the word mapping strategy - fdlrs-sunrise -...
TRANSCRIPT
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The Word
Mapping
StrategyMonica Harris
Jean Schumaker
Don Deshler
2009
Presented by:
Jolene Ahlschwede
Jami Yost
Denise Stevenson
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A Strategy
To Help Students to Predict Meanings2009
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Words Encountered
The average 5th grader encounters
10,000 new words in the school year
2009
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Words Learned per Year
3,000
2009
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To stay at grade level
students must:
• Learn to recognize many thousands of
new words by sight in order to maintain
fluency
• Learn the meaning of thousands of new
words
2009
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Many Students
• Have vocabulary deficits
• Have not acquired or invented strategies
for learning vocabulary
• Need to learn the meaning of large
numbers of words
2009
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Two Types of Vocabulary
Strategies
• Word-specific strategies-
Students learn each word
separately.
• Generative strategies-Students
figure out the meaning of words.
2009
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How does a generative
strategy work?
• Students learn the meaning of high
frequency prefixes, suffixes, and roots
(Latin & Greek).
• They learn the meaning of roots with
large word families.
• They apply these meanings when they
encounter a new word.
2009
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Word Families
• Printed school English through 8th
grade contains around 88,500 distinct
word families
• Example: persecute, persecution, persecuter,
persecuting
2009
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The Word Mapping Strategy
• Is a generative vocabulary strategy that
enables students to figure out the
meaning of new words.
2009
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Purpose of instruction
• To teach students the meaning of
prefixes, suffixes, & roots
• To teach students to use the Word
Mapping Strategy to predict the
meaning of new words
• To enable students to “play” with and
become familiar with word patterns
2009
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Rationales
• Students encounter new words
• In textbooks
• On reading competency tests
• They are expected to know or guess the
meaning of these words
• The strategy enables them to interact
with words in an active way2009
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Word Mapping Strategy
Results
Performance on Vocabulary Tests
73%Correct
Meanings
51%Prediction
After Instruction
5% Correct
Meanings
16%Prediction
Before Instruction
2009
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Parts of Instruction
• Part I: Pretest• Part II: Introducing Morphemes and the Strategy
• Part III: Practicing the Strategy
• Part IV: Posttest
• Part V: Ensuring Students Use the Strategy
2009
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Part I: Pretest
• Administer the Pretest (pp. 118 & 119)
• Score the Pretest using
• Evaluation Guidelines (p. 89)
• Student Response Sample (p. 90 & 91)
• Answer Key (p. 187)
2009
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Pretest
2009
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Progress Chart
2009
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Parts of Instruction
• Part I: Pretest
• Part II: Introducing Morphemes
and the Strategy• Part III: Practicing the Strategy
• Part IV: Posttest
• Part V: Ensuring Students Use the Strategy
2009
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Part II:
Introducing Morphemes & the Strategy
with Four Introductory Lessons
• • Lesson 1: Intro and Prefixes
• • Lesson 2: Suffixes
• • Lesson 3: Word Roots
• • Lesson 4: The Word Mapping Strategy
2009
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Lesson 1: Intro and Prefixes
• Introduce “word parts”
• Define “morphemes”
• Contrast “morphemes with syllables”
• Introduce 3 types of morphemes
• Define “prefix”
• Provide examples of “prefixes”
• Explain compound prefixes
• Conduct practice activities
2009
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Distribute Notes Sheet #1
pg. 121
2009
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What is a Morpheme?
2009
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Syllable
• A part of a word that centers on a vowel
sound.
• It has no meaning.
2009
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Morphemes vs. Syllables
• Unladylike
• Syllables: Un la dy like
• Morphemes: Un lady like
2009
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prediction
pre- dict -ion
2009
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Prefix
• A word part
• Placed at the beginning of a word
• That has meaning, and
• That changes or adds to the meaning of
the word
re cycle
2009
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Compound Prefix
Two or more prefixes at the
beginning of a word.
un re lenting
2009
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Types of practice
with prefixes
• • Guided practice identifying prefixes
(Worksheet #1)
• • Independent practice identifying
prefixes (Worksheets #2, 3, 4)
• • Group oral reading practice
• • Paired oral practice
2009
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Mastery
•Reading 90% of the prefixes aloud
correctly
•Earning a score above 80% on a
worksheet.
