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Words: Vocabulary Workshop

Words, Words, WordsJanet Allen

© Mary BarrettMayo High School1420 SE 11th Ave.

Rochester, MN [email protected]

These materials may be duplicated for non-profit, educational use.

Text notes from Janet Allen’s Words, Words, Words 1Stenhouse Publishers ISBN 1-57110-085-7 © 1999

mailto:[email protected]

Using Prefixes, Roots, and Suffixes

Description: Can you figure out what this word means?

pneumoultramicroscopicsilicovolcanoconiosis

If you use your knowledge of prefixes and suffixes, you could break it down into the following parts:

pneumo (air, wind)ultra (beyond the normal)micro (small)scopic (to see)silico (hard stone)volcano (fire)coni (dust)osis (disease)

You read Latin from right to left, so literally this word means the dust from burning a hard stone and that is too small to see in the air.

This is the longest word in the dictionary, and it is a term for black lung disease. (Miners breathed in a very fine coal dust that coated their lungs and made it difficult for the miners to breathe. Many coal miners died of black lung disease.)

Not only could you figure out this word if you had some knowledge of Greek and Latin prefixes, roots, and suffixes, you could also pronounce it! A college dictionary will give you the etymology of the word, including its roots and their meanings.


Why 99% Accuracy?

The man leaned against the current as he waded, waist-deep, upstream. His

hands steadied either end of the FURNWUNCH balanced across his shoulders.

He had moved about 90 yards from the DNUP where he had entered the stream. A

few yards ahead, a part of the wooded bank had been replaced by an ACNRID

FRUD. He came abreast of it, and with effort, pressed the FURNWUNCH up and

over his head, and then set it on top of the FRUD. He placed his hands on his hips,

pulled his elbows back, and arched his back in an attempt to stretch out muscles

that were knotted from long exertion.

He relaxed somewhat and began a visual inspection of the FRUD. He

moved closer to it and reached under the water to explore its surface. Moving

slowly, he started the search from the downstream end. At about the RONDTIP

he stopped and probed one area intently. Satisfied that he had located a

GRUNDLE, he continued to the upstream end. There was only one GRUNDLE

to contend with. He retrieved the FURNWUNCH and cradled the heavy

implement as he made his way back to the RONDTIP. He gingerly lowered the

FURNWUNCH, holding it perpendicular to the FRUD. When it reached the

GRUNDLE, he slid it in its full length. He held it in place with one hand and

turned the expansion lock handle until the instrument was seated tightly in place.

His mission accomplished, he was clearly relieved. He waded easily downstream

to the DNUP.

From: Harris, C. H. Curriculum Based Assessment: A Primer297 Words/ 6.4 GE Flesch-Kincaid

Why 99% accuracy? This passage has 16 occurrences of six unknown words, or 93% known words, making it impossible to comprehend. Pre-teach vocabulary words that are essential to comprehension before students read!


Words, Words, Words – By Janet AllenTeaching Vocabulary in Grades 4-12

Text Notes

“The amount of time spent reading is the best predictor of vocabulary growth.”

Janet Allen Words, Words, Words(Based on research from Anderson and Nagy 1991; Baumann and Kameenui 1991)

**And this means fiction and nonfiction! Mary Barrett

Stages of vocabulary knowledge: 1. First Exposure = partially known2. Repeated Exposures = understanding3. Literacy Maturity = concept fleshed out

3 Approaches to Vocabulary Instruction:1. Incidental2. Mediated support3. Direct Instruction

Vocabulary vs. ConceptTeaching vocabulary is teaching new labels for familiar concepts.

Ex. Knowledge of Fair/Unfair can lead to understanding of the vocabulary terms bias, discrimination, stereotyping.

Teaching a new concept requires more time.Ex. The concept Faithfulness would require several reading,

writing, thinking, and exploring activities. Once the concept is in place, students can generalize to loyalty, steadfastness, and commitment as vocabulary terms.

