Empower Readers with Vocabulary Skills Presentation by Dea Conrad-Curry Your Partner in Education

Empower Readers with Vocabulary Skills

Presentation by Dea Conrad-Curry Your Partner in Education

www.partnerinedu.com

Teaching students how to learn

Yes No

Don’t Know

1. One of the most effective methods to teach vocabulary is touse a student friendly dictionary.Notes__________________________________

Yes No

Don’t Know

Yes No

Don’t Know

2. There are two types of vocabulary knowledge: receptivevocabulary and generative or expressive vocabularyNotes___________________________________

Yes No

Don’t Know

Yes No

Don’t Know

3. There is a limit to how many words a student can learn in aweek’s time.Notes___________________________________

Yes No

Don’t Know

Yes No

Don’t Know

4. Reading builds vocabulary faster and more efficiently thandirect instruction.Notes___________________________________

Yes No

Don’t Know

Yes No

Don’t Know

5. The quality of vocabulary knowledge is related to the variety of contexts in which a student can use a word or forms of that word.

Notes___________________________________

Yes No

Don’t Know

Admit & Exit SlipNAME ______________________ TEXT ______________________ PAGES _______ DATE _______

AdmitBefore class, circle the best

answer.

Exit At the end of class, circle

the best answer.

© 2010 Partner in Education 2

Yes No

Don’t Know

1. Adding the suffix –ion will make any word a noun.Examples __________________________________

____________________________________________________________________

Yes No

Don’t Know

Yes No

Don’t Know

2. The suffix –ed can change the tense on a verb from present to past or it can turn a word into an adjective.Verb Examples _________________________________

_________________________________Adjective Examples_________________________________

__________________________________

Yes No

Don’t Know

Yes No

Don’t Know

3. More than one suffix can be added to a word to change it from being one part of speech to another. For example, Examples ___________________________________

______________________________________________________________________

Yes No

Don’t Know

Yes No

Don’t Know

4. Adding a prefix to a word can create the antonym of that word. Examples ___________________________________

______________________________________________________________________

Yes No

Don’t Know

Admit & Exit SlipNAME ______________________ TEXT ______________________ PAGES _______ DATE _______

AdmitBefore class, circle the best

answer.

Exit At the end of class, circle

the best answer.


FIVE WAYS TO ENHANCE VOCABULARY

Make interaction with language fun Provide transparent learning models Support conversations that use developing

vocabularies Guide discoveries connecting known and

unknown Extend word knowledge: affixes, etymologies,

diverse use of words

4

© 2010 PARTNER IN EDUCATION

MAKE INTERACTION WITH LANGUAGE FUNDAMENTAL

Fun school work = Effective learning

"PASS ME THE SHELLFISH,"

6

said Tom crabbily.

http://icetree.darkheavens.co.uk/artwork/crabby.jpg

Tom Swifties

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tml “I might as well be dead," Tom croaked.

"I can't remember what I was supposed to buy, “said Tom listlessly.

"x times x = x squared," Tom said exponentially.

"99 is almost 100," said Tom roughly.

"I need a pencil sharpener," said Tom bluntly.

"I have to keep these eggs warm," Tom said honestly. "It's made the grass wet," said Tom after due consideration.

7


WHAT IS A TOM SWIFTY?

A pun in which the speaker’s adverbial tag plays off of the main sentence, typically a quotation

Four types of Tom Swifties an adverb provides the pun the pun occurs in the verb; there may not be an adverb at all neither a verb nor an adverb provides the pun—rather a

short phrase delivers the word play Many – probably most – Tom Swifties are morphological;

i.e. the words must be broken down into morphemes (smaller components) to understand the pun.

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COMPLETING TOM SWIFTIES WITH AN ADVERB

1. “Is that runner in a pickle again?" Tom asked ________.

2. "You're burning the candle at both ends," Tom said

_____________.

3. "It's 3 a.m.," Tom said _____________.

4. "I love Velveeta," Tom said ____________.

5. "Someone stole my wheels," Tom said _____________.

6. "I'm covered in blood," Tom said_________.

7. "My clothes are pressed," Tom said _____________.

8. "You look like a goat," Tom said ____________.

9

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COMPLETING TOM SWIFTIES WITH A VERB

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1. "I told you not to ride that horse," Tom _______________.

2. "I didn't look at all!" Tom ________________.

