Transcript Partial Vocabulary Workshopx

Elizabeth Jones
What We’ll Go Over
Research Based:
What vocabulary to teach
Teaching strategies
Vocaulary
How?
3000
words
Read
Teach
Brain
Patterns
Motor
Research
Info spread
out
Classify
7 +/- 2
chunks
Nonlinguistic
representations
Similarities &
Differences
The Presentation’s Research (omitted here)
Summary
The word-knowledge gap begins before the children enter school.
Children’s books have more rare words for each 1000 words than educated adult
speech.
The sophistication of the language children hear and speak is a better predictor of
their later vocabulary than the number of words that they hear and speak.
The amount of time students spend reading is one of the best predictors of their
vocabulary size.
Reading aloud by itself is not sufficient to build vocabulary (or to increase
comprehension ). The talk surrounding reading aloud activities helps students.
Vocabulary knowledge is a critical factor in developing comprehension.
Activate multiple learning modalities because learners “store” information in
various places in the brain.
Remember
Marzano’s 6-Steps
1.
2.
3.
4.
5.
6.
Teacher:
Students:
Students:
Teacher:
Students:
Students:
Explain & describe the word.
Own words.
Representation.
Activities in other context.
Discuss with each other.
Play with the terms.
Use Visuals
Graphic Representations
http://visual.merriam-webster.com/
Mind Map from wikipedia.org
por
Imagine you see a man POUR a glass of water THROUGH the window.
From “200 Words a Day”
Activate the whole brain

Activation increases when words are “spoken”
Phonological & semantic processing (frontal reading system)

Patterning (Patterns & Forms of Words)
Ventral posterior processing (occipital & temporal lobes)

Fluency (Visual Spatial Recognition)
Dorsal posterior reading system (parts of pariental temporal
lobes)
Teaching the Brain to Read by Judy Willis, M.D. 2008
Physical Movement
Rocks
Have students make physical movements to
remind them of words.
 From a list of words, act out one and have
students pick the word from the list that they
think matches.

These ideas are from Teaching the Brain to Read.
Make Word-Learning
Part of Daily Routines
Expose children to new vocabulary by
using more sophisticated words during
the whole school day.
For example:
◦ Prepare to return to your dwelling.
◦ Stop dawdling in the corridor.
◦ Arrange yourselves in a line.
Ms. Hempel says when she talks to a student and uses new vocabulary
about that student, he remembers it.

“Your dad has a very benevolent
presence.”

Your “spelling was irreproachable.”

“You looked positively beatific during
the exam.”

She “waved glamorously, and smiled
radiantly.”

You are a conscientious student.

I see you are waiting expectantly for
the end of the book.

The impact of your book report is
immeasurable.

You appear enormously relieved.

That homework is woefully
inadequate.

I see you are showing solicitous
gentlemanly concern.

Did I see you just waft into the
room.

You have a ferocious intellect.

That was a glamorous performance.

You appear languid today.

Are you being belligerent?
In Ms. Hempel Chronicles by Sarah Sun-Lien Bynum, 2008
Teach
Associations
Context
Clues
Root Words
& Affixes
Dictionary
Skills
Word Associations
How are these words related?
1. political
2. car
3. huge
politics politician
bus
bicycle
big
massive
4. male/female
5. kid/child
6. allowed/aloud
hot/cold
food/nosh
been/bean
politically
truck
enormous
Association
Puts learning in long-term memory.
Connection to other word parts helps
students memorize.
Patterning
Distinguish between categories & similar meaning

Excited, bored, angry, frightened

Angry, mad, annoyed, furious

Huge, petite, big, small, large

Little, small, tiny, miniature

Blouse/skirt/socks/coat

Coat, jacket, parka

Elephant/zebra/giraffe/monkey

Cold, freezing, chilly, glacial

Snow, rain, hail, rainbow
Change one word

Snow, rain, hail, sleet
This idea is from Teaching the Brain to Read
Use Mnemonics for Patterns
List characters in a story and give
characterizes of each character that begin
with the same letter as their name.
 Silly sarcastic Sarah
 Brawny bully Bob
 Diabolical dishonest Daniel
 Furious fat Fawn
This idea is from Teaching the Brain to Read
Sequence Words
then Add Synonyms
Sequence size.
Give examples to show it’s relative to what you are talking about.
tiny --------- small --------- medium ---------- big ----------- huge
little
large
enormous
gigantic
ant ---------- mouse -------- cat -------------- tiger ---------- elephant
ant ---------- lady bug ------ grasshopper --- butterfly ----- bird
mouse ------ fish ------------ shark ------------ elephant ----- dinosaur
Word Usage
&
Synonym
Webs
SPIN
Extrude, Squeeze
out
Interpretation,
Rendition
SPIN
Twist
Invent
Fabricate
Cook up
Context Clues
(partial list)
Definition Clue
Examples
is/are
My ancestors are my great grandparents, my grandparents, my aunts and
uncles, and my parents.
was/were
The consumer was the one who was buying for his family.
is/are called
means
The word element added to the end of a word is called a suffix.
A prefix means a word element added to the beginning of a word.
is defined as
Genre is defined as is the term for any category of literature.
such as
Contractions, such as: can’t, they’ve, isn’t, and we’ll, are closer to the way we
talk than: cannot, they have, is not, we will.
is/are known as
A myth, legend, or fable are known as folktales.
a term (often in boldface or
italics) explained between
commas
Teachers often say elaborate, add more details and expand, on what you
have written.
Morphology
Explicit teaching of morphological
patterns is useful to all readers
 12 Latin roots, 2 Greek roots that along
with 20 most frequently used prefixes
generate an estimated 100,000 words