2009
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Part II: Introducing Morphemes
and the Strategy
with Four Introductory Lessons
• Lesson 1: Intro and Prefixes
• Lesson 2: Suffixes
• Lesson 3: Word Roots
• Lesson 4: The Word Mapping Strategy
2009
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Mastery
• Reading 90% of the suffixes aloud
correctly
• A score of 80% or above on a
worksheet
2009
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Part II: Introducing Morphemes
and the Strategy
with Four Introductory Lessons
• Lesson 1: Intro and Prefixes
• Lesson 2: Suffixes
• Lesson 3: Word Roots
• Lesson 4: The Word Mapping Strategy
2009
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Mastery
• A score of 80% or above on one
worksheet
2009
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Part II: Introducing Morphemes
and the Strategy
with Four Introductory Lessons
• Lesson 1: Intro and Prefixes
• Lesson 2: Suffixes
• Lesson 3: Word Roots
• Lesson 4: The Word Mapping
Strategy
2009
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Part II, Lesson 4: The Word
Mapping Strategy
• Introduce the Word Map
• Describe and model the Word Mapping Strategy
steps
• Introduce the mnemonic device “MAPS”
• Introduce the Memory Table
• Describe and model how to use the Memory
Table
• Practice Word Mapping & memorizing
morphemes2009
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The Word Map
A visual device that prompts students
through the steps of the Word Mapping
Strategy
2009
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M Step
A Step
P Step
S Step
Word Map
Prediction
Prefix Root Suffix
Meaning Meaning Meaning
Word
Definition
2009
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Word Mapping Strategy
Map the word parts
Attack the meaning of each part
Predict the word’s meaning
See if you’re right!
2009
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Word Map
prediction
pre dict ion
before
M Step
A Step
P Step
S Step
Prediction
Prefix Root Suffix
Meaning Meaning Meaning
Word
Definition
Map the targeted
word by breaking it
down into its word parts
2009
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Word Map
prediction
pre dict ion
before say or speakact, result,
or state of
M Step
A Step
P Step
S Step
Prediction
Prefix Root Suffix
Meaning Meaning Meaning
Word
Definition
Attack the meaning
by translating each
word part into
its meaning.2009
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Word Map
prediction
pre dict ion
before say or speakact, result,
or state of
the act of speaking before
M Step
A Step
P Step
S Step
Prediction
Prefix Root Suffix
Meaning Meaning Meaning
Word
Definition
Predict the meaning
of the word by
putting the word part
meanings together
2009
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Word Map
prediction
pre dict ion
before say or speakact, result,
or state of
the act of speaking before
M Step
A Step
P Step
S Step
Prediction
Prefix Root Suffix
Meaning Meaning Meaning
Word
Definition
something foretold; a prophecy
See if your prediction
is correct by checking
with the dictionary
or someone
2009
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Word Map
prediction
pre dict ion
before say or speakact, result,
or state of
the act of speaking before
M Step
A Step
P Step
S Step
Prediction
Prefix Root Suffix
Meaning Meaning Meaning
Word
Definition
something foretold; a prophecy
2009
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Word Mapping Activity
With your partner, map the following
words:
• Reloaded
• Indescribable
• Unintentional
2009
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The Memory Table
• A memory device used by students to
learn the meaning of morphemes.
2009
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Memory Table
1. Word Part 2. Word-PartMeaning
3. Memory Word 4. Picture
2009
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Example Memory Table
2009
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Memory Table Activity
With your partner, make a Memory Table
for each of the following morphemes:
• anti-
• -ology
• mater
2009
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Mastery
• Completion of Word Maps and Memory
Tables as assigned.
2009
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Parts of Instruction
• Part I: Pretest
• Part II: Introducing Morphemes and the Strategy
• Part III: Practicing the Strategy• Part IV: Posttest
• Part V: Ensuring Students Use the Strategy
2009
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Part III: Practicing the
Strategy
• To teach students the meaning of
frequently used morphemes
• To give the students multiple
opportunities to practice parts of the
strategy
• To give the students multiple
opportunities to practice the whole
strategy
2009
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How?
• Focus on the use of high frequency
prefixes, suffixes, and roots.
• Focus on roots with large word
families.
• Teach students to use the Word
Mapping Strategy, a systematic
approach for predicting word meaning.
