Transcript Chapter 2

Chapter 2:
Vocabulary Building
Reading Across the Disciplines:
College Reading and Beyond, 2/e
Kathleen McWhorter
With additional notes added by Kris Rodgers
© 2005 Pearson Education Inc.,
publishing as Longman Publishers
Due next class
Vocabulary lab due Next class
Selection 2, The New Flirting Game”
Section G… all 3 parts
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publishing as Longman Publishers
Video here…. Gallagher and language
© 2005 Pearson Education Inc.,
publishing as Longman Publishers
Religion
What images come to mind when you
think of the word religion?
Can you define this word without much
help?
Draw the image that comes to your
mind?
Was your image of religion
similar to one of these?
Now draw an image to go
with fortitudinous.
This word may be a little more
difficult. Have you ever heard
this word before?
What if we put the word in a
sentence?
She was very fortitudinous when
she entered the burning building to
rescue the cat.
Stop -
“
don’t touch that
dictionary. The definition of
the word you don’t know is
right here in the text!"
Context Clues–What Are They?
Context clues are bits of information from
the text that, when combined with prior
knowledge, allow you to decide the
meaning of unknown words in the story or
article you are reading.
As a reader you must act similar to a
detective and put together clues from
sentences surrounding an unknown word in
order to make an intelligent “guess” as to
what the definition of a word is.
Context Clues – How Do They Help
You Read New Words?
Textbook writers and authors include
words or phrases to help their readers
understand the meaning of a new or
difficult word.
These words or phrases are built into
the sentences around the new or difficult
word. By becoming more aware of the
words around a difficult word, readers
can make logical guesses about the
meanings of many words.
Context Clues – Where can I
find them?
The sentence might offer an example
of the word or tell what the word does.
If you encounter an unfamiliar word,
context clues or other words around it
in the sentence or paragraph can help
you figure out its meaning.
After the word or that directly follow
the unfamiliar word.
Example: The trek, or journey, became
more challenging as we approached
the top of the mountain.
Authors often use punctuation clues
to help the reader. Punctuation clues
might include commas, dashes, or
parentheses.
Example: In order to keep the dogs
inside the yard, we built a parapet, a
low wall or railing.
Children are often loquacious, very
talkative and active.
Before the word called.
Example: The worm ate the middle
layer of the peach, which is called the
mesocarp.
In the previous sentence.
Example: Everyone at the dinner table
cleaned their plates and asked for
seconds. As the guests left, they said
the dinner was delectable.
In the next sentence
Example: Jake left the waitress a
paltry tip. She forgot to give them
glasses of water, brought out cold food,
and never checked on them, so she
deserved a small tip.
Context Clues
 Context clues can help you figure out
unknown words when you are reading
content area material.
 There are several different kinds of
content clues.
–
–
–
–
Definition clues
Example clues
Contrast clues
Logic of the passage clues
Definition Clues
These are the easiest clues because
the author gives the meaning of new
words immediately following the
unknown word.
These words often have commas,
parenthesis, dashes, or facets to offset
the definition.
Example Clues
Example clues give examples of the
unknown word.
Example clues are often set apart with
a dash or comma.
Example clues can contain guiding
words to tell you an example is coming.
“such as” “including”
Contrast Clues
 The contrast clue may be a synonym (words with
almost the same meaning) or an antonym (words
opposite in meaning) for the unfamiliar word.
 Examples: Reducing cholesterol has a number of
beneficial results. One positive outcome is
reducing the risk of heart disease. (synonym clue)
 I despise liver, but I adore steak. (antonym clue)
Logic of the Passage Clues
Logic of the passage requires you to
look further than in one sentence to
find the meaning of an unknown word.
Continue reading the entire passage to
see if you can determine the meaning
of an unfamiliar word.
Context Clues Practice Activity
Your friend Ryan has moved to a new country and is learning
a new language. Read what he wrote in his diary and see if
you can figure out the meaning to the underlined words.
Dear Diary,
I overslept this morning. I had to eat my bowl of poof-poofs very
quickly, and I almost missed the tramzam. When I got to school, I realized I
had forgotten my zilgping . Luckily, Ms. Jutzi is very zoosh, and told me I
could bring it tomorrow.
After school, some friends and I played plingming. It’s a new game I
am learning. We scored 7 points and they only scored 5 points, so we were
the zoiters!
Dad says that next weekend we’re going to the fladder . I can’t wait! I
love to swim and play in the sand. I hope I don’t get a sunburn though.
