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Word Analysis Strategies
Helping Students Surmount the Major Obstacles to
Vocabulary Development
Word Parts
Part 1
DO NOW: Match the word with its correct definition. You do not have to copy the words and definitions. _____1. cinemuck a. the actions of two people maneuvering for one
armrest in a movie theater _____2. mittsquinter
b. the small strap that holds an umbrella in place_____3. spirobits
c. the unpopped kernels at the bottom of the bag_____4. umbrace
d. the combination of popcorn, soda, and chocolate which coves _____5. fetchplex the floors of movie theaters
_____6. flopcorn e. the frayed bits of left-behind paper in a spiral notebook
_____7. cubelo f. the one cube left by the person too lazy to refill the ice tray _____8. conagraphs g. the position of one’s head while biting into a taco
_____9. tacoangle h. a ballplayer who looks into his glove after missing the ball _____10. elbonics i. state of confusion in a dog whose owner has faked throwing a ball and has it hidden behind his back
j. the raised relief squares on an ice cream cone
How were you able to match the words with
the correct definitions since they are not real words? Support your responses with specific examples
from the Do Now
Debrief
Creating a “Sniglet”
SNACKMOSPHERE
1. With your partner, make up a “Sniglet” of
your own.2. Join another pair to see if they are able to
figure out the definition of your “Sniglet.”3. Share your “Sniglets” with the class.
Your Turn
I will learn to use word parts as a tool to
determine the meanings of words I don’t know. It is important for me to be able to do this
because using word parts to determine the meanings of words I don’t know will increase my vocabulary and improve my reading comprehension.
I will show that I can do this by predicting the meaning of vocabulary words in “Planning Ahead” and then by reading the excerpt and using context clues to confirm or revise my prediction.
Learning Target
Name__________________________________________________________________________Date_____/_____/_____Core_____
CONTEXTUAL REDEFINITON
Work with your group to make predictions for definitions of each of the following words. The words included here are found in “Planning Ahead.”
Word Word Parts That Might Help Me Figure Out the
Definition
Predicted Definition Definition Based on Context
Context Clues Used A Synonym I Might Use to Replace this
Word
reiterated
mundane
Creama Catalana
garlands
infuriatedly
“re” means to do again“ed” is to indicate past tense“iterate” means to say or do again and again
To have said again
Context Clues
Part 2
Read “Test Day” and fill in the blanks with
appropriate words.
Do Now
Test Day
Gwendolyn and Sharrie were about to take the _____ test of their lives. It was a long _____ test and they had to be able to divide a 4 digit by 1 digit number. _____ of them had been working hard on this skill. Gwendolyn was _____ in Math and Sharrie was _____ at reading and writing skills.
How were you able to fill in the correct word
without a word bank? Support your response with examples from the
passage.
Debrief
I will use context clues as a tool to determine the
meanings of words I don’t know. It is important for me to be able to do this
because using context clues to determine the meanings of words I don’t know will increase my vocabulary and improve my reading comprehension.
I will show that I can do this by reading “Planning Ahead” and using context clues to confirm or revise my predictions. I will also identify the type of context clue I used.
Learning Target
In groups, match the types of context clues to
their corresponding examples.
Context Clues Sort
CONTEXT CLUES SORT
Directions: Read each sentence in the Example column. Decide on the type of context clue that is used and write the answer in the Answer column.
TYPE OF CLUE ANSWER EXAMPLE ANTONYM RESTATEMENT/ SYNONYM DEFINITION INFERENCE/GENERAL CONTEXT CLUES COMPARISON/ CONTRAST SUMMARY SITUATION or MOOD FIGURES OF SPEECH/ FAMILIAR EXPRESSIONS
The crewman was told to move to starboard, or the right side of the boat.
He used a ladle, similar to a large spoon.
Pat made his bed, he cut the grass, and he washed the car. Pat was very industrious this morning.
The day did not look good. The weather was bad, the car was not running properly, and some of the team was ill. The coach felt dejected.
They are inseparable, like two peas in a pod.
Jack is interested in horticulture, especially in how to grow oversized vegetables.
He should have hurtled ahead, but instead he strolled along.
The aging house stood isolated and decrepit. The roof sagged and most of the windows were broken. For years no living thing had entered the front door.
DEFINITION The crewman was told to move to starboard, or the right side of the boat.