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Three Sets of Practice Lessons
(6 in each set)
• Prefix Practice Lessons
• Roots Practice Lessons
• Suffix Practice Lessons
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Targeted Words
(six per lesson)
• Exemplify the targeted morphemes
• Can be used in combination with other
targeted morphemes
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Generic Practice Lesson
Format• Introduce the Word Parts Table
• Conduct the Paragraph Activity
• Conduct the Word-Part Activity
• Discuss “tricksters”
• Conduct the Prediction Activity
• Have the students make Memory Tables
• Conduct the Word Mapping Activity
• Administer the quiz
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Introduce the Word Parts Table
Prefix Meaning Examples
un- not unhappy, unanswered, unhealthy
in-, im-, il-, ir- not indirect, impossible, illegal, irregular
dis- not, apart, away disability, dislocate, discard
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The Tree Activity
• Draw a tree
• Write the word part on the trunk
• Write one meaning of the word
part on each limb
• Ask the students for example
words to be added as branches
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Example Tree with Example Words
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Conduct the Paragraph
Activity
Was having five dogs illegal? Shelly was afraid to ask anyone who
worked for the city, so her question remained unanswered. She’d never
intended on having more than her two cocker spaniels, Lucy and Rufus.
However, a friend with a black labrador retriever hit hard times and had to
move to a small apartment where pets were not allowed. A coworker
found a stray poodle-mix puppy and could not keep it. The owners
weren’t even looking for him! That broke Shelly’s heart. She felt as if he
had been discarded, like trash. The last dog was a small spaniel who had
been a companion to her mother, who had recently passed away. The
dogs all got along well, but they created an unhealthy environment. She
indirectly learned that only three dogs were allowed when the local news
ran a story about a woman with 40 cats. The cats were discovered by
paramedics, who were called by the woman, who had tripped over a cat,
fallen, and dislocated her shoulder.
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Examples: im polite dis belief uno
A B C D
1. inactive illogical disease illiterate
2. irresponsible inhospitable insane disrespect
3. disturb imprint ill unlikable
4. discover insensitive unmovable illegible
Conduct the Word-Part Activity
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Discuss Tricksters
• Tricksters are words that contain an
affix that does not add meaning to the
word.
• Example: “re” in “read”
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Example Table with Tricksters
dis-
apart not Tricksters
dislocate
dissociate
displace
disjunction
dislodge
disown
disorganized
disorder
dislike
disrespect
disc/disk
discus
dish
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Example Table with Tricksters
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Tree with Tricksters
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Conduct the Prediction Activity
1. unanswered – [un- “ ” + answered “responded to”] =
2. unhealthy – [un- “ ” + healthy “free of disease”] =
3. indirect – [in- “ ” + direct “straight forward”] =
4. illegal – [il- “ ” + legal “based on law”] =
5. dislocate – [dis- “ ” + locate “to place”] =
6. discard – [dis- “ ” + card] =
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Have the students make Memory Tables for
the morphemes emphasized in the lesson
1. Word Part 2. Word-Part
Meaning
1. Word Part 2. Word-Part
Meaning
3. Memory Word 4. Picture 3. Memory Word 4. Picture
1. Word Part 2. Word-PartMeaning
1. Word Part 2. Word-PartMeaning
3. Memory Word 4. Picture 3. Memory Word 4. Picture
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Conduct the Word-Mapping
Activity
Three options:
• Assign the words in the lesson
• Assign words derived from the textbook
• Assign a passage to be read and words
within the passage
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Administer the quiz
Require accountability for:
• Learning the meaning of targeted
morphemes
• Learning the meaning of targeted words
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Options for Part III
• Conduct all the activities on one day
• Conduct the activities across the week,
• with the quiz on Friday
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Parts of Instruction• Part I: Pretest
• Part II: Introducing Morphemes and the Strategy
• Part III: Practicing the Strategy
• Part IV: Posttest
• Part V: Ensuring Students Use the Strategy
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Part IV: Posttest
• Administer the Posttest (pp. 183 & 184)
• Score the Posttest using the
• Evaluation Guidelines (p. 89)
• Student Response Sample (p. 90 & 91)
• Answer Key (p. 187)
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Parts of Instruction
• Part I: Pretest
• Part II: Introducing Morphemes and the Strategy
• Part III: Practicing the Strategy
• Part IV: Posttest
• Part V: Ensuring Students Use
the Strategy
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Part V: Ensuring Students Use
the Strategy• Discuss rationales
• Discuss individual effort
• Discuss situations
• Discuss using the strategy without a Word Map
• Make cue cards
• Discuss other cues
• Discuss the tool box analogy
• Discuss the knowledge base analogy
• Give generalization assignments
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Contact Information
2009
Jolene Ahlschwede, HRD Specialist
FDLRS Sunrise/ Bartow Municipal Airport
Rt. E
647-4258
Jami Yost, HRD Specialist
FDLRS Sunrise / Bartow Municipal Airport
Rt. E
647-4258