3. "The exit is right there," Tom ________________.

4. "I teach at a university," Tom ________________.

5. "I couldn't believe there were 527,986 bees in the swarm!" Tom

________________.

6. "There's room for one more," Tom ________________.

7. "I'm losing my hair," Tom ________________.

8. "Where shall I plant these water lilies?" Tom ______________.

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TOM SWIFTIES WITH A PREPOSITIONAL PHRASE

1. "I bought myself fifty hamburgers and I've only ten left," said Tom with _____________.

2. "I like ragged margins," said Tom without___________.

3. "Oops! There goes my hat!" said Tom off the top _______ _______ _______.

4. "How long will I have to wait for a table?" asked Tom without __________.

5. "I've only enough carpet for the hall and landing," said Tom with a blank __________.

6. "Don't let me drown in Egypt!" pleaded Tom, deep in ____________.

11

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MAKE IT AND TAKE IT!

Go to The Wordplay Website

http://www.fun-with-words.com/index.html

Open a Word Document

Create a Tom Swifty Challenge for students at your grade level…maybe even differentiated by three levels of difficulty

Below grade readers

On grade readers

Above grade readers

12


http://www.fun-with-words.com/index.html


13

TWO MODES OF LEARNING

INCIDENTAL

INTENTIONAL

LEXILE FRAMEWORKS

Matching a reader’s Lexile measure to a text with the same Lexile measure leads to an expected 75-percent comprehension rate

not too difficult to be frustrating difficult enough to be challenging encourages reading progress

Lexile measures determined by word frequency and sentence length not by content

14

Source: http://www.lexile.com/EntrancePageFlash.html?1


http://www.lexile.com/EntrancePageFlash.html?1



Lexile Frameworks

1 Up to 300L 200L to 400L

2 140L to 500L 300L to 500L

3 330L to 700L 500L to 700L

4 445L to 810L 650L to 850L

5 565L to 910L 750L to 950L

6 665L to 1000L 850L to 1050L

7 735L to 1065L 950L to 1075L

8 805L to 1100L 1000L to 1100L

9 855L to 1165L 1050L to 1150L

10 905L to 1195L 1100L to 1200L

11 and 12 940L to 1210L 1100L to 1300L

Grade Reader Measure Text Measures

The Lexile Frameworks for Reading. http://www.lexile.com/EntrancePageFlash.html?1.

15© 2010 Partner in Education



Finding Student Lexile Scores


PROVIDE TRANSPARENT LEARNING MODELS

We cannot control incidental learning, but we can develop

a district-wide vocabulary and using proven methods of

instruction that will grow students’ vocabularies

TWO MODES OF LEARNING18

Incidental Learning 5 - 15% of novel vocabulary can be learned Requires 7 or so encounters

Suggests that students read independently enough to encounter new words Students have inferential skills to determine meaning

Time spent reading directly affects vocabulary acquisition Direct Instruction

Foster work consciousness (use productive thinking) Topical: Content words World: Words educated people should know

Teach individual words Make a goal of 350 words annually

Teach strategies for learning new words Context clues: 20% reliable

Source: Graves, Michael. The Vocabulary Book. (2006).


BECK’S CONTINUUM: WORD KNOWLEDGE

19

No KnowledgeContent bound

knowledge

Rich, decontextualized

understanding

Sense of Connotation

Knowledge w/o expressive power


STAGES OF VOCABULARY ACQUISITION

Stages of word knowledge (Dale 1965) Never saw it before

Heard it—no knowledge of meaning

Recognizes in context

Knows it well: uses in conversation and or writing

20



NAME ______________________ TEXT ______________________ PAGES _______ DATE _______

How Well Do I Know These Words? Thinking about words before learning them makes connections that will help me remember.

Word Never Heard

Heard or Seen

Connotation I can define this word.I use this

word(O, S, N)

periphery

noxious

precocious

decorum

nefarious

erudition

caveat

© 2010 Partner in Education

PREASSESSMENT

21


How Well Do I Know These Words? Thinking about words before learning them makes connections that will help me remember.

WordNever Heard

Heard or Seen

Connotation Your definition Use Context Definition


22

CONTEXT CLUES & DIRECT INSTRUCTION

61% of unknown words can be determined through contextual analysis (Block & Mangieri)

Context

Semantic features: aspects that give meaning and establish similarities and differences

Syntactic clues: order in a sentence

Visual images

Reader response: absence of related prior knowledge weakens text clues

23



The river was full of noxious materials such as cleaning agents from factories and pesticides from the nearby farms.

