Transcript Vocabulary Enrichment Exercises for Our Students

Vocabulary Enrichment
Exercises
for Our Students
Ms. Vivian Leon M.S.
Reading Resource Teacher
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“Every Teacher, A Teacher
of Reading”: An Overview
• All teachers, not just language arts
teachers are contributors to our students’
literacy
• Research indicates that the following
should be a part of every classroom:
o Connectedness is essential to learning
o Context is essential to learning
o Learning is social
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Overview Continues…
o Learning is best accomplished when
the environment for learning is
supportive and encouraging of risktaking
o Knowledge is transactional
(Wepner, Feeley & Strickland, 1995)
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R=
E=
A=
D=
S=
Miami High Reads!
Resources
Engaging Activities
Assessment
Dialogue
Success
I.
School-Wide Goals to Improve Our
Students’ Reading Comprehension
(Based on the School Performance
Excellence Plan -- End of the Year
Evaluation):
Frequently, and Consistently Assess
students’ Independent Reading
Activities- Reading & Vocabulary Logs
(A)
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Miami High Reads !
Continues…
II. Offer Extra Credit for Attending FCAT
Tutorial Sessions After School and on
Saturdays (especially to those students
requiring remediation) (R)
III. Design Lessons to include all learning
modalities to accommodate all types of
learners (S)
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Miami High Reads! Cont.…
IV. Utilize CRISS Strategies and
Reciprocal Teaching Frequently (E)
V. Encourage Cooperative Activities, for
small groups, such as the Socratic
Questioning Technique (D)
VI. Incorporate more teachermade/student designed informal
testing, rather than standardized
testing (A)
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Vocabulary Enrichment
Exercises
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for Our Students
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Sometimes More Is Less
To Master a
Content
Area, is to
Master its
Key
Concepts;
that is
language
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Exposing Students to
Interesting Topics
Helps to Develop
Student Vocabulary
Students Need
Many Learning
ExperiencesReal and
Vicarious- To
Develop Word
Meanings
Utilize “Socratic Questioning”
Approach to Small Group
Discussions to Enrich
Vocabulary
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Research on Vocabulary Development:
The Do’s and Don’ts
Don’ts:
 Don’t Teach Vocabulary From the Workbooks or In Isolation
 Don’t Expect Students to Learn New Words By Simply
Testing Them
 Don’t Leave Vocabulary Development to the Language Arts
Teacher
 Do Not Reprimand Students From Completing Assignments
in Small Groups *(Nilson & Nilson, 2003)
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Don’ts Continues…
 Don’t Give Students Book Work- Dictionary-
related Activities to be Completed Individually“Language is a Social Phenomenon, Which Means
That Students Need to Interact With Other
Speakers and Hear Pronunciations and Intonations,
as well as Words Used in More Variety Than Brief
Dictionary Entries” (Nilson & Nilson, 2003)
 Don’t Approach Vocabulary as Teaching to the
Test- Test Items are not Guaranteed, But
Teaching Students About Word Patterns Stands a
Better Chance
 Don’t Believe For One Minute that Reading for
Understanding can be Separated From Reading For
Pleasure- Thus, Students will not Enhance Their
Vocabularies if They Do Not Read!
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The Things to Do…
Offer Your Students Authentic
Learning Opportunities Involving
Vocabulary

 Focus
More on the Application
(Bloom’s Taxonomy) of New Words in
the Readings- in the form of Essays,
Oral Presentations, Small-Group
Discussions, Word Games
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To Do Continued…
 Know This: “If Words Form the Thread on
which We String Our Experiences, then
Reading Weaves those Threads in Ways that
Invite Each of Us to Find Beauty in the
Patterns that are Created” (Robinson, 2001)
 Five Must Haves For Vocabulary Development
in Any Class:
1) Guided Sharing
2) Shared Concept
3) Concept-Based Vocabulary
4) Read Alouds
5) Extensive Classroom Libraries
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Read a Variety of Current Articles- Related
to the Content Area- Students Keep a
Reading/Vocabulary Log
Integrate Word Histories/Etymologies into
the Lessons
Take A Process Approach to Vocabulary:
Ex.: Presidential Election, Sept. 11th
Provide Students with Meaningful
Connections to New Words
Have Students Design Educational Games as
a Review of Material and Vocabulary
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Effective Reading Strategies
Break Down Long Words into More
Manageable Parts- Morphemic AnalysisPNEUMONOULTRAMICROSCOPICSILICOVOLCANOCONIOSIS
Sentence: Because of its proximity to Mount
St. Helens, he contracted
pneumonoultramicroscopicsilicovolcanoconiosis
Pneumono- related to the lungs Coni (konis)- dust
Ultra- transcending; super
Osis- referring to a
Micro- small
diseased condition.
