wordsalive wordsalive a vocabulary acquisition program for middle schools “a word is the skin of a...
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WordsaliveWordsaliveA Vocabulary Acquisition A Vocabulary Acquisition
Program Program for Middle Schoolsfor Middle Schools
““A word is the skin of a living A word is the skin of a living thing.”thing.”
Oliver Wendell HolmesOliver Wendell Holmes
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LET’S BRAINSTORMLET’S BRAINSTORM
What are the problems your students have when you introduce new material?
What are the ways in which you introduce new words to your students?
How was vocabulary taught to you when you were a student?
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Find a partner who teaches a different subject from the one you teach.
Using the methods you usually use with students, teach one word from your subject area to your partner.
Trade roles so that your partner teaches you one word from his or her discipline.
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How do we really learn new How do we really learn new words and make them words and make them
our own?our own?
Martha Rapp Haggard tells us that adults have a three step process.1. Search for the word’s meaning and
pronunciation.
2. Practice the word in a low risk situation.
3. Use the word properly without effort.
“Vocabulary self-collection strategy: an active approach to word learning.” (1982). Journal of Reading, 26.3, 203-207.
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What are the characteristics of good vocabulary
instruction?Eileen Carr and Karen Wixson provide four guidelines
for evaluating vocabulary instruction.
Students should:
relate new vocabulary to background knowledge;
develop elaborated word knowledge;
be actively involved in learning; and
develop strategies for acquiring vocabulary independently.
“Guidelines for evaluating vocabulary instruction.” (1986). Journal of Reading, 29.7, 558-595.
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Is there a word in the purpose statement which needs more instruction? Which one?
The purpose of the workshop is to provide the tools for all teachers to teach vocabulary meaningfully on a daily basis, via content area instruction, and in a way that extrapolates student learning.
Wordsalive Map
Escher’s designs extrapolate a variety of
shapes.
extr
apol
ate
s
…to provide the tools…to teach vocabulary…in a way that
extrapolates student learning
Sketch as a personal clue, association, or visualization
improves
extend a curve or function beyond the range of known values using the values that have already been determined
enhance, enrich or go beyond what’s there
extends confines
extra-beyond pol-polish ate- to make verb/Latin
polish extra- curricular
Wordsalive Map
Synonym
Caption using the new word
Antonym or non-example
Etymology and P.O.S.
Related Words
WORD
Parts of sentence(s) from the book which reveal the context
Paraphrased definition
Guessed definition
Dictionary Definition
Sketch as a personal clue, association, or visualization
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Find a partner who teaches the same subject as you do.
Using the wordsalive map transparency, choose a familiar word from your subject area to map with your partner.
Take a short break. Share and discuss.
wor
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liveWhy do we need to do all the Why do we need to do all the parts of the Wordsalive Map?parts of the Wordsalive Map?
1. Association:Association: with a single definition or context
2. Comprehension:Comprehension: broad understanding and ability to use, classify or identify the opposite
3. Generation:Generation: ability to produce a novel response
“Research on vocabulary instruction: Ode to Voltaire.” (1991). Handbook on Teaching the English Language Arts, 602-632.
Baumann and Kameenui discuss three levels of word knowledge that can be used to consider depth of understanding and related instructional procedures.
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AssociationAssociation: shaking hands: shaking hands
ComprehensionComprehension: becoming : becoming friendsfriends
GenerationGeneration: calling on a : calling on a friend when in needfriend when in need
Baumann and Kameenui’s three levels of word knowledge: an analogy
AssociationAssociation
Why?Why? Facilitates decoding and provides direct
interaction with the word. Focuses attention on the context clues and the
content.
How?How? Copy only as much of the context that supplies
the essence of the meaning for the new word. Use selection and deselection of information. Include the sentence before or after the new
word, if necessary.
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Copy the Copy the sentencesentence
AssociationAssociation Copy only the essential context from the following
sentences:
“If Immanuel Kant had stumbled across this luncheon after his noon Beverly Hills shrink appointment, he would have quickly discerned that Lisa is all phenomena and no noumena, and that Mirabelle is all noumena and no phenomena.” (p 32)
“Mirabelle is not sparkling tonight, because she works only in gears, and tonight she is in the wrong gear. Third gear is her scholarly, perspicacious, witty self; second gear is her happy, giddy, childish self; and first gear is her complaining, helpless, unmotivated self. Tonight she is somewhere midshift...” (p 63)
“But right now, he is using the hours with her as a portal to his own need for propinquity.” (p 77)Martin, S. (2000). Shopgirl, Hyperion.
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Copy the Copy the sentencesentence
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All contexts are not All contexts are not created equal! created equal!
