________________________
8. ___________________________
9. ___________________________
10. ___________________________
© 2010 Partner in Education
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
feudalism
primogeniture
manorialism
serfs
chivalry
dowry
lord
chain mail
fief
vassel
MAKE INTERACTION WITH LANGUAGE FUNDAMENTAL
Fun school work = Effective learning
BALANCE CHALLENGE, INTEREST, & SKILL
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Source: Applying Differentiation Strategies. (2007). Shell Publications
“Being completely involved in an activity for its own sake. The ego falls away. Time flies. Every action,
movement, and thought follows inevitably from the previous one, like
playing jazz. Your whole being is involved,
and your using your skills to the utmost”
(Geirland 1986).
The Key
© 2010 PARTNER IN EDUCATION
SUPPORT CONVERSATIONS THAT USE DEVELOPING VOCABULARIES
Play Taboo Online!
ww.playtaboo.com/about.php
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© 2010 PARTNER IN EDUCATION
How do you get your team to say “photosynthesis”?
You can’t say
6H 2O + 6CO 2 ----------> C 6H 12O 6+ 6O 2
Sunlight
Plant
Energy
Carbon Dioxide
You can say
A process used in nature by trees to make food
Oxygen is the byproduct of this product
This process uses a gas exhaled by all animals in their breathing and converts it to the oxygen animals need for respiration
Content Taboo
© 2010 Partner in Education 46
Students form teams to play Content Taboo Team A chooses their first clue giver who chooses a card,
not revealing any of the words on that card
Team B has a player sit beside Team A’s clue giver in order to see the Content Taboo card
Team A clue giver takes the top card from the stack
The egg timer is turned
Team A clue giver provides clues about the content word at the top of the card, trying to get his/her teammates to say the word without using any of the five words listed below the content term.
Team B monitors that Team A clue giver does not use any of the Taboo words
Turns shift when the egg timer runs out or the correct word is guessed
Game Rules
© 2010 Partner in Education 47
© 2010 Partner in Education 48
AUTUMN EQUINOX SOLSTICE ASTRONOMY
CURRENTS WIND CLIMATE HUMIDITY
FALL
SEASON
LEAVES
WINTER
SUMMER
DAY
EQUAL
NIGHT
JUNE
SUMMER
WIND
WATER
OCEAN
RIVER
JET STREAM
BLOW
GUSTS
EROSION
SQUALL
BREEZE
WEATHER
REGION
RAIN
ARRID
DESERT
WINTER
SUMMER
NORTH
SOUTH
SUN
DRY
WATER VAPOR
TEMPERATURE
HIGH
LOW
STARS
STUDY
HOROSCOPE
SCIENCE
HUBBLE
MAKE IT AND TAKE IT!
Access the Clue Card template
Either go to myteachingwiki.com
OR provide me with your email
Using Word and working with the template, complete each card with the main word and the clues
Print a complete sheet through the ROE printer
Copy/Duplicate on card stock
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© 2010 PARTNER IN EDUCATION
GUIDE DISCOVERIES CONNECTING KNOWN
AND UNKNOWN
We cannot control incidental learning, but we can develop a habit of
asking students to connect new learning with knowledge theu already
possess by using proven methods of instruction that will grow students’
vocabularies.
THREE FUNCTIONS OF MEMORY
Sensory Memory
WorkingMemoryElaborationConnections
WorkingMemory
Deep ProcessingDetails / Imaging
Sensory Memory
Sensory Memory
WorkingMemory
Memory TraceRepetitions
Sensory Memory
Sensory Memory
Sensory Memory
PermanentMemory
Background MemoryAcademic &
Nonacademic
Source: Based on Marzano, Robert. (2004). Building background knowledge for academic achievement. Alexandria: ASCD.17-24. 51© 2010 Partner in Education
Direct Instruction & VocabularyStep 1: Teacher
provides description, explanation, example
of termNot a definition
Step 2: Students restate description, explanation,
example in their own words
Not a definition
Step 3: Students add to their
knowledge of selected terms
Step 4: Students develop a visual representation of
the term
Step 5: Students talk about terms
with other students
Step 6: Students play games with
terms
52© 2010 Partner in Education
Looks like… Reminds me of…
Definition… How to use…
Looks like… Reminds me of…
Definition … How to use…
Looks like… Reminds me of…
Definition … How to use…
Looks like… Reminds me of…
Definition … How to use…
Name _____________________ Date_________________ Chapter __________ Pages__________
© 2010 Partner in Education 53
Definition
Similar but different
Synonyms
Antonyms
Term
Definition
Connections
Example
Common Misuses
Term
Definition
Etymology
Examples
Non-example
Term
Definition
Something this reminds me
Examples
Non-Example
Term
Name _____________________ Date_________________ Chapter __________ Pages__________
© 2010 Partner in Education 54
NAME ______________________ TEXT ______________________ PAGES _______ DATE _______
My Definition
illustration
Examples Non-examples
Vocabulary Word
© 2010 Partner in Education
RICH WORD KNOWLEDGE
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Do
ub
le
Bu
bb
leIn
tere
sti
ng
c
on
ne
cti
on
s b
etw
ee
n
two
ty
pic
all
y
un
lik
e
ide
as
.