Concept instruction has the most lasting effect.

5 Reasons Supporting Direct Instruction of Vocabulary1. Increase reading comprehension2. Develop knowledge of new concepts3. Improve range and specificity in writing4. Help student communicate more

effectively


5. Develop deeper understanding of words and concepts of which students are only partially aware

3 Key Characteristics of Good Vocabulary Instruction1. Integration

Vocabulary instruction is part of your everyday lesson, not an add-on that separates the vocabulary from the text.

2. RepetitionStudents need to have multiple encounters with a word before it enters their speaking, listening, and writing vocabulary. Students need to see the words in varied contexts.

3. Meaningful UseMultiple and meaningful exposures to words might occur when the teacher

describes words; supports words with visuals; connects words to students’ lives; extends words with anecdotes; makes associations; gives definitions; compares and contrasts; questions; charts characteristics; rephrases sentences; analyzes word structure; provides tactile examples; and/or gives examples of correct and incorrect usage.

DO NOT simply give students word lists and tell them to look up words in the dictionary. Definitions may not have enough information, may not make sense if applied literally, or may be inappropriate for idiomatic usage.


2 TYPES OF CONTEXT1. Semantic/Syntactic

cause/effect compare/contrast sequence examples (“such as”) direct explanation (“in other words” sentence structure

2. Typographical charts pictures glossary words parenthetical definitions text features (bold, italics, etc.)

BRING VOCABULARY TO A CONSCIOUS LEVEL Model using context to figure out meanings. Demonstrate how to use dictionaries, thesauruses, and other resources. Highlight the importance of specialized vocabulary. Connect individual words to a larger concept. Show why some words require deeper understanding than other words. Create visuals, webs, or organizers to develop memory links for words. Extend student knowledge by pointing out multiple meanings of words. Show students how you learn incidental words. Help students discriminate between common knowledge and specialized

vocabulary.

Reading fiction and nonfiction takes different skills and strategies. Tailor your strategies to the content of the text.


POSSIBLE STRATEGIES#1 Access Prior Knowledge

LIST – GROUP – LABEL1. List all the words you can think of related to .

(the major concept that you are introducing)2. Group the words that you have listed by looking for words that have something in

common.3. Once the words are grouped, decide on a label for each group.

WORDSTORMING1. Write down all the words students can think of related to a given concept, theme, or

target word.2. When students have exhausted their contributions, help them add to their individual lists

by giving some specific directions:a. Can you think of words that describe someone without ? b. Can you think of words that would show what someone might see, hear, feel,

touch, smell in a situation filled with ?c. What are other words made from this root word?

3. Ask the students to group and label their words.4. Introduce any words you think should be included and ask students to put them in the

correct group.

PRIOR KNOWLEDGE ASSESSMENT1. Choose words that you know may present difficulty in the text.2. Copy the word and its sentence onto an overhead.3. Read the sentence, containing the word in context, aloud to students.4. Give the students a KWL-style form to assess what they already know about the word.

Students will record the word in the appropriate column as the teacher reads each sentence. (See p. 10)

5. Words that most students place in the first two columns will need to be explicitly taught; words in the second two columns may be addressed in context.

Here is a sample of what the form’s columns might be:


Geometry: Word Sort

Try to find the 4 headings among the words in the following list. One of the columns contains two sub-headings under it. Then sort the words into columns that fit the headings.

Parts of Shapes length Solid Figures similar diagonalsMeasures edges rhombus intersecting bisectorRelations triangle perpendicular angles adjacentShapes pyramid Plane Figures congruent rayspoints volume radius opposite symmetryvertices perimeter circle cylinder cubeparallel square circumference points sphereparallelogram hexagon prism square cone


Totally newHeard before but

unsure of meaning Know one definitionKnow several ways to

the use word


#2 MAKE WORD LEARNING MEANINGFUL

Concept AttainmentConcept

Characteristics

Non-examples

Definition of Concept

Examples

Words that Connect

EXAMPLE: Concept AttainmentConcept Direct vocabulary instructionCharacteristics multiple exposures/

multiple strategies new concept

integrate into lesson meaningful use

Non-examples generate word lists look up words in dictionary and copy definition

Definition of Concept

Good vocabulary instruction is based on integration into a lesson, learning the word in context, and meaningful exposures to the word multiple times.