(Brown 1947)
“When you find a new word in English, what
do you do? Look it up in a
monolingual or a bilingual
dictionary? Ask a teacher or
another student? Try to
predict the meaning from the
rest of the sentence or paragraph
– the context? There is another way to try to
simplify difficult words. Often, long words are
made from shorter words you know …..”
Oxford Dictionary of American English Oxford University Press, pg. A6
75% of Affixed Words
Prefixes and Suffixes
That Account for Approximately 75% of Affixed Words
Prefixes
% of All Suffixed
Suffixes
Words (Cumulative)
% of All Prefixed
Words (Cumulative)
un- (not)
26
-s, -es
31
re- (again)
40
-ed
51
in-, im-, il-, ir- (not)
51
-ing
65
dis-
58
-ly
72
en-, em-
62
-er. -or
76
non-
66
in-, im- (in)
69
over-
72
mis-
75
From “Teaching Elementary Students to Use Word-Part Clues,” by T. G. White, J. Sowell, and A. Yanagihara, 1989, The Reading Teacher, 42, pp. 303-304 Table 1 and Table 2.
Copyright 1989 by the International Reading Association.
Root Words (click on the icon in the “normal” view)
If the icon doesn’t work, go to
http://www.skillsworkshop.org
Search for: Root word - port (to carry) word map
Submitted by Maggie Harnew on Mon, 2007-05-14 16:18
OR Try
http://www.skillsworkshop.org/sites/skillsworkshop.org/files/resources/word/e3l1l2spectmap.pdf
Prefixes
by Category
Numbers
 mono bi tri multi oct cent kiloTime
 post pre ex re-
monosyllable
bicycle
tricycle
multinational
octagon
centimeters
kilogram
postwar
prearranged
ex-president
rewrite
Size and Degree
 mini sub micro over-
miniskirt
subsonic
microscope
overeat
Negatives
 non un im il ir-
nonsmoker
unhappy
impolite
illegible
irregular
Position
 sub extra trans inter-
subway
extracurricular
transatlantic
interstate
Oxford Dictionary of American English
Oxford University Press, pg. A6 – A7
Root Words & Affix Shuffle
1.
These three words have a common root word, unscramble
them to find it:
 mmeeltypon
 relpoyem
 yoluemdenp
______________
______________
______________
The root word is _________.
2.
These three words have a common prefix, unscramble
them to find it:
 iieossblpm
 beilmimo
 tammerui
______________
______________
______________
The prefix is ____________.
3.
These three words have a common suffix, unscramble
them to find it:
 henmoonipcres
 ttteaoinn
 netteondi
______________
______________
______________
The suffix is ___________.
Patterning
Use graphic organizer to organize in
categories:
example inaudible
Similar suffixes
Similar roots
Similar prefixes
Similar meanings
Students use dictionaries and the internet
to find other items to add.
Take the Prefix Challenge! from Visual Thesaurus
Contrasting images associated with active v. inactive:

On a projected screen display the Visual Thesaurus word map for the word active
and then right-click on the word to "Search for Images." Students will see
various images, ranging from exercise programs created for the Wii to a diagram
of an active muscle.

Repeat this exercise with the word inactive, to display images of people on
couches, inactive volcanoes, etc.

Briefly discuss this contrast in image displays. What do students think the
prefix "in" does to a word? How did adding "in" to active change its meaning?

Establish that the prefix in, meaning not, negates the original adjective
active—transforming its meaning to its opposite. Explain that there are other
similar prefixes that perform the same function (im as in impossible; ir as in
irrational; il as in illegal).
Use Vocabulary as a Story Generator
Requirements
My teacher requests me to read and review.
I respond that I’ve done it – reviewed it.
I’m through.
My teacher requests I remain in my seat.
No recess until
I rewrite and it’s neat.
At last, I’m released.
School’s done for the day.
I pack up my things.
I’m relieved – I can play!
But Mom has requests:
I must remake my bed.
And rehang my clothes.
And rethink what I’ve said.
So many requests and requirements to do.
Someday I’ll be old –
and retired –
and be . . . Through?
Heidi Roemer More Phonics Through Poetry
Student Definition Generator
WORD
CATOGORY
ATTRIBUTES
FUNCTION
DEFINITION
Category + attributes + function)
Bike
Vehicle
2 wheels, person size, seat,
handlebars, pedals
Ride around
A vehicle with 2 wheels and
handlebars that you can pedal and
ride around on.
Brain
Body part
In the skull, grey, nerves are in
Thinking and
it, kind of oval, two hemispheres telling the
body what to
move.
A body part that is in the skull, has
two hemispheres, is grey, has nerves
and is used to tell the body what to
move and for thinking.
For review and reinforce skills frequently
use short activities
while students are
walking to lunch or
lining up for recess or
at the end of the day.
Something to do instead of fighting for place in line.
Summary
Marzano’s Six Steps






Teacher:
Students:
Students:
Teacher:
Students:
Students:
(details omitted from this version)
Explain & describe the word.
Own words.
Representation.
Activities in other context.
Discuss with each other.
Play with the terms.
Teach:




Word association
Context clues
Word parts
Using a Dictionary
Use:





Visuals (and other modalities)
Activate the whole brain (details omitted from this version)
Make word learning part of daily routines
Use patterns
Reinforce skills frequently using short activities
The End