Adapted from David Hyerle’s Model in Visual Tool for Constructing Knowledge.
NAME ______________________ TEXT ______________________ PAGES _______ DATE _______
1. 1.
2.
3. 3.
2.
© 2010 Partner in Education 56
Term ________________________ 4 3 2 1
Description or working definition
_________________________________________________________________
_________________________________________________________________
_________________________________________________________________
4 3 2 1
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My Connection: Write or Draw
NAME ______________________________ TEXT ______________________ DATE ________________SCORE__________
Use the word Know the word Heard the word Never heard
In how many ways can I use this word?
1. __________________________________
__________________________________
2. __________________________________
__________________________________
Initial understanding
Later understanding
Term ______________________________ 4 3 2 1
Description or working definition
______________________________________________________________
_________________________________________________________________
_________________________________________________________________
4 3 2
1
Initial understanding
Use the word Know the word Heard the word Never heard
My Connection: Write or Draw
Later understanding
In how many ways can I use this word?
1. __________________________________
__________________________________
2. __________________________________
__________________________________
© 2010 Partner in Education
SUPPORT CONVERSATIONS WITH DEVELOPING VOCABULARIES
MY FAVORITE WORD: SERENDIPITY
Main Entry: ser·en·dip·i·ty Pronunciation GuidePronunciation: serndipd., -pt, -iFunction: nounInflected Form(s): -esEtymology: Serendip, Serendib, former name for Ceylon (from Arabic Sarandb) + English -ity; from the possession of the gift by the heroes of the Persian fairy tale The Three Princes of Serendip: an assumed gift for finding valuable or agreeable things not sought for
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Become Word Conscious
© 2010 PARTNER IN EDUCATION
SOLVEIGS ORCHARDSISTER BAY, WISCONSIN
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© 2010 PARTNER IN EDUCATION
unorthodox
Behaving or acting in a way that goes against the expected, the standard or the conventional.
“Buddy, can you spare a dime?”
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Become Word Conscious
© 2010 PARTNER IN EDUCATION
PRODUCTIVE THINKING
3-PART ACTIVITY63
Generate a list of as many ideas pertaining toa prompt—no idea is a bad idea
Aim for 12- 15 ideasas students becomemore proficient with theprocess
Keep in mind sometopics may limit orextend the possibilities
Set a time limit forthe thought process—1minute to 1 ½ minutes
Turn to a neighbor& share ideas
Since the goal is 12-15, steal good ideasfrom your partner’s list
Continue tocome up with moreideas, even those thatwere not on the originallists
Set a time limit forthe sharing process: 2 minutes
Designate thespokesperson of thepartner (or threesome)
Each group choosesthrough consensus oneidea to share with theentire class
Shared idea should show the best thinking: uniqueness counts
Continue to stealideas as groups share,always aiming tolengthen the list
In my Head With a Partner Whole Class
Step 2Step 1 Step 3
© 2010 PARTNER IN EDUCATION
WHAT ARE YOUR FAVORITE WORDS?
List Your Words Here
When & Why Use PT?
Before Reading
During Reading
After Reading
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© 2010 Partner in Education 65
In your classroom, who is in control of choosing the words that go on weekly or biweekly vocabulary lists
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Fast Mapping (Carey 1978)
© 2010 Partner in Education
Quick method to acquire a sense of meaning
Based on the theory of mutual exclusivity
Extended mapping for more definitive understanding
Occurs over timeRequires extended encounters
© 2010 Partner in Education 67
Fast Mapping Buoyant
Which one of these two images best
conveys the concept of buoyant?
© 2010 Partner in Education 68
Fast MappingWhich one of these two images portrays
the concept of buoyant?
WORD WALLS
Collections of words developmentally appropriate for classroom study
Words selected for specific instructional purposes
Collections are cumulative; new words are introduced & familiar words remain for further study
Activities and talk about word walls provide conversational scaffolds that structure the ways that students study, think about, and use words.
Serve as visual scaffolds to temporarily assist students in independent reading & vocabulary development(Brabham, 2001)
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TIRED WORDS
IDEA
Store synonyms
for “tired
words” in
pockets for
students to use
as they write.
Builds
generative word
knowledge.
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Tired words want to go to sleep.Let them rest! Don’t make a peep!
Try to use a synonym instead.Let those tired words stay in bed!
© 2010 PARTNER IN EDUCATION
EXTENDING WORD WALLS
IDEA
Build word walls
with your
students in all
content areas.
Don’t start the
year with the
word wall in
place, rather add
the words as
they are
encountered,
taught and
practiced.