Scopic- related to a viewing instrument
Silico- the mineral silicon
Volcano- eruption in the earth
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 Provide Students With Opportunities to
use their new words. (Vacca, 109).
 Reinforce New Vocabulary After Reading:
Contextual Redefinition:
Example:
Step 1- Define each of the following
words using only your prior knowledge1. Carapace_______________
2. Nonsectarian____________
3. Insipid_________________
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Step 2 - Provide Your Students With
Sentences, Utilizing the New Words
1) Without its carapace, the turtle would be
subject to certain death from its enemies or
the elements.
2) Although he was a believer in God, he had a
nonsectarian attitude toward religion.
3) His teaching lacked spirit. He had presented
his lesson in a dull manner, failing to challenge
or stimulate his students. The teacher knew he
had made an insipid presentation.
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Step 3 - Have A Student Volunteer to Look Up
the Words in the Dictionary to Verify the
Guesses Offered in the Class
Graphic Organizers
Ex: Science Unit (Terms)- Step 1-Present Terms
Structure of Matter
Physical Combination
Chemical CombiElements
Positive Electrical Charge nations
Compounds
Negative Electrical Charge Electrons
Metals
Nucleus
Protons
Non-Metals
Orbits
Neutrons
Atomic Theory of Matter
Electron Shell
Atoms
Energy Levels
Mixtures
Molecule
Law of Definite or Constant
Electrolysis
Proportions
Inert Gases
Particles
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Step 2- Prune the List for Your studentsLimit the Vocabulary to Only the Most
Essential Terms
Step 3- Have Students Work with Partners
to Sub classify the Terms in an Informal
Outline
Step 4- Have the Students Then Arrange
the Terms in a Tree Diagram
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Examples of Steps 2 & 3
Step 2- Sub-classification of Words
Structure of Matter
Chemical Combinations
Compounds
Molecules
Elements
Natural Elements
Metals
Nonmetals
Physical Combos
Mixtures
Compounds
Elements
Step 3- Tree Diagram
Structure of Matter
Chemical Combinations
Compounds
Molecules
Elements
Natural Elements
Metals
Non-Metals
Physical Combinations
Mixtures
Compounds
Elements
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Word Origins: (Word Etymology
Approach)
The word Manager-
Root Word- (Latin)- Manus= Hand
Have students think of words that contain
root word- manus/ mana/ mani/ man
Ex.- Manuals- (handbooks)
Emancipate- Being freed from the
hands of someone else
Manacle- A prisoner who is
handcuffed
Manicurist- takes care of people’s
hands
Manager- someone who handles the
affairs of a business
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Provide Students With Historical
Background on Words- and Their Evolution
Ex.= The word Manufacture came into being
in the 1500’s . It meant made by hand.
Meaning Today??
The word Chauvinisme was a French wordOriginal Meaning- soldier of excessive
patriotism and devotion to Napoleon
In recent years… the meaning today??
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Semantic Mapping
It combines the grouping activity of the listgroup-label lesson with the structure of the
Graphic Organizer
Ex.- Step 1- Write the word “volcano” on
the board
Step 2- Assign students to write down
as many related words as they can think of
from their own experiences or from their
reading of the text-
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Ex. Of Word ListVesuvius
Vulcanian
Pompeii
Mount St. Helens cataclysm
lava
Ash
Magma
plate tectonics
Earthquake
ring of fire
vent
Conduit
volcanic bombs gas
Blocks
tsunami
explosions
Shield volcano
plug
Krakatoa
Pressure
hell
terrifying
Step 3- Organize the words into a semantic map on
the board- as students share words with the class
Step 4- Follow up with a discussion and questioning
activity- Ex.- Tell what it would have been like to
be on the Island of Krakatoa in 1883.
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More Worthy Vocabulary Strategies
•Analogies
•Scrambled Words Matching
•Puzzles
•Word Competitions- Family Feud/ Bingo
•Capsule Vocabulary (CRISS)
•“Said is Dead” List
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Let’s Practice The Etymology Approach
1) Latin Root word ver (veri)- means true
Can you think of a few words that contain this
root word?
** very- truly
verity- truth- most often used in plural
veracity- truthfulness
veracious- truthful
verdict- a true saying
verisimilitude- likeness to truth or reality
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Root Word Phobe (Phobia)
Phobia- morbid dislike or an unreasonable fear
ExamplesPhobes – people who have phobias
Russophobes
Anglophobes
Xenophobia
Acrophobia
Ailurophobia
Phobophobia “The only thing we have to fear is fear itself”
(President Roosevelt).
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