The periphery of the river was littered with container trash from the nearby factories.

This third grade was full of precocious children. One child had learned to read at two and another could do algebra at age 6.

When going to an office party you should show your best decorum; dress your best, drink and eat moderately, and be sure to thank the host before you leave.

Some may not approve of the governor’s behavior, but to describe him as nefarious is to go a bit far.

Some credit her advancement at the university to an erudition beyond all others; however, others suggest her father’s position at the helm had a significant impact.

The professor had one caveat in the syllabus: this document was subject to change.

How does context help build word meaning?

© 2010 Partner in Education24

1. Definition or explanation clue

The periphery or outer region, of the river was littered with container trash from the nearby factories.

2. Example clue

Like road banks along an interstate highway, the periphery of the river was littered with container trash from the nearby factories.

3. Restatement or synonym clue

The periphery or bank of the river was littered with container trash from the nearby factories.

4. Contrast or antonym clue

The periphery of the river, unlike the water that flowed within its banks, was littered with container trash from the nearby factories.

5. Inference through general context clue

The periphery of the river was littered with container trash from the nearby factories while the fast moving water appeared clear of debris.

6. Punctuation and syntax clues: word order, dashes, quotations, parenthesis

The periphery—the perimeter—of the river was littered with container trash from the nearby factories.

6-Types of External Context Clues


The river was full of noxious materials such as cleaning agents from factories and pesticides from the nearby farms.

The periphery of the river was littered with container trash from the nearby factories.

This third grade was full of precocious children. One child had learned to read at two and another could do algebra at age 6.

When going to an office party you should show your best decorum; dress your best, drink and eat moderately, and be sure to thank the host before you leave.

Some may not approve of the governor’s behavior, but to describe him as nefarious is to go a bit far.

Some credit her advancement at the university to an erudition beyond all others; however, others suggest her father’s position at the helm had a significant impact.

The professor had one caveat in the syllabus: this document was subject to change.

How does context help build word meaning?



How do Context Clues Help Build Word Meaning? Thinking about my thinking about words.

Word Definition Example Synonym ContrastGeneral

InferenceInternal

Clue Context Definition

noxious

periphery

precocious

decorum

nefarious

erudition

caveat


27

Using Internal Context CluesComponent Definition Example

PrefixA word part (affix) added to the beginning of a root or base word to create a new meaning

ana- : again, anew, upintro- : in, inside, inward

SuffixA word part (affix) added to the end of a root or base word to create new meaning

-logy: study, science, theory -sis: process or action-ism: act, process, state, condition

Root or baseA morpheme or morphemes to which affixes or other bases may be added

psych: soul, spirit, mindlyses: gradual decline

Cognates Two words have the same ancestral language and meaning

associationism (Eng)associationism (Fr)school of psychology holding that content of consciousness is explained by the association and reassociation of irreducible sensory and perceptual elements

Word family A group of words sharing a common phonic element

spectacles, specter, inspection, perspective

28


DEVELOPING SCHOOLWIDE VOCABULARY EXPECTATIONS

Why schoolwide? Assures vocabulary awareness as students progress through school Provides opportunities to share effective teaching practices &

resources Engages all knowledgeable professionals within the system Aligns w/ local and state standards and curriculum materials

Who chooses the words? Teachers will make the decision The word should definitely be on the district grade level list The word should definitely not be on the district grade level list The word should probably be on the district grade level list

How is instruction provided? All teachers provide direct instruction over monthly words All teachers reinforce and enrich meanings for monthly words All teachers make a conscious decision to use monthly words New month…new list

Developing a Schoolwide Vocabulary


31

Tier OneBasic words

Essential nouns Experiential adjectives and adverbs

Tier TwoHigh frequency for mature language usersUsed across a variety of domains

Multisyllabic Acquired through conversation, reading & instruction

Tier ThreeLow frequency wordsUse limited to specific domain: content specific words

Have few synonyms Situation-specific therefore require instruction

Which words to consider?

