Transcript words - Amy Benjamin

Inner Circle :aka Fishbowl
Purposes:
To discover
universal themes in
books of choice
http://www.henhudschools.org/webpages/mbarthelmes/reading.cfm
To converse about literature
To listen attentively to peers
How have other teachers making it work?
Melissa Barthelmes’ Classics Project
http://www.henhudschools.org/webpages/mbarthelmes/reading.cfm
Melissa Barthelmes’ Free Reading Project
http://www.henhudschools.org//webpages/mbarthelmes/resources.cfm?subpage=144782
Tara Artuso’s Banned Book Project:
http://www.henhudschools.org/webpages/tartuso/files/banned%20bookproject.doc
How It Works
• You compose a list of
literature from which
students can choose
– Can be same author
– Can be stories with a
common theme
– If choices are uneven
in length, you can
have them choose a
combination
What Students Do Now:
• Find their literature on
their own
• Read on their own
• Complete a generic
study guide
• Take a generic
reading-check test
Story-Talks: Inner Circle/
Outer Circle Set-Up
• Arrange desks in a
circle or U
• Set up an island for
the inner circle
• Each student has tent
card with name of
story he/she read
How the Seminar Works
• Students take turns
going into the inner
circle
• Inner circle should be
a mixed group,
representing various
stories
• Outer circle also
participates
Seminar Topics
•
•
•
•
•
•
•
Setting
Narration
Themes
Symbolism/Irony
Language
Plot and Structure
Historical Background
Literature Circles Look Like This:
Same book, different roles
Roles: Illustrator
Vocab master
Motivator
Backgrounder
etc.
The Fishbowl Book Talk Looks Like
This:
setting
conflict
Characters: protagonist, antagonist
Climax; resolution
plot
Secondary School Reading
How reading expectations change
in the secondary grades
Reading:
The extraction of
meaning from text
Revising How We Think of
Reading
and Instruction
Of Limited Value…
Lists alone
Context alone
Definitions alone
Dictionaries and Glossaries alone
Of Durable Value…
Words in clusters
Multiple exposures in various contexts
Chances to speak, hear, write the words
Manipulation of forms of words
Classify and categorize word lists
Word games
Word Components: Level 1 (usually known in elementary grades)
Prefixes
exprereundisnonimmisminimaxi-
Word Components: Level 2 (usually known in intermediate grades)
Prefixes
co-; con-; comsyn-; symin-; en- (into)
sub-; supea-; abinterintramonounibi-; tri-; quad-, etc.
cent-; milli-; megapoly-; multiomnitranssemibio-; geo-; eco-
Word Components: Level 3 (usually known in high school)
Prefixes
pseudodemiendo-; ectoproperperihemiobbenemal-
photonomigmunicontraphilo-
Common Word Roots for Academic Subjects:
Basic:
Often combine with:
-ject (to throw)
-port (to carry)
-scrip, scribe (to write)
-vert, vers (to turn)
-pos, pon (to place)
-tract (to draw)
-pel, pul (to drive)
-struct (to build)
-grad, gress (to step)
-plic, plex (to fold)
-flic, flex (to bend)
-fic, fac (to make)
-miss, mit (to send)
-sid, sed (to sit)
-spec (to see)
-voc (to call)
-dict (to say)
-rupt (to break)
subexdecontrans-
reoba-; abeex-
Often end with:
-ive
-ation; sion
-ate
-able; ible
-or
properco-
Common Word Roots for Academic Subjects:
Advanced:
Often combine with:
-cad, -cas,-cid (to fall)
-dyna (force; power)
-magn (great; large)
-quir, -quis (to seek)
-gen (race, kind origin)
-cham, -cam (vault)
-cen (to judge)
-doc, -dox (to think)
-greg (to flock)
-cau (to burn)
-ess, -sent (to exist)
-close, -clud, -clus (to close)
-mand, -mend (to order)
-junct (to join)
-jur, -jus (to swear)
-lith (stone)
subexdecontrans-
reoba-; abeex-
Often end with:
-ive
-ation; sion
-ate
-able; ible
-or
-ize
-ence, ance
-ary
properne-
Part One:
Vocabulary Instruction that Makes a Difference!