Examples Metacognition about Context Clues Analyzing prefixes, roots, and suffixes Presenting words in sentences from text

Words that Connect

Strategic Instruction Scaffolding multiple experiences with increasing

student accountability Word Diary

CONCEPT LADDERText notes from Janet Allen’s Words, Words, Words 12Stenhouse Publishers ISBN 1-57110-085-7 © 1999

Concept:

What does it look like?

What is it used for?

What are its parts?

What is it made of?

What did it replace or what has replaced it?

It is a kind of

It might also be called


MAKING CONNECTIONS

Connected Concept/Example


CONCEPT



EXAMPLE: Making Connections

Conductor/Orchestra

Manager/Retail Store

Teacher/Classroom

Coach/Sports Team

Leader/Youth Group


KNOWLEDGE CHARTLee Corey

Word/Concept:

Prior Knowledge about New Knowledge about


COMPARE/CONTRAST

Word:

Definition:

Compare to: Contrast With:

Examples:

EXAMPLE: Compare/Contrast

Word: Democracy

Definition: Form of government in which all people of voting age in the country have an equal voice in how decisions are made and how laws are determined.

Compare to: Contrast with:

family meeting Monarchy

co-operative groups Communism

food co-op Socialism

Examples: ancient Greece

United States of America (representative democracy)


ROOTS AND CONTEXT

Target Word in Context:

Word part(s) I recognize: Meaning(s) of word part(s):

Other words I know with the word part(s):

Definition by analysis:

Target Word in Context:

Word part(s) I recognize: Meaning(s) of word part(s):

Other words I know with the word part(s):

Definition by analysis:


DIRECT INSTRUCTION WITH CONTEXTAdams and Cerqui (1989)

Sentence that uses the target word in context:

is not: New Word is:

is not: is:

is not: is:

Example: Example: Example:

EXAMPLE: Direct Instruction with Context

Sentence that uses the target word in context:

The whole situation when the principal accused the student of theft was PREPOSTEROUS since it was obvious that the student was incapable of stealing anything.

is not: realisticNew Word:

Preposterous

is: crazy

is not: serious is: ridiculous

is not: defensible is: silly

Ex.: Dennis Rodman Ex: “Can we have more homework?”

Ex: I just love being tired and hungry!


SENSORY LANGUAGE CHART

Word/Phrase in context:

What does the word make you:

See?

Hear?

Smell?

Feel/Touch?

Taste?

EXAMPLE: Sensory Language Chart

Word/Phrase in context: “She frowned so hard her face could not unfrown itself.”

What does the word make you:

SEE crabby, angry woman wrinkles wild hair

pursed lips hands on hips pointing finger

HEAR Grrrrr yelling “You did WHAT?!?!”

SMELL fear

FEEL/TOUCH wall behind my back angry breath on my face

TASTE anger


UNDERSTAND WORDS AS CHARACTER TRAITS

Text Title/Author:Trait Character Character Character Character

1

2

3

4

5

6

7

8

EXAMPLE: Understanding Words as Character Traits

Text Title/Author: To Kill a Mockingbird by Harper Lee

TRAIT Scout Atticus Jem Boo Radley1 honest

2 reliable

3 mysterious

4 noble

5 selfless

6 stern

7 imaginative

8 optimistic


#3 MAKE WORD LEARNING FUN

WORD WALLSJ. Green

The most important thing about a word wall seems to be to keep the walls accessible and organized!

