Transcript words
Vocabulary: The Key to Reading Comprehension Today’s Presentation: Presenter: Amy Benjamin How are we teaching vocabulary now? What would be the ideal? Deciding what words to teach How words are learned and remembered Words of Academic Discourse Effective processing of a vocabulary list Useful word roots and prefixes Various processing devices that lead to durable learning You may access today’s visuals at www.amybenjamin.com (Recent Presentations) Current Practice: How are we teaching vocabulary? What words do we select to teach explicitly? How do we teach the words? How do we introduce them? explain them? get students to engage with them? manipulate them? reinforce them? How do we assess our students’ vocabulary knowledge and growth? What would be the ideal? Best Practices in Vocabulary Instruction: Depth of processing: Multiple exposures Multiple meanings Multiple contexts Multiple forms of a word Opportunity to communicate Purposeful repetition Treating phrases as words Verbal and Nonverbal processing 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 “Information Closet” “The Ransom of Red Chief” Typical vocabulary list of words extracted from literature: bellowing cauterized depredation extortion forlorn impudent palatable precipice proclivities ransom reconnoiter seedy somnolent spendthrift sylvan I. Frequency outside of the story II. Importance in understanding this story III. Leverage to learn related words IV. Individual student’s curiosity and proximity What do we know when we know a word? Definition Spelling Grammatical application (how to use it in a sentence) Synonyms Components: prefix, root, suffix Morphology (other forms that the word can take) Connotation (positive, negative, neutral) Register (formal or informal) Collocations (words that tend to go with it) Lesser-used definitions Other words that are related to it (having same root) Rule of Thumb New learners need SIX (meaningful) exposures to a new word during the initial lesson and at least THIRTY additional exposures during the ensuing month. Tier II Words Tier I Words: Everyday Language: Ask Dead Name Find out; figure out Answer Rain Use Sharp Get Take apart and put together balance Tier III Words Language of academics, business, government “Vocab List” words Domain-specific terminology; “Glossary” words On-the-job words 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 x chr___ ___ic Code-switching Prefix/root/suffix ph __y__ ___sis High-Incidence Academic Word List (AWL) 570 words Comprise 10% of the words in academic discourse Are outside of the 2,000-3,000 words that are necessary for basic social communication in English CALP: Cognitive Academic Linguistic Proficiency 570 words on the AWL 2,000-3,000 words for basic social communication BIC: Basic Interpersonal Communication AWL is arranged in 10 sublists, in order of frequency 65% of the words on the AWL have Latin/Greek word components The words on the AWL can be used to form about 3,000 words (by adding prefixes and suffixes) Sampling from the Academic Word List (AWL) Subset 1: analyze approach area assess assume authority Subset 2: maintain obtain perceive potential primary range Subset 3: alternative scheme sequence technique valid volume Subset 4: access hypothesis implement option output regime Subset 5: enforce entity transit trend whereas fundamental Subset 6: abstract acknowledge ministry nevertheless underlie Subset 7: adapt advocate dynamic hierarchy intervene mode Subset 8: offset prospect radical via fluctuate induce Subset 9: refine subordinate duration compatible passive Subset 10: adjacent albeit compile straightforward undergo How can students benefit from a vocabulary list? Classify Students think of ways in which the words on their lists can be classified (sorted, arranged, organized) Analyze Build Students build words into phrases; Students break words down into prefixes, roots, suffixes phrases into simple sentences; (Word Study) simple sentences into complex sentences Morph Students manipulate the words into different parts of speech by adding endings Synthesize Students use their words to generate ideas for a writing piece: Purposes: To inform, To entertain, To persuade, To socialize 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- Words with High Leverage Value: INTERMITTENT REFLECT intermittent transmit admit commit remit submit missive admissible submissive commission mission permission SUBTRACT COMPLIANCE CORRESPONDENT PROPELLER TRANSPORTATION DESTRUCTIVE PERSPECTIVE <Slide 13: Print as full page> Word Components Chart I Write the words that you’ve heard of that would logically fill in the chart: (Note: Not all the blanks should be filled in.) -tract -struct prereuna, absubdeproobcon- -port -verse -pel report averse subtract propel construct Word Components Chart II <Slide 14: Print as full page> Write the words that you’ve heard of that would logically fill in the chart. (Note: Not all of the blanks should be filled in.) -tion tractportvert- pelstruct- scriptcredspecduct- attraction -ment -able -ible -er, or contractor -ence -ance Word Components Chart II <Slide 14: Print as full page> Write the words that you’ve heard of that would logically fill in the chart. (Note: Not all of the blanks should be filled in.) -ject prereun- a, absub- deproobcon- -mit,mis -grad -gress -plic, -ply, plex -duc -duct Strength Training: Vocabulary Here are a few things you can do that will take just a few minute of class time to build your students’ vocabulary: 1. Analyze word prefixes and roots of key words to show how they are related to words that students may already know. 2. Embed the target word in a cluster of words related to the topic. 3. Introduce key words that the students will meet in their upcoming readings. 4. Repeat new words in various contexts. 5. Show the word. Emphasize its spelling and how it looks like related words. 6. Give students opportunities to use new words in conversation. 7. If you can, make connections between new words and words in other languages. 8. Give students opportunities to use new words in informal writing. 9. Indulge in word games and crossword puzzles to reinforce new word. 10. Give students opportunities to use non-verbal ways to express meanings (drawing, gestures, skits, charades). Word Components: Flip-a-Chip Model: Students are shown two chips having prefixes and two other chips having roots. Any combination of these chips (prefix + root) will produce a word. Then, given a cloze paragraph, students supply the appropriate word. Example: RE DUCE PRO VOKE Four words: reduce, revoke produce, provoke Mrs. Benjamin was vexed. “My students,” she declared_______ me when they are late to class. They_________one excuse after another. I want to ________ the number of lateness to class, so I’ll _______ the privilege of using the lavatory pass to any student who arrives late.” Mountain, Lee. “Flip-a-chip to Build Vocabulary. Journal of Adolescent and Adult Literacy. 46:1. September 2002. Word Components: Flip-a-Chip Prefix Prefix root root Contract extract Contend extend undo redo unwind rewind Interplay replay Interject reject Project progress Reject regress Play: Each pair of students is given a baggie, two chips (formed from the bottom of a dixie cup) markers, and an index card. Given a list of prefixes and roots, students come up with two prefixes and two roots that will combine to form four words with every prefix + root combination. Students then write a paragraph on the index card, leaving blanks for the four words. Students then put the chips and index cards (with their name on the back) on the baggie and pass along to another pair. compel, repel comport, report subtract, detract subject, deject distract, extract dispel, expel pretend, intend prevent, invent comply, imply comport, import obtain detain obstruct destruct contract attract contain attain universe inverse uniform inform dismiss remiss distort retort absolve resolve abject reject prescription preceive description deceive president resident preview review receive perceive retain pertain suppose expose support export transmit submit transcribe subscribe retract, attract retain attain commit permit complex perplex reflect deflect renounce denounce Polysemes: Words whose meanings change from one domain to another Examples: function, property, reaction, origin, tangent, variable, solve, mean, graphic, base, extreme, factor, fact, imaginary, rational, Irrational, determine power, prime, product, multiple, operation, radical, remainder, range, regular, proof, difference, cell, value, area, cube, root, plot, complementary, common, depression, digit, operation, frequency… Math English Social Studies Science Target Word: Vocabulary Chart: My guess: Glossary Definition: Visual: Draw or find a picture: Definition in my own words: Complete sentence of at least ____words: Must contain an action verb and a visual image. Morphology Chart Noun: The… Verb: They…He… 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 -er; est Adverb-making suffix: -ly