1. Misdirective contexts which mislead the reader.
2. Nondirective contexts which provide no assistance to the reader.
3. General contexts which provide only enough information for the reader to categorize the unknown word.
4. Directive contexts which lead the reader to the specific, correct meaning for a new word.
Beck, McKeown, and McCaslin, “Vocabulary Development: All contexts are not created equal.” (1983). Elementary School Journal 177-181.
Copy the Copy the sentencesentence
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All contexts are not All contexts are not created equal! created equal!
Misdirective Context
“Mr. Barry, ...this is just a courtesy call to do you the courtesy of interrupting your dinner so I can ask you a question. …I hang up. But of course this does not stop them. …they call again. That’s how courteous they are.”
Dave Barry, Richmond Times-Dispatch
November 12, 2000
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All contexts are not All contexts are not created equal! created equal!
Nondirective Context
“ There is a doggedness about [Charles] Wright’s treatment of these things that becomes, as the poems pile up, somehow both humble and heroic.”
Ron Smith, Richmond Times-Dispatch
November 12, 2000
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All contexts are not All contexts are not created equal! created equal!
General Context
“ ’Meat is contraband,’ the customs agent said as he confiscated the ham.’ ”
Jonathan Yardley, Richmond Times-Dispatch
November 12, 2000
“ In him [Arthur Miller] the American theater found, perhaps for the first time, an eloquence and an amplitude of feeling…”
Jere Real, Richmond Times-Dispatch
November 12, 2000
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All contexts are not All contexts are not created equal! created equal!
Directive Context
“On the other hand, the windblown deposits of mineral-rich dust and silt called loess have benefited farmers in China, the American Midwest and other parts of the world.”
World Geography : Prentice Hall, page 51.
We learn more when we are self-involved.
AssociationAssociationGuess, copy and paraphrase the Guess, copy and paraphrase the definitiondefinition
Why Why guess?guess?
To activate background knowledge.
Why use the Why use the dictionary?dictionary?
To link the word to the appropriate definition based on the context.
Why Why paraphraparaphrase?se?
To lead to the comprehen-sion level.
The paraphrase begins the comprehension process.
Guess and paraphrase the Guess and paraphrase the definitiondefinition a covering of a plane without
overlaps or gaps using combinations of congruent figures
preponderant influence or authority especially of one nation over others
tesse
llatio
nheg
emon
y
subducti
onthe process of the edge of one crustal plate descending below the edge of another
Comprehension
Related Words
Multiple opportunities for interaction with the new word will allow each student to find understanding in his unique way.
Synonym, antonym, etymology, and related Synonym, antonym, etymology, and related wordswords
ComprehensionComprehension
ComprehensionComprehension
Why?Why? Synonyms can provide a new label for a
known concept.
How?How? Synonyms should be consistent in part of speech;
however, teachers should recognize students’ developmental stages as they move toward that consistency.
Pull synonyms from the definition, context, prior knowledge, or etymology.
Do not just copy one from a thesaurus.
Find a synonymFind a synonym
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ComprehensionComprehension The Not BoxThe Not Box
Why?Why?
“Polarity is located at the deepest and most abstract level of the semantic network.” (Powell, 1986)
Definition by contrast
How?How?
Provide an opportunity to reinforce negative prefixes. (Hennings, 2000)
Many words do not have antonyms, but a non-example works well to establish polarity. (Frayer, 1969)
Find an Find an antonymantonym
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Three types of antonyms Mutually exclusive
singular/plural husband/wife
Graduation icy/scalding emaciated/obese
Undo buy/sell wrap/unwrap
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Finding Finding antonymsantonyms The Not BoxThe Not Box
Powell, “Teaching vocabulary through opposition.” Journal of Reading 29.7 617-621.
ComprehensionComprehension
cleave benign frolic arrange suitable
Create a synonym and Create a synonym and antonymantonym
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destination nourishment sufficient often prohibit
What is What is etymology?etymology?
Etymology is the study of the Etymology is the study of the historyhistory and and structurestructure of of words.words.
When we study etymology we When we study etymology we learn the learn the origins of wordsorigins of words..
ComprehensionComprehensionWhy?Why?
Nearly 70% of multisyllabic words in English come from Greek and Latin roots.
Roots and affixes link new words to background knowledge.
Suffixes reveal the part of speech.
How?How?
Provide an opportunity to discover prefixes, suffixes and roots.
Tell the stories of words.
Teach Teach etymologyetymology
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EtymologyEtymology
The Structure and History of The Structure and History of WordsWordsAn inflection: internal or external change in a word form which signifies some addition to or change in a word to denote a modification in meaning.
A derivation: a tracing of the meaning and formation of a word to its origin.
