english sol institute secondary vocabulary & nonfiction reading workshop sarah crain, literacy...
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English SOL Institute
Secondary Vocabulary &
Nonfiction Reading Workshop
Sarah Crain, Literacy CoachHilary Loftus, Reading SpecialistStafford County Public Schools
Objectives
Participants will be able to: Select and analyze vocabulary using
a variety of strategies Examine common elements of non-
fiction found in text books and primary source documents
Compose a one sentence summary for a paired reading
Vocabulary
Provide students with opportunities to study vocabulary in authentic texts (newspapers, labels, advertisements, etc.) and words from reading material
Studying vocabulary from authentic texts strengthens nonfiction reading skills
VocabularyStudents Scan text for new,
interesting, unfamiliar words
With a partner, try to determine meaning
Be able to explain how you arrived at that meaning
Teachers Scan the text to
anticipate words students will select
Consider: High impact/frequency
words Content specific
vocabulary Any word over three
syllables
Vocabulary
“We have also come to this hallowed spot to remind America of the fierce urgency of now. This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism. Now is the time to make real the promises of democracy. Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood.”
Vocabulary
Divide and conquer: Greek and Latin roots!
According to the Oxford English Dictionary, the English language has over 250,000 distinct words!
Vocabulary
Over 60 percent of all words in the English dictionary are based on Greek or Latin roots.
90 percent of English words with more than two syllables come from Latin and Greek.
Vocabulary
A word can consist of three parts:1. Root: contains the basic meaning of
the word2. Prefix: comes before the word;
provides direction, negates, or intensifies
3. Suffix: comes after the word; usually modifies grammatical function
Vocabulary
Example: segregation1. Root: greg – meaning “gather” or
“flock”2. Prefix: se – meaning “apart”3. Suffix: ion – meaning “act or
process; condition” “The act or process of gathering something apart; separating”
Vocabulary
Model context clues. Give plenty of practice opportunities.
Use acronym SAID Synonym Antonym Inference Definition
Vocabulary
Synonyms, antonyms, and definitions are going to be found in the text near the vocabulary word.
Example:“Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood.”
Vocabulary
Inference requires background knowledge plus the text
Example:“We have come to this hallowed spot to remind America of the fierce urgency of now.”
Vocabulary
Inference requires background knowledge plus the text
Example:“Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice.”
Vocabulary
Connect vocabulary instruction to the text through text-dependent questions.
Example:“Based on the text, what are possible meanings of this word.”
VDOE Resources
VDOE Resources
Nonfiction Reading
Use content text books to create: nonfiction paired passages reading comprehension questions vocabulary questions usage/mechanics questions constructed response questions research connections paired passages
Nonfiction Reading
Text features
Boldface
Italics
Color
Captions
Headings & Subheadings
GraphicsK-12 English SOL Institute
October 2013
Nonfiction Reading
Organizational Patterns
K-12 English SOL InstituteOctober 2013
Pairing Passages
Students should be able to think critically about and make connections across texts from a variety of genres.
Pairing Passages
At your seat:1. Read both text selections2. Organize and record your thinking
in the T chart diagram3. Use a sentence frame to respond to
your assigned question
Theme
The authors of both the “I Have a Dream” speech and the poem, “The Cold Within,” develop a theme throughout their pieces. Using the T-chart below, please list evidence from the text to support your understanding of each theme.
T Chart Example
I Have a Dream The Cold Within
T Chart Example
I Have a Dream The Cold Within
The whirlwinds of revolt, the
tranquilizing drug of gradualism
Blow off steam fierce
urgency
Now be content lift our nation
Rude awakening fatal
Warm threshold Invigorating
Neither rest nor tranquility
Gaining our rightful place
Bleak and bitter cold
dying fire tattered clothes
Couldn’t bring himself to
Keep what he had earned
Face bespoke revenge
Saw one not of his church
Did nought except for gain
Proof of human sin
Died from the cold within
Sentence Frame
The theme of the speech tells us__________________________________ while the poem
________________________________________. Although they are similar in that they both _____________________________________, the speech
___________________________________, whereas the poem
______________________________________________.
Sentence Frame
The theme of the speech tells us that racial injustice can no longer be tolerated and that the “whirlwinds of revolt” are getting so hot that, unless urgently addressed, things will soon be too hot to handle, while the poem illustrates the shame of prejudice and the shame and ultimate death of the soul of a person who refuses to see the humanity in his fellow man . Although they are similar in that they both address the inhumanity of prejudice, the speech uses the symbolism of an impending explosion, whereas the poem uses the imagery of a dying fire.
Contact Information
Sarah Crain Stafford County Public Schoolscrainse@staffordschools.net
Hilary LoftusStafford County Public Schoolsloftushl@staffordschools.net
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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.
Disclaimer
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