Of Limited Value…
Lists alone
Context alone
Definitions alone
Dictionaries and Glossaries alone
Teacher-selected words alone
Of Durable Value…
Words in clusters
Multiple exposures in various contexts
Chances to speak, hear, write the words
Manipulation of forms of words
Classify and categorize word lists
Word games
Student-selected words (differentiation)
Multiple Exposures
• Connections to other subjects
• Morphology chart: How does the word
morph into other forms?
• Cumulative use
Richness
Use both verbal and non-verbal modes
Make connections to related words
Selecting a Target Word
• Will be frequently used
• Links to known words
• Can be key to multiple related words
Concept First
Describe the meaning of the wordconcept)
to allow students to connect new
knowledge (the word) to existing
knowledge (the concept)
“Did you ever…?”
“Well, there’s a name for that. It’s called…”
Find the word that means…
Middle of page 14: Find the word that means
“mocking, in a cruel way”
Bottom of page 16: Find the word that
means “violation of a rule”
Top of page 17: Find the phrase that means
“became prepared to face hardship”
Why have students select their own
words to learn from the text?
exempted
petulantly
ironic
audible
somber
palpable
weary
flailing
The Student
jeering
sinuous
enhance
fretful
reflective
carnage
assuage
Different levels of familiarity with
words
Never heard of it,
but I’m interested in it.
Never heard of
it; not
likely to use it
if I knew it
Might know what it means
never used it
Heard of it;
don’t know what it means,
not interested
Never heard of
it, but
it will be soon
be used a lot
around me
The Student
Have used it,
but not in this
context
Heard of it,
don’t know what it means,
but am interested
Tier II Words
Tier I Words:
Tier III Words
Basic conversational
words:
Language of academics,
business, government
“Vocab List” words
Domain-specific
terminology;
“Glossary” words
Ask
Dead
Name
Find out; figure out
Answer
Rain
Use
Sharp
Get
Take apart and put
together
balance
Interrogate
Deceased
Designate; designation;
identify, identification
Ascertain; determine
Precipitate, precipitation
Utilize; employ
Acute
Acquire
Analyze; synthesize
equilibrium
Photosynthesis
Cytoplasm
Metamorphosis
Asymmetrical
Bathysphere
Rhetoric
Deoxyribonucleic acid
Artifact
Habeas corpus
Diaspora
Polysyndeton
Adjective
Code-switching
Three-Step Demystification
Process
1. Reword the questions into Tier I to understand
the meaning.
2. Go back to the original language (Tier II)
now that you understand it.
Answer the questions.
3. Create your own questions, using Tier II and III.
Semantic Maps and Charts
Visual representations that create
associations, deepen, and extend
word understandings
The Fishing Model
Target Word: A word to be used as
bait for other words
Synonym Set
Notional Set:
(The Neighboorhood)
Other words that go
with this topic
Grammatical Set:
The way in
Antonym
Set
which this word is used in a
sentence; the words that may
surround it:
Morphological Set: The other forms
that this word can take by using suffixes
and prefixes
Connotative Set
Positive, Negative, or Neutral
Technical/Scholarly or
Conversational/Informal
Metaphorical or Literal
Etymological Set: Root;
combining forms
The Quadrant Model
Complete sentence of at least 12 words:
Breakdown:
Use an action verb
Include a visual
Prefix
(or combining form)
Root:
Suffix:
Target Word:
My guess:
Noun form:
The___________
Verb form:
To____________
Adjective/Adverb form:
very________
very________
Visual:
Dictionary
or glossary definition:
Synonym:___________
Antonym:___________
The Multiple Meaning Model
Meaning (for this class)
word
conversational meaning:
Visual:
Sentence
(for this class)
conversational sentence:
word
Visual:
Examples: function,
property, reaction, origin,
The Multiple Meaning Model
tangent, variable,
solve, mean, graphic,
base, extreme, factor,
fact, imaginary, rational,
Irrational, determine
math/science meaning
power, prime, product,
multiple, operation,
radical, remainder,
range, regular, proof,
conversational meaning: difference, cell, value,
area, cube, root, plot,
complementary, common,
math/science sentence:
depression, digit, operation,
frequency,graph, median,
mode, equation, equal,
similar, balance
conversational sentence:
The Spider Model
Target Word
Morphology Chart
Noun:
The…
Verb:
He… or They…
or Must… or
To…
Adjective
Which one?