1. Cut out the letters of the alphabet to head columns of words. You can also create word walls by using themes or concepts.

2. Separate columns with narrow strips of construction paper on which students can write words.

3. Put new vocabulary on the wall (initially by the teacher, ultimately by the students).

4. Change the words on the wall as you enter a new unit or topic. You may want to archive the words for future reference.

Encourage student use of the word wall.o Require word use in student writing.o Give extra credit for student use of words in writing.o Play a game with a Nerf ball in which the person throwing the ball has

to ask a question about words (What two words describe ?) The person catching the ball has to answer the question and then generate the next question or task as s/he throws the Nerf ball.

o Have “Word Bees” with meanings or synonyms or antonyms.o I have used word walls with homophones, giving each class one

section of the bulletin board and making the gathering into a contest.


The Civil War and Reconstruction

Slavery abolition Freedman’s

Bureau Black Codes suffrage

Economics plantation boycott scalawags carptebagge

rs sharecroppe

rs

Politics Lincoln impeach radical

republicans

WORD JARSAllen and Gonzalez 1998

The purpose here is to get students to pay attention to words that they have read, seen, or heard.

1. On slips of paper, students write down a word and indicate where they read/saw/heard the word.

2. The slips of paper go into a large jar (such as a pickle jar from the cafeteria.3. Each day, the teacher pulls a word or two from the word jar.4. The class discusses the meaning of the word and how it was used.

Variation: Create several word jars that represent categories from a novel or

poem, historical era, math concept, etc. Collect words in each category. Put the words into categories on the Word Wall when it is time to

discuss them. Have students use the words in writing about the topic.

LA Ex: Words that describe a character Soc. St. Ex: Words related to war Words that expressed a character’s emotions Words related to peaceWords that describe the setting Words related to battlesWords that evoke sensory images Words related to soldiersWords that represent themes in the novel or poem Words related to weapons


EXAMPLE: Word JarGeometry Words


diagonalsverticesedgeslines

pointsrays

angles

lengthperimetervolume

circumferenceradiusarea

Plane Figures-triangle-square-circle-hexagon-parallelogram-rhombus

Solid Figures-sphere-cube-prism-cone-cylinder-pyramid

parallelperpendicular

adjacentopposite

symmetryintersectingcongruentbisectorsimilar

Parts ofShapes

Measures

Shapes

Relations

CREATING SLANG DICTIONARIESMargaret Meek 1988

“Slang is language that rolls up its sleeves, spits on its hands, and gets to work.” Carl Sandburg

This strategy can be used in two ways. First of all, it allows students to bring their own language into the classroom, empowering them as sophisticated users of vocabulary. Secondly it allows the teacher to focus on formal language and discuss the times and places where slang and formal language are appropriate.

Here is how it works:1. Write the slang word.2. Write the definition for the slang word.3. Use the slang word in a sentence.4. Write a formal language synonym for the word.5. Give the history of the slang (if applicable).

Slang Word

Definition:

Sentence:

Formal Language Synonym

Word History

EXAMPLE: Slang DictionarySlang Word Flapper

Definition: A young woman in the 1920s who wore short skirts, wore make-up, cut her hair, and defied society’s rules.

Sentence With short hair and a short skirt, with turned-down hose and powdered knees – the flapper must have seemed to her mother (the gentle Gibson girl) like a rebel.

Formal Language Synonym

brazen hussy flirt

rebel

Word HistoryFLAP – slang for a “loose or flighty girl”Flapper – British slang for a “very young female prostitute”


Semantic Map for Plane FiguresConcept Vocabulary

McRel Teaching Reading in Mathematics 2nd Edition ©2002 (page 20) 25

Plane Figures

Point Line

Segment Ray

Angle

AcuteObtuseRight

Polygons

Convex

TriangleRegular n-gon

Concave

Other

CircleEllipse

Concept for Plane Figures:

Word Diary Name Hour Dates: to

Date Unfamiliar Word Context: Sentence in which you found the word Guess

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

Your grade depends on the following: 1) The word is spelled correctly; 2) the word is used in the sentence in which you found it; 3) the word is highlighted or underlined within the sentence; 4) your handwriting is legible; and 5) your guess makes sense when it is substituted for the new word in the context of the sentence.