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EtymologyEtymologyThe Structure and History of WordsThe Structure and History of Words
Inflections: secede, secession, succeed, success, intercede, intercession, precede, preceding, recede, receding, receded, exceed, proceed, procedure, precession, process, concede, concession...
All of the cede words originated from the same Latin root meaning to go or to yield.
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EtymologyEtymology
The VocabularyThe VocabularyEtymology - etymos: true,
actual, real logos: word, speech
Inflections - flectare: to bend, turn
Derivation - riva: streamLanguage - lingua: tongue,
language
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EtymologyEtymology
Four Divisions:Four Divisions:
1.Primitive/Primary Words: words that cannot be resolved into simpler elements (man, horse, run)
2.Derivative Words: words which consist of significant parts which exist either separately or in other combinations (man-ly, man-hood)
3.Compound Words: words consisting of two or more parts, each a significant word in itself (apple-tree, tea-spoon)
4.Hybrid Words: words with elements from different languages (gentleman, footsteps)
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Composition and Derivation of English Words
EtymologyEtymology
The Vocabulary:The Vocabulary:Affixes:Prefixes: intensify or negate
enlarge, commingle, redo, misquote
Suffixes - show part of speech or numberdog/dogs
internal/internally/intern/internist/internalize/ internalization
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EtymologyEtymologyThe Stories of WordsThe Stories of WordsDo you know where the word italics comes from?We use italics frequently, but do we know its
origin?
The name for the slanted form of type comes from Aldus Manutius, an Italian printer who published the first book with this kind of type in 1501. The book, a work by Virgil, was dedicated “To Italy” and subsequently, other printers, publishers, and writers began referring to the unique type as “Italian” and eventually in English, “italics.”
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The Word Origin Calendar, (2000, October 5) Accord Publishing.
EtymologyEtymology
Recent Journal Article Recent Journal Article
“Learning clusters of words that share a common origin helps students understand content area material.”
Dorothy Grant Hennings
“Contextually relevant word study: Adolescent vocabulary development across the curriculum”Journal of Adolescent and Adult Literacy, 44:3 November 2000 pages 268-279
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EtymologyEtymology
Date: Fri Jan 21 00:04:25 EST 2000Subject: A.Word.A.Day--enormityAddress: [email protected]
Enormity (I-NOR-mi-tee) noun1.The quality of passing all moral bounds;
excessive wickedness or outrageousness.2.A monstrous offense or evil; an outrage.3.(Usage Problem) Great size; immensity.
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What is What is Morphology?Morphology?
Morphology is the study of the building blocks of words.
A morpheme is the smallest unit of meaning into which a word can be broken.
ComprehensionComprehension
Why?Why? “For every word a child learns … there are
an average of one to three additional words…”(Baumann and Kameenui, 1991)
Links new words to students’ background knowledge.
Facilitates decoding through chunking.
How?How? Find the root or the affix and use it in
another word from the students’ repertoires.
Related words/ Word Related words/ Word FamiliesFamilies
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ComprehensionEtymology and Etymology and MorphologyMorphology
polygon
polytheism
polyphony
poly - many
gon - angle
Greek noun
Related words Related words
Word familiesWord families
anonymous
synonymous
anonymitycontronym
eponym
synonym
antonym
onym
homonym
Related words Related words
Word familiesWord families
Build your own family of Build your own family of words.words.
Related Words - Word Related Words - Word FamiliesFamilies
aud bi biochron dict ducegraph ject
phonephoto plex polyport scribe secttherm vis,vid voc
Build your own family of words.
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99 syllables99 syllables
1. Display a list of 99 syllables which have been generated ahead of time from a group of interesting words.
2. Allow participants 15 minutes to reassemble the words into the original list.
3. Read aloud in alphabetical order the original words with the number of syllables, and assign one point for each syllable reassembled correctly.
4. For an easier variation of the game, use a smaller number of syllables.
From Brain Food: games that make kids think by Paul Fleisher
45 morphemes45 morphemesa morphology game adapted from 99 syllables in Brain Food: games that make kids think by Paul Fleisher
alpha cogn gener ize pol
ant com hens lab pol
ar con ic logy pre
ate de ing morph re
ation di intro multi rect
ary duce ion non s
bet eme ity onym syl
bul etymo ive para text
cod extra ize phrase voca
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45 morphemes45 morphemesA morphology game adapted from 99 syllables in Brain Food: games that make kids think by Paul Fleisher
Answers alphabetize introduce
antonym morpheme
comprehension multisyllabic
contexts nondirective
decoding paraphrase
etymology polarity
extrapolate recognize
generation vocabulary
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Decoding: Unlocking the Decoding: Unlocking the pronunciationpronunciation
InsurmountabilitySteps by chunking:1. Start with the suffix(es).2. Proceed to the prefix(es).3. Tackle the root.4. Slide it all together.
