week 5 class 2 - vocabulary

Week 5 Class 2

Vocabulary

Digital Natives: A New Language

• http://curriculum.org/secretariat/wordstudy/digital.shtml

• Biemiller, 20044,000 word difference in root vocabulary knowledge by the end of Grade 2 between children in the highest quartile and those in the lowest quartile

Vocabulary Knowledge

• The “Matthew Effect”– Cumulative effect of poor reading and

vocabulary skills– Young children who are poor readers

read less than more able classmates– Therefore exposed to fewer new words– Restricted vocabulary leads to even

poorer reading– Learning in general becomes difficult

Stanovich, 1986

• “Effective vocabulary instruction does not involve assigning words and having students record definitions and then using the word in a sentence.”

• Teaching in Action, Primary-3, p. 15

Vocabulary Instruction

• Enhance learning by using both firsthand experience and print resources

• Promote student interaction• Guide student learning• Take a metacognitive approach to

instruction

Spencer & Guillaume (2006)

Principles of Effective Vocabulary Instruction

Definitions

• What is the difference between poisonous and venomous?

Meaning Prefix Examplesone mono- monologue, monopolyone uni- unique, unicycletwo bi- bicycle, biracialtwo du- dual, duplexthree tri- tripod, trianglefour quad- quadriplegic,

quadranglefive penta- pentathlon, the

Pentagonsix hexa- hexagon, hexagonalseven sept- Septembereight oct- October, octopusnine nov- Novemberten dec- December, decade

Prefixes Signifying Number or Amount

polit

politics

politician

political

cosmopolitan

polit (Greek): “citizen, subject of government”

Word Building Activity

• Select one prefix from the list provided. • Brainstorm as many words as possible

containing this prefix (don’t start with a dictionary!)

• Cover one side of the bag with your words and mount it on the bulletin board

Try to picture this man

The man was about fifty years old. He had long black hair and whiskers. His skin was pale and his clothes were tattered. On the floor beside him lay his hat.

Now try to picture him..

He was most fifty and he looked it. His hair was long and tangled and greasy, and hung down, and you could see his eyes shining through like he was behind vines. It was all black, no gray; so was his long, mixed-up whiskers. There warn’t no color in his face, where his face showed; it was white; not like another man’s white, but a white to make a body sick, a white to make a body’s flesh crawl – a tree-toad white, a fish-belly white. As for his clothes – just rags, that was all. He had one ankle

resting on t-other knee; the boot on that foot was busted, and two of his toes stuck through, and he worked them now and then. His hat was laying on the floor; an old black slouch with the top caved in, like a lid.

The author??

• Mark Twain, Huckleberry Finn, describing Huck’s father Pap

Picture Books for Word Study

IRC Resources for Teaching Parts of Speech, Grammar, Punctuation

• Nelson Word Study – kits grades 4-6• Language Power Now – grades 3-10• Student Writer’s Guide

Sentence Structure

Sentence Structure

• Using the curation skills you developed last year, each person will go online to find at least one solid resource for teaching effective sentence structure

• At your table select the best resource• Use chart paper to describe or illustrate this

teaching idea

Word Study Apps

• Play the following word study apps on an iPad – Bluster– Whirly Word– 7 Little Words

• Be prepared to write a succinct review on Twitter

Reviews on Twitter

• Play the following word study apps: – Bluster; Whirly Word; 7 Little Words

• Send your 3 reviews to @wordstudy. Include the hashtag #wordstudyapps

• Include in 140 characters: – Title of app– What it covers in vocabulary, word building etc.– Approximate grade level– Your evaluation: like it? Why or why not?

Learning Object Assignment

• Due by class time following Reading Week• Upload to Drop Box:– A link to the Learning Object– A Word file of your Teachers Guide (or link to

digital version) – Remember to include an assessment measure for

the Learning Object