What kind?
How many?
The___truck
Adverb
Where? When?
Why? To what
extent? In what
manner?
Morphology Kit
Noun-Making
Suffixes
Verb-Making
Suffixes
Adjective-making
suffixes
-ment
-ness
-ation, sion
-ity
-ism
-hood
-itude
-ence
-ance
-ide
-ate
-ify
-ize
-acious,icious
-y
-ous, ious
-ant
-able, ible
Adverb-making suffix:
-ly
Word Components: Level 1 (usually known in elementary grades)
Prefixes
exprereundisnonimmisminimaxi-
Word Components: Level 2 (usually known in intermediate grades)
Prefixes
co-; con-; comsyn-; symin-; en- (into)
sub-; supea-; abinterintramonounibi-; tri-; quad-, etc.
cent-; milli-; megapoly-; multiomnitranssemibio-; geo-; eco-
Word Components: Level 3 (usually known in high school)
Prefixes
pseudodemiendo-; ectoproperperihemiobbenemal-
photonomigmunicontraphilo-
Common Word Roots for Academic Subjects:
Basic:
Often combine with:
-ject (to throw)
-port (to carry)
-scrip, scribe (to write)
-vert, vers (to turn)
-pos, pon (to place)
-tract (to draw)
-pel, pul (to drive)
-struct (to build)
-grad, gress (to step)
-plic, plex (to fold)
-flic, flex (to bend)
-fic, fac (to make)
-miss, mit (to send)
-sid, sed (to sit)
-spec (to see)
-voc (to call)
-dict (to say)
-rupt (to break)
subexdecontrans-
reoba-; abeex-
Often end with:
-ive
-ation; sion
-ate
-able; ible
-or
properco-
Common Word Roots for Academic Subjects:
Advanced:
Often combine with:
-cad, -cas,-cid (to fall)
-dyna (force; power)
-magn (great; large)
-quir, -quis (to seek)
-gen (race, kind origin)
-cham, -cam (vault)
-cen (to judge)
-doc, -dox (to think)
-greg (to flock)
-cau (to burn)
-ess, -sent (to exist)
-close, -clud, -clus (to close)
-mand, -mend (to order)
-junct (to join)
-jur, -jus (to swear)
-lith (stone)
subexdecontrans-
reoba-; abeex-
Often end with:
-ive
-ation; sion
-ate
-able; ible
-or
-ize
-ence, ance
-ary
properne-
Engaging Grammar: Practical Advice for Real Classrooms
Presented by Amy Benjamin
www.amybenjamin.com
November 5-9
Patchogue and Rocky Point Schools
“ I’ve never known a person
who wasn’t interested in language.”
-Steven Pinker, The Language
Instinct
Grammar: Your Remarkable Ability to Understand Language
The mords slobly bordled a slom don
in the nox.
Who did it? How many of them were there?
What was done? Who or what was it done to?
How many of them were there? How was it done?
Where was it done? When was it done? What was the don like?