Well, I better go to bed soon. I don’t want to wake up late again and
miss my tramzam!
Until tomorrow,
Ryan
Directions
It’s time for some detective work.
Take each word from Ryan’s diary that
is written in his new language and
use the context clues in the text to
figure them out!
Let’s begin…
 What could the word poof-poofs mean?
► The sentences tell me it is something that can be eaten. I know that it is a
breakfast food because Ryan said it was morning. I also know that it goes in
a bowl. What do you think it is?
► The most logical guess would be a type of cereal.
 What could the word tramzam mean?
► The sentences tell me that Ryan was going to school and he almost missed
his tramzam. What do you think it is?
► The most logical guess would be a school bus.
 What could the word zilgping mean?
► The sentences tell me that it is something Ryan needed at school. I also
know that it is ok if he brings it tomorrow. What do you think it is?
► The most logical guess would be Ryan’s homework.
 What could the word zoosh mean?
► The sentences tell me that a person can act this way and that Ms. Jutzi is
being kind and allowing Ryan to bring his homework the next day. What do
you think it is?
► The most logical guess would be friendly or understanding.
You’re doing terrific…keep going!
 What could the word plingming mean?
►The sentences tell me it is a game Ryan and his
friends play against each other and that points can be
scored. What do you think it is?
►The most logical guess would be a sport such as
basketball or soccer.
 What could the word zoiters mean?
►The sentences tell me that Ryan’s team scored 7
points while the other team scored less points. What
do you think it is?
►The most logical guess would be that it means
winners.
Almost there…
 What could the word fladder mean?
►The sentences tell me that Ryan’s dad said he could
go there and when he gets there they will swim and
play in the sand. Ryan also mentions not wanting a
sunburn. What do you think it is?
►The most logical guess would be a lake or a beach.
 And, remember, we already figured out the word
tramzam probably means school bus.
U-REVIEW
THINK about the answers to these
questions:
1. What are Context Clues?
2. What are the four types of context
clues?
© 2005 Pearson Education Inc.,
publishing as Longman Publishers
Words as Tools
Words help you…
To access background knowledge
To express ideas
To learn about new concepts
Word knowledge is crucial to reading
comprehension and academic
success.
Three Types of Vocabulary
 Listening – Established by the time student
begins kindergarten
 Speaking – Words used in everyday speech
 Reading – Body of words students must
know if they are to read increasingly
demanding text with fluency and
comprehension
– On average, students add 2,000-3,000 words a
year to their reading vocabularies
• Six to eight words per day
Two Vocabulary Dimensions
Breadth
– The number of words that a student
knows, at least at a superficial level
Depth
– How well the student knows a word,
including pronunciation, spelling,
meaning, frequency, and morphological
and syntactic properties
• Morphology – The formation, internal structure, and
derivations of words
• Syntax – The arrangement of words within phrases,
clauses, and sentences
Breaking Down Types of
Words
 Tier One – In spoken vocabulary: mother,
clock, jump
 Tier Two – Words with wide usage that most
readers do not have in their spoken
vocabularies: dismayed, paradoxical,
absurd, wary. Estimated 7,000 words
 Tier Three – Highly specialized and are
almost never used outside of the disciplines
where they are encountered: monozygotic,
tetrahedron, bicameral. These are the
words you are learning in college.
Strategies to Increase Vocabulary
Development
 Implicit
– Wide reading
• Readers learn new words by repeatedly encountering them in
text
 Explicit
– Instruction or study
• Structural Analysis: The use of word parts
– Prefixes- word part added to beginning of a root or word: preheat
– Suffixes- word part added to the end of a word or root and
usually changes the word’s part of speech: cloud (n) Cloudy
(adj)
– Roots-Word parts that carry the basic or core meaning of a
word: scrib/script = write scribble
– Compounds-A new word formed by two words: paperwork
• Use of context clues
• Efficient use of the dictionary
Structural Analysis
 Many words in the English language are
made up of words parts called prefixes,
roots, and suffixes.
– These word parts have specific meanings that,
when added together, can help you determine
the meaning of the entire word.
• Example: The students thought the book was
incomprehensible.
– in = not
– Comprehen = to understand
– ible = able to do something; also changes this word from
verb to adjective
– incomprehensible = not able to understand
Structural Analysis
 In most cases, a word is built upon at least one root.
 Words can have more than one prefix, root, or suffix.