COMPARISON/CONTRAST He used a ladle, similar to a large spoon.
SUMMARY Pat made his bed, he cut the grass, and he washed the car. Pat was very industrious this morning.
SITUATION or MOOD The day did not look good. The weather was bad, the car was not running properly, and some of the team was ill. The coach felt dejected.
Share your sorts with the class and provide
reasons to support your pairings.
Debrief
Name__________________________________________________________________________Date_____/_____/_____Core_____
CONTEXTUAL REDEFINITON
Work with your group to make predictions for definitions of each of the following words. The words included here are found in “Planning Ahead.”
Word Word Parts That Might Help Me Figure Out the
Definition
Predicted Definition Definition Based on Context
Context Clues Used A Synonym I Might Use to Replace this
Word
reiterated
mundane
Creama Catalana
garlands
infuriatedly
“re” means to do again“ed” is to indicate past tense“iterate” means to say or do
To have said again
Read the first three paragraphs of “Planning Ahead
.” While you are reading, use your context clues to
figure out the definitions for the first two words on your graphic organizer.
Highlight the context clues that you used and make a note in the margin as to which type of context clue was used.
Complete columns three and four on the graphic organizer.
Discuss responses with a partner.
“Planning Ahead”
It was late when Marco finally got to the store. He'd been planning this surprise party for weeks, but somehow time was running out! "I can handle it all by myself," he'd told his mom when he first suggested a surprise party for his cousin's birthday. "I mean, how hard it is to throw a party?"
"It can be very time-consuming. There's a lot to do," replied his mom. But Marco reiterated, "I can handle it all myself!"
Marco did all the mundane, tedious things first, like making a list of who to invite, buying the invitations, and addressing and mailing them out. He found it somewhat irritating when people called to RSVP right in the middle of his favorite TV show, but he thanked them and checked their names on the list so he'd know who would and wouldn't be attending the party.
Share your definitions based on context and
identify the context clues you used.
Debrief
Directions: After reading “In Sight,” circle the
letter of the correct answer.
Exit Slip
Synonyms, Antonyms, and Connotations
Part 3
Do Now(distribute index cards as students
arrive) Use the dictionary from your
handheld device to complete the denotation section of the Connotation Graphic Organizer.
Explain the connotation of the word and mark it as positive or negative.
Find the student who has a word with a similar denotation but a different connotation.
Compare graphic organizers.
Connotation Word Pairs
CLEVER THIN PROBLEM SELF-CONFIDENT INQUISITIVE RELAXED ASSERTIVE INEXPENSIVE CAREER ELDERLY CHEF GIGGLE SMILE
SLY SCRAWNY DISASTER CONCEITED NOSY LAZY PUSHY CHEAP JOB OLD COOK CACKLE SMIRK
SMILE SMIRK
Share the words you matched and explain
why.
Debrief
I will learn to use synonyms and antonyms as
a tool to determine the meanings of words I don’t know and to recognize that synonyms may have connotations.
It is important for me to be able to do this because the connotation of a word impacts the meaning of the text.
I will show that I can do this by identifying synonyms with appropriate connotations for selected words in “Planning Ahead.”
Learning Target
Using the lyrics from the video, highlight
words with negative connotations one color and words with positive connotations another color.
Students will discuss their highlighting with a partner and why they classified them as having either a positive or a negative connotation.
Volunteers will explain their highlighting choices.
Identifying Positive and Negative Connotations
Name__________________________________________________________________________Date_____/_____/_____Core_____
CONTEXTUAL REDEFINITON
Work with your group to make predictions for definitions of each of the following words. The words included here are found in “Planning Ahead.”
Word Word Parts That Might Help Me Figure Out the
Definition
Predicted Definition Definition Based on Context
Context Clues Used A Synonym I Might Use to Replace this
Word
reiterated
mundane
Creama Catalana
garlands
infuriatedly
“re” means to do again“ed” is to indicate past tense“iterate” means to say or do
To have said again
Multiple Choice Practice
In paragraph _____, the word _____ means– Which word from the story comes from the root
that means “_____”? TEI Practice
Which two words are synonyms for _____ in this sentence from paragraph ____?
In these sentences from paragraph _____, which three words have the most positive connotation?
Which meaning of _____ is used in paragraph _____?
Culminating Assessment
Disclaimer• Reference within this presentation to
any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.
