Embed Size (px)
Citation preview
November 3, 2010
WORD ANALYSISIN CONTENT AREAS
What is Word Analysis?
The identification and/or decoding of a word the reader does not immediately recognize.
This can include:DecodingSpelling patternsPrevious vocabulary knowledgeGreek and Latin root words as well as prefixes and
suffixes
This does not include:Copying the definition from the glossary or the
dictionaryRote memorizationLearning words out of context
Word Analysis
Why do we need to focus on Word Analysis?
Across the State of Florida, students are scoring low in Word Analysis in the FAIR at all grade levels.
FAIR has proven to be a strong predictor of FCAT success so we must focus on the instructional implications of this assessment.
Word Analysis
In order for students to experience success in understanding specific content areas, some words must be explicitly and intentionally taught.
Research indicates that good instructional practices, driven by data on levels of word knowledge include
Developing word conscious classroomsExplicit teaching of selected content-
specific wordsDirect teaching of useful strategies that
enable students to independently learn new words (context clues, analyze structure and morphology, and consult a variety of references)
Lehr et al; Moore et al, 2003
Word Analysis
That’s the formal “why” – Here’s the practical “why.”
Activity:Turn to your shoulder partner and determine:
How to pronounce each wordThe meaning of each word
Word Analysis
Word Pronunciation Meaning
Frenemy
Gaggle
Sonorous
Why did we conduct this activity?
When does our need for word analysis skills end?
What implications does this have for your instructional practices?
Word Analysis
What does Word Analysis look like in my content area?
Word Analysis
The Frayer Model is a graphic organizer used
for word analysis and vocabulary building. This
four-square model prompts students to think
about and describe the meaning of a word or
concept by . . .
Defining the term,
Describing its essential characteristics,
Providing examples of the idea, and
Offering non-examples of the idea.
Frayer Model
The Frayer Model stresses understanding words within the larger context of a reading selection by requiring students,
to analyze the items (definition and characteristics) and,
to synthesize/apply this information by thinking of examples and non-examples.
TSR, p. 124
Frayer Model (continued)
DefinitionAn equation is a mathematical statement that shows that two expressions are equal. Facts/Characteristics
- always has exactly one equal sign- the left side is equivalent to the right side- some equations have 0, 1, 2 or more solutions- some equations contain only numbers
Examples3x – 2 = 4x + 7 (linear equation)ab = ba (an identity)F = 1.8C + 32 (a formula)5 + 6 = 11 (a number statement)P = 2l + 2w (a formula)
Non-examples2x + 3y
(expression)3 (number)perimeter
(word)x < y
(inequality)= 4.2 (has no
left side)
Equation
Definition (in
your own
words)
Facts/Characteristics
Examples Non-examples
Distribute
In your content area groups, complete this graphic organizer.
Choose one person to share from each content area group.
What did you notice about the word?
Why would it be important to teach this word in each content area?
Why would it be important to teach this word in all contexts in each content area?
What implications does the example of this word have on your instruction for ESOL and ESE students?
What does Word Analysis look like in my content area?
Students often have a narrow conception of what the meaning of a word encompasses. Student definitions tend to be simplistic, imprecise statements lacking in elaboration and personal comment.
Concept of Definition Maps encourages students to develop a broader definition – one that explores the qualities and components of a definition.
CRISS, p. 197
Concept of Definition Maps
Bill of Rights
Constitutional Amendment
What is it?
What is it like?
(Properties)
Comparison
What are some examples? (Illustrations)
Amendment 16 Income Tax
First 10 amendments
Protects individual rights
Added in 1791
Freedom of religion, press, speech, etc…
Right to bear arms
Right to a trial by jury
In your content area groups, choose a concept word that students have difficulty learning or applying.
Fill out the chart on the following slide.
Concept of Definition Maps…
What is it?
What is it like?
(Properties)
Comparison
What are some examples? (Illustrations)
Choose one person to share from each content area group.
What did you notice about the concept word?
How many words are important enough to receive this amount of instructional time?
How many concept words do you teach in each unit?
What implications does this example have for your instruction?
What does Word Analysis look like in my content area?
Skilled reading depends on knowing words, but also on dealing effectively with new words.
One independent word learning strategy is knowing word stems or morphemes (the smallest units of meaning).
Morphemes can stand on their own or be a part of a word (prefixes, roots, suffixes). Affixes (prefixes and suffixes) modify the meaning of morphemes.
Word Stems
20 common prefixes account for 97% of the prefix words in printed school English, while the most common four account for 58% of all prefixed words!
Suffixes are less stable, so less instructional time should be devoted to them than roots or prefixes.
Word Webs can help students see connections across multiple words.
FCRR, 2010
Word Stems
Word Webs
Tractpull, draw,
drag
subtract
retract
abstract
attract
tractor
contract
detract
distract
Other words include:• Retract• Extract• Protract• Detract• Contracti
on• Attractive• Traction• Tractable
In your content area groups, fill in the following Word Web.
Son sound, noise
Word Webs
Son sound, noise
sonic dissonance
unisonresonate
assonance
sonar
consonance
sonnet
Other words include:• Resound• Person• Sonata• Sonorou
s• Parson
Choose one person to share from each content area group.
What did you notice about the word web?
How many roots and/or affixes are important enough to receive this amount of instructional time? (This can be different in each content area.)
How many root words and affixes do you teach in each unit?
What implications does this example have for your instruction?
What does Word Analysis look like in my content area?
How can we use Word Walls to support vocabulary growth?
3 Groups: Group 1: I have never heard of Word Walls
being used in my content area or I’ve never used them.
Group 2: I have tried Word Walls, but still have questions.
Group 3: I use Word Walls.
Word Walls
Group 1: Read the handout about the benefits of using Word Walls in your content area. Then determine how you will put them up in your classroom and what words you will focus on in your content area.
Group 2: Determine what words you will put on your Word Walls . Find two activities to use with your Word Walls.
Group 3: Since you already have Word Walls, use the reference guide to help you find 3-4 new activities to use .
Word Walls
3-2-1
3. List three reasons to teach word analysis in your content area.
2. List two word analysis strategies.
1. List one activity to use with word walls.
Word Analysis
We never outgrow our need for word analysis skills or our need to learn new vocabulary. A key difference between people who will be fluent readers and those who will struggle with reading throughout their lives is the ability to successfully encounter new words and to increase their vocabulary.
Torgesen, 2000
Word Analysis