From: Beck, Isabel, McKeown, Margaret G., & Kucan, Linda.(2002). Bringing Words to Life. © 2010 Partner in Education

32

Self-Selected: Cross Curricular Use Words identifying Concepts rather than Labels

Words with multiple meanings varying by context

Frequency Studies: Words identified as reappearing Large English vocabulary lists

http://www.manythings.org/vocabulary/lists/l/

First 1000 most frequent grades 3 – 9 http://www.textproject.org/library/resources/WordList.pdf

Second 1000 most frequent words http://www1.harenet.ne.jp/~waring/vocab/wordlists/2000.txt

Dale-Chall List of 3000 htttp://www.rfp-templates.com/Dale-Chall-List-of-3000-Simple-Words.html

Practitioner Based Research Marzano’s list of essential words grades 3 – 6

http://www.tec.leon.k12.fl.us/vocabulary%20project/Vocabulary%20Project%20Word%20List.pdf

Building Academic Vocabulary Study: Floridahttp://www.tandl.leon.k12.fl.us/lang/Voc_Project_00_01.pdf

Building Academic Vocabulary: Tennessee Projecthttp://www.jc-schools.net/tutorials/vocab/strategies.html

Finding Important/Relevant Words


http://www.manythings.org/vocabulary/lists/l/

http://www.textproject.org/library/resources/WordList.pdf

http://www1.harenet.ne.jp/~waring/vocab/wordlists/2000.txt

http://www.rfp-templates.com/Dale-Chall-List-of-3000-Simple-Words.html

http://www.tec.leon.k12.fl.us/vocabulary%20project/Vocabulary%20Project%20Word%20List.pdf

http://www.tandl.leon.k12.fl.us/lang/Voc_Project_00_01.pdf

http://www.jc-schools.net/tutorials/vocab/strategies.html

HOW MANY WORDS SHOULD WE TEACH?

Marzano (Building Academic Vocabulary) references five to six per week Mathematics, science, social studies, language arts, health

Robert Pressley suggests 2–4 root words per day By high school graduation, students need to know 15,000

root words

Isabel Beck cites from 3–20 per week; settles on 7

33



WORD SORTS / CONCEPT SORTS TO SUPPORT CONVERSATIONS WITH DEVELOPING VOCABULARIES


Arachne the SpinnerA myth retold by Gerldine McCaughrean

myth dazzling tapestries Competition loom

yarn competition Arachne awe skillful

boast Athena Mount Olympus revealed preen

shuttle irreverence transform smug woven

Closed Word Sort or Open Word Sortmyth dazzling tapestries competition loom

yarn competition Arachne awe skillful boast Athena Mount Olympus revealed preenshuttle irreverence transform smug woven

Mythical Concepts Descriptors

Behaviors or Actions Tools of Weaving

Prediction


DEVELOPING GENERATIVE WORD

SKILLS


WORDSTORMINg to connect

A - B C-D E-F G-H

I-J K-L M-N O-P

Q-R S-T U-V WXYZ

Generate a Text Question:

Make a Text Prediction:

Adapted from Janet Allen’s Inside Words; (2007). Stenhouse Publishers. Portland, Maine. 39© 2010 Partner in Education


What words might you expect to read here?

What vocabulary words might you expect to read

here?


WORDSTORMINg to Summarize

A - B C-D E-F G-H

I-J K-L M-N O-P

Q-R S-T U-V WXYZ

Adapted from Janet Allen’s Inside Words; (2007). Stenhouse Publishers. Portland, Maine,

Directions: Highlight those words that were found in the text, list words you did not predict to be in the reading but that are necessary for meaning making; then write a text summary including all of the important words.


42


Using vocabulary to anticipate content

1. ___________________________

2. ___________________________

3. ___________________________

4. ___________________________

5. ___________________________

6. ___________________________

7. ___________________________

8. ___________________________

9. ___________________________

10. ___________________________


___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

___________________________________________

feudalism

primogeniture

manorialism

serfs

chivalry

dowry

lord

chain mail

fief

vassel

MAKE INTERACTION WITH LANGUAGE FUNDAMENTAL

Fun school work = Effective learning

BALANCE CHALLENGE, INTEREST, & SKILL

44

Source: Applying Differentiation Strategies. (2007). Shell Publications

“Being completely involved in an activity for its own sake. The ego falls away. Time flies. Every action,

movement, and thought follows inevitably from the previous one, like

playing jazz. Your whole being is involved,

and your using your skills to the utmost”

(Geirland 1986).