InIn sursur mountmount abilabil ityity
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Will the Wordsalive Map move Will the Wordsalive Map move students to the deepest level of word students to the deepest level of word
knowledge ?knowledge ?
1. Association:Association: with a single definition or context
2. Comprehension:Comprehension: broad understanding and ability to use, classify or identify the opposite
3. Generation:Generation: ability to produce a novel response
Baumann and Kameenui’s three levels of word knowledge
According to Janis Harmon, moving from comprehension to generation takes time, effort, discussion, classification and usage. Help students pause and reflect before generating novel responses. Postpone the last steps of the map until comprehension can develop.
GenerationGeneration
We learn more when we are self-involved.
Draw a Draw a picture?picture?Why?Why? A picture is worth a thousand
words. A personal clue helps the
student internalize a new word.
How?How? Anything goes.
GenerationGeneration
Why?Why? Writing an original sentence
helps the student internalize a new word.
How?How? Use the word in any of its
forms.
We learn more when we are self-involved.
Create the captionCreate the caption
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How do we select the How do we select the vocabulary to teach to vocabulary to teach to
students?students?Michael Graves asks four important questions:
1.Is understanding the word important to understanding the selection in which it appears?
2.Are students able to use the context or structural analysis to discover the word’s meaning?
3.Can working with this word be useful in furthering student’s context, structural analysis, or dictionary skills?
4.How useful is this word outside of the reading selection being taught?“A Vocabulary Program to Complement and Bolster a Middle-Grade Comprehension Program.” (2000). Reading for Meaning 116-135.
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Does Wordsalive include all the characteristics of good vocabulary
instruction?Eileen Carr and Karen Wixson provide four guidelines
for evaluating vocabulary instruction.
Students should:
relate new vocabulary to background knowledge.
develop elaborated word knowledge.
be actively involved in learning.
develop strategies for acquiring vocabulary independently.
Guidelines for evaluating vocabulary instruction (1986) Journal of Reading, 29.7, 558-595.
Alternate Wordsalive MapAlternate Wordsalive Map
WORDParts of sentences(s) from the book which reveal the context
GuessedDefinitions Dictionary Paraphrased
Synonym
Antonym
Etymology P.O.S.
Related words
Sketch Caption
Alternate Wordsalive Alternate Wordsalive MapMap
Cacop
honou
s
…into the deafening, paralyzing, horrifying dive…suddenly right back in the middle of the buffeting layer of cacophonous flak...
painharsh,
discordant sounds
noise
discordant
harmonious
caco - harsh phone-sound ous - lots of Greek, adj.
cacophony phonics
The band room was full of cacophonous sounds as the members warmed up before the director arrived.
Word ______________________________
Sentence__________________________________________________________________
Guessed definition ________________________________________________________
Dictionary definition ______________________________________________________
Paraphrased definition ____________________________________________________
Synonym _______________ Antonym or non-example_________________________
Etymology and P.O.S. ____________________________
Related words _________________________________
Linear Wordsalive MapLinear Wordsalive Map
Caption _________________________________________________________________
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Let’s Revisit the Brainstorm
Will the wordsalive map help your students learn new material?
Will the wordsalive map complement your existing vocabulary methods?
Is the wordsalive map an improvement over vocabulary instruction when you were a student?
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How will we measure How will we measure success?success?
Pre and post vocabulary tests
Teachers’ anecdotal records
Samples of student maps
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WordsaliveWordsaliveA Vocabulary Acquisition ProgramA Vocabulary Acquisition Program
for Middle Schools for Middle Schools
Vocabulary development Vocabulary development is every teacher’s is every teacher’s
responsibilityresponsibilitywww.pen.k12.va.us
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SIMULATION #3SIMULATION #3
Find a new partner.
Using a wordsalive map, choose a word from the list to map with your partner.
Take a short break.
Share, discuss, and ask questions.
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Word list for mappingWord list for mapping
civilization convert beneficial
computation digest conscious
emancipation erode incredible
hypothesis insulate prominent
inclusion predictionunconstitutional
polytheism reproduce static
vernacular satisfy villainous
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Created by
Rebecca Count-Kahilla Montgomery County Public Schools
Joyce Johnston Tazewell County Public Schools
Catherine Rosenbaum Virginia Department of Education
Dennis Wimer Henrico Distant Learning Network
Scholarly review by
Janis Harmon University of Texas at San Antonio
Piloted by the faculty at
Spratley Middle School in Hampton, Virginia