Parts of Speech:
Nouns: mord, don, nox
Morphology:
Mords is plural
Verb: bordle
Bordled is in past tense
Adjective: slom
Slom modifies don
Adverb: slobly
Slobly is derived from
slob
Sentence Constituents:
Subject: The mords
Predicate: slobly bordled a slom don in the nox
Direct Object: a slom dom
Prepositional Phrase: in the nox
Object of the preposition: nox
The Basics
Phrase Group of words, either noun + modifiers or
verb + modifiers; not both
Clause
A noun + verb unit that may or may not be
a sentence
Sentence An independent clause (noun + verb unit that
can stand alone)
A Visual for Understanding the Possessive Apostrophe
What is owned is in the backpack.
We use an apostrophe to put it in the backpack!
Possessives
his books
Michael
Michael ‘s books
Possessives
his books
James
James ‘s books
OR: James’ books
Possessives
The boys
Their troubles
Their school
Their mother
Their mothers
The boys’ troubles; the boys’ school; the boys’ mother; the boys’ mothers
Possessives
The men
Their troubles
Their school
Their mother
Their mothers
The men’s troubles; the men’s school; the men’s mother; the men’s mothers
Morphology Kit
Noun-Making
Suffixes
Verb-Making
Suffixes
Adjective-making
suffixes
-ment
-ness
-ation, sion
-ity
-ism
-hood
-itude
-ence
-ance
-ide
-ate
-ify
-ize
-acious,icious
-y
-ous, ious
-ant
-able, ible
Adverb-making suffix:
-ly
Butterfly
Spoon
Baseball cap
Turtle
Pair of scissors
Why learn to identify prepositional
phrases?
Vary sentence structure
Develop time and place dimension
Punctuate introductory elements
Eliminate redundancy
Achieve subject-verb agreement
Create parallel structure
End at key points with a prepositional phrase (noun)
Declarative
Can you put
It is true that….
in front of it?
Subject Wheel tells:
Who or what?
(or “I intend to prove that…”)
Predicate
Wheel tells:
What about it?
Complete
Sentence
Can you turn it into
a yes/no question?
Can you
add a “Stick-on” question?
Isn’t it?
Aren’t we?Don’t you?
etc.
The bicycle as a metaphor for what makes a complete sentence:
Subordinate (dependent)
clause is like a basket.
In can be placed in front,
in back, or in the middle
of the main clause.
From An Easy Guide to Writing by Pamela Dykstra (McGraw Hill)
A complete sentence can be turned
into a yes/no question:
•
•
•
•
•
•
•
•
•
You used to work at Sears.
You’ve never worked at Sears.
I’ve seen you before.
That cute little light green house
with the dark green shutters in the
middle of town is for sale by owner.
Your cousins, the couple with the
triplets,
live in New Jersey.
You don’t live in New Jersey.
This is a great movie.
Ron Howard directs terrific movies.
All Americans of voting age should
vote.
When you used to work at Sears.
Because you used to work at
Sears
If all Americans of voting age
would vote.
A movie directed by Ron Howard.
Match the“Stick-On” Questions
•
•
•
•
•
•
•
•
•
•
•
You used to work at Sears.
You’ve never worked at Sears.
I’ve seen you before.
That cute little light green house
with the dark green shutters in the
middle of town is for sale by owner.
Your cousins, the couple with the triplets,
live in New Jersey.
You don’t live in New Jersey.
This is a great movie.
Ron Howard directs terrific movies.
I think.
Therefore I am.
All Americans of voting age should vote.
Haven’t I?
Doesn’t he?
Aren’t I?
Didn’t you?
Don’t they?
Shouldn’t they?
Don’t I?
Isn’t it?
Isn’t it?
Do you?
Have you?
The sentence-making kit
Fold over index card:
Outside:
The four tests: It is true that….; bicycle (who or what? what about it?; Can you turn it into a
yes/no question; Can you add a “
Inside:
Useful Prepositions: in, on, at, for, with Coordinating conjunctions:
and, but, so
Semicolon
Common subordinating conjunctions:
aaawwubbis: after, as, although, while, when, until, before, because,
if, since
Conjunctive adverbs: however, moreover, therefore
Relative pronouns: that, who, whom, which, what, whatever, whoever,
etc.
See “Hitching Devices” visual.