The Key


SUPPORT CONVERSATIONS THAT USE DEVELOPING VOCABULARIES

Play Taboo Online!

ww.playtaboo.com/about.php

45


How do you get your team to say “photosynthesis”?

You can’t say

6H 2O + 6CO 2 ----------> C 6H 12O 6+ 6O 2

Sunlight

Plant

Energy

Carbon Dioxide

You can say

A process used in nature by trees to make food

Oxygen is the byproduct of this product

This process uses a gas exhaled by all animals in their breathing and converts it to the oxygen animals need for respiration

Content Taboo


Students form teams to play Content Taboo Team A chooses their first clue giver who chooses a card,

not revealing any of the words on that card

Team B has a player sit beside Team A’s clue giver in order to see the Content Taboo card

Team A clue giver takes the top card from the stack

The egg timer is turned

Team A clue giver provides clues about the content word at the top of the card, trying to get his/her teammates to say the word without using any of the five words listed below the content term.

Team B monitors that Team A clue giver does not use any of the Taboo words

Turns shift when the egg timer runs out or the correct word is guessed

Game Rules



AUTUMN EQUINOX SOLSTICE ASTRONOMY

CURRENTS WIND CLIMATE HUMIDITY

FALL

SEASON

LEAVES

WINTER

SUMMER

DAY

EQUAL

NIGHT

JUNE

SUMMER

WIND

WATER

OCEAN

RIVER

JET STREAM

BLOW

GUSTS

EROSION

SQUALL

BREEZE

WEATHER

REGION

RAIN

ARRID

DESERT

WINTER

SUMMER

NORTH

SOUTH

SUN

DRY

WATER VAPOR

TEMPERATURE

HIGH

LOW

STARS

STUDY

HOROSCOPE

SCIENCE

HUBBLE


Access the Clue Card template

Either go to myteachingwiki.com

OR provide me with your email

Using Word and working with the template, complete each card with the main word and the clues

Print a complete sheet through the ROE printer

Copy/Duplicate on card stock

49



GUIDE DISCOVERIES CONNECTING KNOWN

AND UNKNOWN

We cannot control incidental learning, but we can develop a habit of

asking students to connect new learning with knowledge theu already

possess by using proven methods of instruction that will grow students’

vocabularies.

THREE FUNCTIONS OF MEMORY

Sensory Memory

WorkingMemoryElaborationConnections

WorkingMemory

Deep ProcessingDetails / Imaging

Sensory Memory

Sensory Memory

WorkingMemory

Memory TraceRepetitions

Sensory Memory

Sensory Memory

Sensory Memory

PermanentMemory

Background MemoryAcademic &

Nonacademic

Source: Based on Marzano, Robert. (2004). Building background knowledge for academic achievement. Alexandria: ASCD.17-24. 51© 2010 Partner in Education

Direct Instruction & VocabularyStep 1: Teacher

provides description, explanation, example

of termNot a definition

Step 2: Students restate description, explanation,

example in their own words

Not a definition

Step 3: Students add to their

knowledge of selected terms

Step 4: Students develop a visual representation of

the term

Step 5: Students talk about terms

with other students

Step 6: Students play games with

terms


Looks like… Reminds me of…

Definition… How to use…


Definition … How to use…





Name _____________________ Date_________________ Chapter __________ Pages__________


Definition

Similar but different

Synonyms

Antonyms

Term

Definition

Connections

Example

Common Misuses

Term

Definition

Etymology

Examples

Non-example

Term

Definition

Something this reminds me

Examples

Non-Example

Term

Name _____________________ Date_________________ Chapter __________ Pages__________



My Definition

illustration

Examples Non-examples

Vocabulary Word


RICH WORD KNOWLEDGE

55

Do

ub

le

Bu

bb

leIn

tere

sti

ng

c

on

ne

cti

on

s b

etw

ee

n

two

ty

pic

all

y

un

lik

e

ide

as

.

Adapted from David Hyerle’s Model in Visual Tool for Constructing Knowledge.


1. 1.

2.

3. 3.

2.


Term ________________________ 4 3 2 1

Description or working definition

_________________________________________________________________

_________________________________________________________________

_________________________________________________________________

4 3 2 1

57

My Connection: Write or Draw

NAME ______________________________ TEXT ______________________ DATE ________________SCORE__________

Use the word Know the word Heard the word Never heard

In how many ways can I use this word?