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PowerPoint JeopardyRELIGION GOVERNMENT SCIENCE LITERATURE MATH
10 10 10 10 10
20 20 20 20 20
30 30 30 30 30
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Retrieved from Educational Resources for Teachers
http://www.jmu.edu/madison/teacher/jeopardy/jeopardy.htm 72
MAKE IT AND TAKE IT!
Consider your academic areas
Either go to myteachingwiki.com
OR provide me with your email
Working with the template, complete the PowerPoint Jeopardy game grid
Be sure to save on a USB /or send yourself an email copy
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EXTEND WORD KNOWLEDGE
Prefixes
Suffixes
Affixes
Etymologies
ROOTS AND AFFIXESGrade 6 Grade 7 Grade 8
Part Example Part Example Part Example
ambi- (e.g., ambidextrous, ambivalent)
anti- (e.g., antagonist, antacid)
acid,acri
(e.g., acidic, acrimonious)
arch (e.g., archenemy, archbishop)
astro (e.g., astronomy, astrophysics)
ad- (e.g., addict, advise)
bene (e.g., beneficial, benefactor)
calor (e.g., caloric, scald) anthrop (e.g., anthropoid, anthropology)
bio (e.g., biology, biography)
-cide (e.g., fratricide, suicide)
-ary (e.g., dictionary, dietary)
cycle (e.g., bicycle, cyclone) corp (e.g., corporal, corporation)
aud (e.g., audible, auditory)
de- (e.g., deform, depend) cred (e.g., credibility, incredible)
bin- (e.g., binary, binomial)
di- (e.g., divide, divorce) dorm (e.g., dormitory, dormant)
cata- (e.g., catacombs, catatonic)
duct (e.g., introduction, deduct)
epi (e.g., epicenter, episode)
circ,circum-
(e.g., circumference, circumstance)
(e.g., excel, excite) eu- (e.g., eulogy, eureka)
helio (e.g., heliotherapy, heliotrope)
fore- (e.g., foreword, forewarned)
flex (e.g., flexible, reflex)
hydra,hydro
(e.g., hydrate, hydraulic)
From Illinois Reading Assessment Frameworks. http://www.isbe.net/assessment/pdfs/iaf_reading.pdf
Root words &
Affixes
Grade 6 Grade 7 Grade 8
Part Example Part Example Part Example
-ous (e.g., famous, various)
macro- (e.g., macroeconomics, macrocosm)
-ive (e.g., definitive, derivative)
para- (e.g., paranormal,parameter)
mar,mari
(e.g., marine, mariner) mal- (e.g., malady, malaria)
-ship (e.g., friendship, relationship)
micro- (e.g., microcosm, microphone)
mid- (e.g., midnight, midwife)
super- (e.g., superman,superintendent)
mono- (e.g., monomania, mononucleosis)
-ness (e.g., kindness, lightness)
sym-,syn-, sys
(e.g., symmetry, synonym, system
peri- (e.g., periscope, periodic)
ob- (e.g., obituary, obese)
tempo (e.g., temporal,contemporary)
pseudo- (e.g., pseudonym) omni (e.g., omnipotent, omnipresent)
ultra- (e.g., ultraviolet,ultrasonic)
semi- (e.g., semimonthly,semicircle)
pater,part
(e.g., paternal, patrimony)
vale,vali
(e.g., validity, valor) -ure (e.g., puncture, lecture) spect (e.g., spectacular, inspect)
theo (e.g., theocracy, theology)
under- (e.g., underdone, undermine)
From Illinois Reading Assessment Frameworks. http://www.isbe.net/assessment/pdfs/iaf_reading.pdf
Teaching Affixes
Dis-
To do the opposite or reverse
Not Absence of or contrary to
disqualifydisengaged disaffected
77© 2010 Partner in Education
Teaching Affixes
78© 2010 Partner in Education
TEACHING ROOT WORDSPort
Passage
Airport Seaport
To carry or bear
People
Deport
Things
Export Import
Ideas
Report
79
© 2010 PARTNER IN EDUCATION
Allen, Janet. (2007). Inside Words. Portland, MN: Stenhouse Publishers.
---. (1999). Words, Words, Words. York, MN: Stenhouse Publishers.Beck, Isabel & McKeown, Margaret G. Bringing Words to Life. (2002)
New York: Gilford.Block, Cathy Collins & Mangieri, John. (2006). The Vocabulary
Enriched Classroom. New York: Scholastic.Fisher, Douglas & Frey, Nancy. (2006). Word Wise and Content Rich:
Grades 7 – 12. Portsmouth, NH: Heinwmann Graves, Michael F. The Vocabulary Book: Learning & Instruction.
(2006). New York:NCTEMarzano, Robert J. &Pickering, Debra. (2005). Building Academic
Vocabulary.Alexandria, VA: ASCD.Nagy, William. (1988). Teaching VocabuLary to Improve Reading
Comprehension. NCTE.Pressley, Michael. Reading Instruction that Works. (2006). New York:
Gilford.
Bibliography
80© 2010 Partner in Education