Your Word Diary is due after each 10 diary entries. Thanks! Due Date:

Words Vocabulary Workshop 27

Words Vocabulary Workshops 28

scrib, scripto write

prescription

describe

scrip

script

prescribe

description

inscription

scribble

subscription

inscribe

superscriptsubscript

subscribe

scribe


arch, archae, archefirst, chief, ruler, ancient, primitive

Archenemy

Patriarchy Archive

Monarchy Oligarchy

ArchangelArchaic

Archeologist

Anarchy

Matriarchy

Archetype

Architect

Archdeacon

Archrival

VOCABULARY FRAMES

Vocabulary frames are a flash card method of learning new vocabulary. You DO NOT use vocabulary frames for every vocabulary word you encounter. Some words are explanations of a totally new concept; you put those words on a vocabulary frame flash card.

Top Right Corner: Write the word's definition.

Top Left Corner: Write the word's opposite and cross it out.

Lower Left Corner: Write a silly sentence that uses the definition of the word.

Lower Right Corner: Draw a graphic to help you visualize the concept.

In the Center: Isolate any prefixes.Isolate the root.Note the meaning of the root.Isolate any suffixes.Label the part of speech in parenthesis.


Look Backwards look forward,foretelling

PRE DICT IONspeak

(noun)

Dictator Napoleonlooked ahead bygazing into a crystalball.

Front of Card

Back of Card


Obtuse a triangle that has threetriangle sides of equal length

If you combine four trianglesthat have sides of equal lengths,you will get a square!

4” 4”

4”

equilateral triangle

Word Games in the Classroom1

BalderdashProduced by Gameworks Creations, Inc. through Western Publishing Company, Inc., Racine, WI 53404. distributed by Games Gang Ltd., New York, NY 10010

Played like the parlor game dictionary. Players create phoney but believable definitions for given words and earn points for selecting the correct definition or if their “bluff” definition is selected. Great for assessing suffix, prefix, and root word knowledge.

Bingo Bingo is one of the most popular of all games. It can be used on a regular basis to reinforce both sight-word identification and phonic analysis. Bingo can also be used to reinforce the specialized vocabulary contained in the various content fields. It is a very relaxing, "fun" activity for students and gives them a change of pace.

BoggleProduced by Parker Brothers, P.O. Box 1012, Beverly, MA 01915

The “three-minute word game” in which players decipher words from a sixteen-letter cube tray, spelling any word diagonally, horizontally, vertically, or snakily formed in the tray. If the letters are connected, they will spell—longer words are rewarded with more points. This game has the advantage of being quick and allowing everyone to play at once.

CharadesProduced perhaps in some royal parlor and maybe even some fire-lit cave.

Get that kinesthetic energy and dramatic expression working in your vocabulary favor! Use vocab words, history terms, geometric shapes, famous names, places, or things—words from any content area can be used in this improvisational technique.

Find the Difference Game (from Gibbons, Scaffolding Language Scaffolding Learning: Teaching Second Langauge Learners in the Mainstream Classroom, Heinemann, 2002)

This is a barrier game in which pairs of students have two similar but not identical pictures, words (synonyms), concepts; they must find the differences by questioning each other and/or describing the picture, word, or concept.

KOOSH Ball Game (Miller, Wilma H. (1997), Ready-Use Activities & Materials for Improving Content Reading Skills)Throwing and catching a koosh ball for lots of different purposes is a popular classroom game. Teachers might use it on a regular basis with their students to reinforce the specialized vocabulary contained in the various content fields or words from stories they have read in class. It is a quick, fun activity for students which can be played during short down times before, during, and after break or when students are waiting to be called to lunch or to an assembly. It's another way to reinforce vocabulary.