1. __________________________________

__________________________________

2. __________________________________

__________________________________

Initial understanding

Later understanding

Term ______________________________ 4 3 2 1

Description or working definition

______________________________________________________________

_________________________________________________________________

_________________________________________________________________

4 3 2

1

Initial understanding

Use the word Know the word Heard the word Never heard

My Connection: Write or Draw

Later understanding

In how many ways can I use this word?

1. __________________________________

__________________________________

2. __________________________________

__________________________________


SUPPORT CONVERSATIONS WITH DEVELOPING VOCABULARIES

Word Clouds and Wordle59


http://www.wordle.net/

MY FAVORITE WORD: SERENDIPITY

Main Entry: ser·en·dip·i·ty Pronunciation GuidePronunciation: serndipd., -pt, -iFunction: nounInflected Form(s): -esEtymology: Serendip, Serendib, former name for Ceylon (from Arabic Sarandb) + English -ity; from the possession of the gift by the heroes of the Persian fairy tale The Three Princes of Serendip: an assumed gift for finding valuable or agreeable things not sought for

60

Become Word Conscious



SOLVEIGS ORCHARDSISTER BAY, WISCONSIN

61


unorthodox

Behaving or acting in a way that goes against the expected, the standard or the conventional.

“Buddy, can you spare a dime?”

62

Become Word Conscious


PRODUCTIVE THINKING

3-PART ACTIVITY63

Generate a list of as many ideas pertaining toa prompt—no idea is a bad idea

Aim for 12- 15 ideasas students becomemore proficient with theprocess

Keep in mind sometopics may limit orextend the possibilities

Set a time limit forthe thought process—1minute to 1 ½ minutes

Turn to a neighbor& share ideas

Since the goal is 12-15, steal good ideasfrom your partner’s list

Continue tocome up with moreideas, even those thatwere not on the originallists

Set a time limit forthe sharing process: 2 minutes

Designate thespokesperson of thepartner (or threesome)

Each group choosesthrough consensus oneidea to share with theentire class

Shared idea should show the best thinking: uniqueness counts

Continue to stealideas as groups share,always aiming tolengthen the list

In my Head With a Partner Whole Class

Step 2Step 1 Step 3


WHAT ARE YOUR FAVORITE WORDS?

List Your Words Here

When & Why Use PT?

Before Reading

During Reading

After Reading

64



In your classroom, who is in control of choosing the words that go on weekly or biweekly vocabulary lists

66

Fast Mapping (Carey 1978)


Quick method to acquire a sense of meaning

Based on the theory of mutual exclusivity

Extended mapping for more definitive understanding

Occurs over timeRequires extended encounters


Fast Mapping Buoyant

Which one of these two images best

conveys the concept of buoyant?


Fast MappingWhich one of these two images portrays

the concept of buoyant?

WORD WALLS

Collections of words developmentally appropriate for classroom study

Words selected for specific instructional purposes

Collections are cumulative; new words are introduced & familiar words remain for further study

Activities and talk about word walls provide conversational scaffolds that structure the ways that students study, think about, and use words.

Serve as visual scaffolds to temporarily assist students in independent reading & vocabulary development(Brabham, 2001)

69


TIRED WORDS

IDEA

Store synonyms

for “tired

words” in

pockets for

students to use

as they write.

Builds

generative word

knowledge.

70

Tired words want to go to sleep.Let them rest! Don’t make a peep!

Try to use a synonym instead.Let those tired words stay in bed!


EXTENDING WORD WALLS

IDEA

Build word walls

with your

students in all

content areas.

Don’t start the

year with the

word wall in

place, rather add

the words as

they are

encountered,

taught and

practiced.

71


PowerPoint JeopardyRELIGION GOVERNMENT SCIENCE LITERATURE MATH

10 10 10 10 10

20 20 20 20 20

30 30 30 30 30

40 40 40 40 40

50 50 50 50 50

Retrieved from Educational Resources for Teachers

http://www.jmu.edu/madison/teacher/jeopardy/jeopardy.htm 72


Consider your academic areas

Either go to myteachingwiki.com

OR provide me with your email

Working with the template, complete the PowerPoint Jeopardy game grid

Be sure to save on a USB /or send yourself an email copy

73


EXTEND WORD KNOWLEDGE

Prefixes

Suffixes

Affixes

Etymologies

ROOTS AND AFFIXESGrade 6 Grade 7 Grade 8

Part Example Part Example Part Example

ambi- (e.g., ambidextrous, ambivalent)

anti- (e.g., antagonist, antacid)

acid,acri

(e.g., acidic, acrimonious)

arch (e.g., archenemy, archbishop)

astro (e.g., astronomy, astrophysics)

ad- (e.g., addict, advise)

bene (e.g., beneficial, benefactor)

calor (e.g., caloric, scald) anthrop (e.g., anthropoid, anthropology)

bio (e.g., biology, biography)

