Word ConsciousnessChapter 13

By Ellie Peterson

“Student who have developed word consciousness use words skillfully; they

appreciate the subtleties of word meaning. More than that, word-conscious students are

curious about language, like to play with words and enjoy investigating the origins and

histories of words.”

-Scott and Nagy (2004) p. 570

Adept diction: the skillful use of words in speech and writing.

In a classroom rich with adept diction:Teachers can model skillful languageLiterature can offer skillful dictionWriting conferences can urge students to

experiment with word choice

WHAT:Fostering Word Consciousness

“The teacher who is alert to opportunities for using sophisticated, interesting, and precise language is probably the most important element in a word-rich environment.”

-Beck et. Al (2002)

In a successful vocabulary program: Words do not appear as part of a classroom exercise and then drop from sight.

INSTEAD:

Teachers foster connection between words in the classroom and words in the outside world.

One cool idea! --Word Wizard Chart p. 572

WHATFostering Word Consciousness cont’d.

Alerting students to categorization of language contributes to adept diction:

Making them aware of:• Synonyms• Denotations• Connotations• Antonyms• Homographs• Similes and Metaphors• Idioms

**Knowledge of these terms contributes to a student’s access to figurative language.

WHAT

“Word play is sporting with the medium as medium…It plays on the sense and imagery to

create the humor and nonsense of unusual connections.”

-Moffett&Wagner, 1992

Word Play: “a playful attitude toward words in particular and language in general” (Graves 2000)

Categories of Word PlayExpressions:1. Proverbs:

“Out of sight out of mind”

2. Slang:“junk food”

Word Games:1. Hinks pinks:

“Angry father: Mad dad”2. Puns:

“Time flies like a bird”3. Riddles:

“How can you make a baby buggy?” –Tickle his toes!

4. Tongue Twisters:“She sells sea shells by the seashore”

Categories of Word Play Cont’d

Names:1. Eponyms: words derived

from names“watt” –after James Watt

2. Toponyms: words derived from a place“sardines” –after the island of Sardinia

Word Formations:1. Acronyms:

“ZIP” –Zone Improvement Plan2. Portmanteaus:

motel= motor + hotel

Word Manipulations:1. Anagrams: rearranging the

letters of another wordread = dear

2. Palindromes: same forward and backwardmom, radar

Word consciousness can also be fostered by studying

the origin of words.

Words in English come from:1. Anglo Saxon: short everyday words2. Latin: longer words in literature and textbooks3. Greek: specialized words in science and tech.

Word Histories and Origins

Because….

“Word Consciousness is crucial to learners’ success in expanding the breadth and depth of students’ word knowledge over the course of their lifetimes.” (Graves and Watts-Taffe, 2002)

“Children learn best when they have strong personal interest and are actively and interactively involved with learning…”(Johnson, Johnson,& Schlichting, 2004)

WHY?

An extensive explanation of lessons listed below is available on pgs. 580-606________________________1. Animal Idioms2. Latin and Greek Number Words3. Antonym Scales4. Web Word Web5. Five-senses Simile Web6. Poetry as Word Play7. Vocabulary Hotshot Notebook

HOW: GREAT LESSON IDEAS!

Blachowicz and Fisher (2002) found that students struggling with reading “almost universally” had not played word games either at home or at school, and that “When we invited them to do so, they often became animated and motivated learners.”