– Two or more roots – geo/logy: earth/study of
– Two prefixes – in/sub/ordination: not/under/order
– Two suffixes – when suffixes are added the part of speech
changes…
• Beauty Noun, “she is a beauty”
• Beautiful Adjective, she is beautiful
• Beautifully Adverb, she behaves beautifully
 Words do not always have a prefix and a suffix.
– Some words have neither a prefix or a suffix – read
– Others have a suffix but no prefix – read/ing
– Others have a prefix but no suffix – pre/read
Structural Analysis
•
The spelling of roots may change as they are combined with
suffixes – Root: terr/terre = territory
•
Different prefixes, roots, or suffixes may have the same
meaning:
bi-, di-, duo- all mean two
•
Sometimes you may identify a group of letters as a prefix or
root but find that it does not carry the meaning of that prefix or
root:
Ex. The letters mis in the word missile are part of the root and
are not the prefix mis- which means “wrong; bad”
•
Websites that provide Prefix, Suffix, and Root Tables (meanings and examples)
http://www.msu.edu/~defores1/gre/roots/gre_rts_afx-tab1htm
http://www.msu.edu/~defores1/gre/sufx/gre_suffx_tab_prn.htm
Learning Prefixes, Roots, and
Suffixes
The word trichromatic can be
divided into three parts: its prefix,
root, and suffix.
Prefix—tri (three)
Root — chrome (color)
Suffix — atic (characteristic of)
Trichromatic — having three
colors
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publishing as Longman Publishers
Learning Prefixes, Roots, and
Suffixes
Prefixes appear at the beginning of
many English words.
Roots carry the basic or core
meaning of a word.
Suffixes are word endings that
often change the part of speech of
a word.
© 2005 Pearson Education Inc.,
publishing as Longman Publishers
General Rules about Word Parts
1. Most words are built upon at least one
root.
2. Words can have more than one prefix,
root, or suffix.
3. Words do not always have a prefix and a
suffix.
4. The spelling of roots may change as they
are combined with suffixes.
5. Some word parts have the same
meaning.
6. Prefixes and roots do not always carry
the assumed meaning.
© 2005 Pearson Education Inc.,
publishing as Longman Publishers
Prefixes –p. 53-54
Come at the beginning of many English
words:
They alter the meaning of the root
words to which they are connected.
Learning the meaning of common
prefixes can help you determine the
meaning of many words.
© 2005 Pearson Education Inc.,
publishing as Longman Publishers
Examples
UNteachable
NONconformist
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publishing as Longman Publishers
Roots – p. 55-56
Roots carry the basic meaning of the
word.
Knowing the meaning of the root word
can help determine the meaning of the
word.
Ex: transMIT, MISsion, comMISsion
Ex: CREDit, credible, incredible
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publishing as Longman Publishers
Suffixes – p. 59
Come at the end of the word
Change the function of the word (part
Of speech)
For example adding –y or –ly can
change a noun into an adjective
Roots with suffixes have similar
meanings to the original word but they
are used differently in the sentence.
© 2005 Pearson Education Inc.,
publishing as Longman Publishers
Examples
Class + ify
Class+ ification
Class + ic
Class + y The class was loud.
He went to a classy resturant.
Wire - The wire is made of copper.
Wirey – The dog’s hair felt wirey.
© 2005 Pearson Education Inc.,
publishing as Longman Publishers
Resources for Chapter 2
Table 2.1 Common Prefixes p. 53-54
Table 2.2 Common Roots p.55-56
Table 2.3 Common Suffixes p. 59
© 2005 Pearson Education Inc.,
publishing as Longman Publishers
Activity
Quiz-Quiz-Trade
 Each person will get an index card.
 You will find a person with a different color
card from yours.
 Try to build a new word using the cards.
 If you can build a word, write it on both of your
pages along with the meaning.
 TRADE CARDS and move to a new partner
 If you cannot build a new word, TRADE
CARDS and move to a new partner.
Make as many…
Prefixes
transbioinpreretrobibliorebio-
Roots
photo
script
graph(y)
port
spec/spic/spect
log/logy/logo
vent
active
© 2005 Pearson Education Inc.,
publishing as Longman Publishers
Suffixes
-tion/-ion
-ory
-able
-ist
-or
U-REVIEW
THINK of the answers to:
1. Context clues are…
2. Four types of context clues are…
3. Prefixes are…
4. Roots are…
5. Suffixes are…
© 2005 Pearson Education Inc.,
publishing as Longman Publishers
Visit the Companion Website
http://www.ablongman.com/mcwhorter
© 2005 Pearson Education Inc.,
publishing as Longman Publishers