-cide (e.g., fratricide, suicide)

-ary (e.g., dictionary, dietary)

cycle (e.g., bicycle, cyclone) corp (e.g., corporal, corporation)

aud (e.g., audible, auditory)

de- (e.g., deform, depend) cred (e.g., credibility, incredible)

bin- (e.g., binary, binomial)

di- (e.g., divide, divorce) dorm (e.g., dormitory, dormant)

cata- (e.g., catacombs, catatonic)

duct (e.g., introduction, deduct)

epi (e.g., epicenter, episode)

circ,circum-

(e.g., circumference, circumstance)

(e.g., excel, excite) eu- (e.g., eulogy, eureka)

helio (e.g., heliotherapy, heliotrope)

fore- (e.g., foreword, forewarned)

flex (e.g., flexible, reflex)

hydra,hydro

(e.g., hydrate, hydraulic)

From Illinois Reading Assessment Frameworks. http://www.isbe.net/assessment/pdfs/iaf_reading.pdf

Root words &

Affixes

Grade 6 Grade 7 Grade 8

Part Example Part Example Part Example

-ous (e.g., famous, various)

macro- (e.g., macroeconomics, macrocosm)

-ive (e.g., definitive, derivative)

para- (e.g., paranormal,parameter)

mar,mari

(e.g., marine, mariner) mal- (e.g., malady, malaria)

-ship (e.g., friendship, relationship)

micro- (e.g., microcosm, microphone)

mid- (e.g., midnight, midwife)

super- (e.g., superman,superintendent)

mono- (e.g., monomania, mononucleosis)

-ness (e.g., kindness, lightness)

sym-,syn-, sys

(e.g., symmetry, synonym, system

peri- (e.g., periscope, periodic)

ob- (e.g., obituary, obese)

tempo (e.g., temporal,contemporary)

pseudo- (e.g., pseudonym) omni (e.g., omnipotent, omnipresent)

ultra- (e.g., ultraviolet,ultrasonic)

semi- (e.g., semimonthly,semicircle)

pater,part

(e.g., paternal, patrimony)

vale,vali

(e.g., validity, valor) -ure (e.g., puncture, lecture) spect (e.g., spectacular, inspect)

theo (e.g., theocracy, theology)

under- (e.g., underdone, undermine)

From Illinois Reading Assessment Frameworks. http://www.isbe.net/assessment/pdfs/iaf_reading.pdf

Teaching Affixes

Dis-

To do the opposite or reverse

Not Absence of or contrary to

disqualifydisengaged disaffected


Teaching Affixes


TEACHING ROOT WORDSPort

Passage

Airport Seaport

To carry or bear

People

Deport

Things

Export Import

Ideas

Report

79


Allen, Janet. (2007). Inside Words. Portland, MN: Stenhouse Publishers.

---. (1999). Words, Words, Words. York, MN: Stenhouse Publishers.Beck, Isabel & McKeown, Margaret G. Bringing Words to Life. (2002)

New York: Gilford.Block, Cathy Collins & Mangieri, John. (2006). The Vocabulary

Enriched Classroom. New York: Scholastic.Fisher, Douglas & Frey, Nancy. (2006). Word Wise and Content Rich:

Grades 7 – 12. Portsmouth, NH: Heinwmann Graves, Michael F. The Vocabulary Book: Learning & Instruction.

(2006). New York:NCTEMarzano, Robert J. &Pickering, Debra. (2005). Building Academic

Vocabulary.Alexandria, VA: ASCD.Nagy, William. (1988). Teaching VocabuLary to Improve Reading

Comprehension. NCTE.Pressley, Michael. Reading Instruction that Works. (2006). New York:

Gilford.

Bibliography


Documents

Empower Readers with Vocabulary Skills Presentation by Dea Conrad-Curry Your Partner in Education