1 Allen, Janet, Words, Words, Words: Teaching Vocabulary in Grades 4-12, Stenhouse Publishers, 1999, pp. 117-120.


Here are the steps in playing:1. Have each student think about the vocabulary words you have been working with. It helps to

have a list of the words on the board or on a chart so that students can see them.2. The first student says a word from the vocabulary list, then tosses the koosh ball to another

student who gives a definition or uses the word in a sentence. The answering student then tosses to the next student who calls out another word and tosses it to a different student who supplies the definition or uses it in a sentence.

3. Have a student monitor check the definitions from 3" x 5" cards to check answers. This step not only keeps students honest but also serves as review.

Ideas for using: Prefix or Suffix meaning: Have students play the same game using common prefixes and suffixes

you would like students to learn.

Spelling: Have students use spelling words. One calls the word and another spells it.

Listen Up!Produced by The Game Works, Inc. under license from Steven Stroh, Inventor.

“Say what you see, draw what you hear.” You’ve seen this premise before—you see a collection of lines, angles, and arcs on a card and must describe verbally what you see accurately enough for your partner to duplicate your words in picture. Great for math and science vocab—shapes, angular degrees, and fun.

OutburstProduced by Parker Brothers, a division of Tonka Corporation, Beverly, MA 01915, under license from Hersch and Company.

Players are given a topic, such as “commands you give your dog” and then have sixty seconds to identify the ten listed on the playing card. This “game of verbal explosions” is played in teams.

OodlesProduced by Milton Bradley Company, Springfield, MA 01101, a division of Hasbro, Inc.

Teams of players try to guess words beginning with a given letter, based on catchy clues. For example, the letter is B –“tiny mistake, or Yogi’s buddy” (Boo Boo), “the deer politicians love to pass” (buck).

PasswordProduced by Milton Bradley Company, Springfield, MA 01101.

Played like the old TV game show, players give one-word clues to guide their partners to the target word Great for antonym and synonym play, also to assess vocabulary comprehension.

PictionaryProduced by Western Publishing Company, Inc., Racine, WI 53404, distributed by the Games Gang, Ltd., New York, NY 10010.

Pictionary is literally charades on paper. Players identify unknown words through sketches. A one-minute time limit and a race around the board make for great word play through tactile translations, the “game of quick draw.”


ProbeProduced by Parker Brothers, a division of General Mills Fun Group, Inc.

Played much like hangman, players choose a word, record it on a word tray, and expose letters as they are guessed, ultimately attempting to guess the word. Great for phun with fonemic awareness.

ScattergoriesProduced by Milton Bradley Company, Springfield, MA 01101, a division of Hasbro, Inc.

This “fast-thinking categories game” combines the critical thinking strategy of categorization with word knowledge and beginning sounds. Players list words beginning with a specific letter in a given category. Points are earned only for those words no one else lists.

ScrabbleManufactured by Selchow and Righter Company, Bay Shore, NY 11706.

If you don’t know this one, ask your grandma. It’s been on the market since 1948 and continues to make word play popular and fun.

TabooProduced by Milton Bradley Company, Springfield, MA 01101, a division of Hasbro, Inc.

Played in teams; players try to get their team to say the secret word, but there is a list of words that are taboo and cannot be spoken in the attempt. Great way to encourage your students to become on-the-spot thesauruses.

Win, Lose, or DrawProduced by Milton Bradley Company, Springfield, MA 01101, a division of Hasbro, Inc.

Played just like Pictionary, only with familiar phrases instead of individual words. Based on the TV game show.

Word YahtzeeProduced by E. S. Lowe, a Milton Bradley Company, Springfield, MA 01101.

Played like the popular numbers game, only with letters. “Roll the dice, build words and score big!”


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