1 2 3 Words, Words, Words Language at the Speed …...Paradox Oxymoron Irony Onomatopoeia Symbolic Allegory Satire Analogy Sarcasm 10 Core Knowledge Language Arts : 3 rd Grade Chapter

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Words, Words, Words

Words for EveryoneAcross Grades and

Domains

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Words, Words, Words

Anita L. Archer, PHDAuthor, Consultant, Teacher

[email protected]

The content of this presentation is expanded in Chapter 3 of the following book:Archer, A., & Hughes, C. (2011). Explicit Instruction: Effective and Efficient

Teaching. NY: Guilford Publications.

Videos that support this training can be found on: www.explicitinstruction.org

Elementary Vocabulary Professional Development Videos can be found Pacific Northwest Publishing website.

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Words, Words, WordsLanguage at the Speed of Sight by Mark Seidenberg (2017)

boustrophedon adj. adv.

(of written words) from right to left and left to right in alternate linesGreek “as an ox turns in plowing”

disambiguate verb

Related to ambiguousDis – not

Remove uncertainty of meaning from an ambiguous sentence, phrase, or linguistic unit

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Topics

• Review: Selection of Vocabulary for Explicit Instruction

• Organizing Words Semantically

• Explicit Vocabulary Instruction RoutineGeneral Academic VocabularyDomain Specific Vocabulary

• Extensions

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REVIEW:SELECTION OF VOCABULARY FOR EXPLICIT INSTRUCTION

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Review

What criteria can we used to select words for in depth vocabulary instruction?

Record your ideas.

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Selection of Vocabulary - Summary

vSelect a limited number of words.vSelect words that are unknown.vSelect words critical to passage or unit

understanding.vSelect words that can be used in the future.vSelect words that have word relatives.vSelect words that contain “meaningful parts” (prefix,

suffix, root).vSelect difficult words that need interpretation.vSelect critical vocabulary words that are not given

multiple exposures in the text or lessons.

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ACACT prep - Literary Vocabulary

LIterary AnalysisLiterary DevicesMetaphorSimileAllliterationAllusionImageryPersonificationSynecdocheHyperboleParadoxOxymoronIronyOnomatopoeiaSymbolicSatireInterpretationLiteral – denotation - concreteFigurative – connotation –abstractGenresarcasmallegory

BiographyAutobiographyFictionNon fictionNarratorPoint of v iewFirst personSecond personThird personOmniscient ExpositoryPersuasiveNarrativeAnalogiesCause and EffectComparisonChronologyContextStory elementsPlot SettingCharactersRising Action ACT vocabClimax Nancy Nish

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Order words semantically.

• (Beck, McKeown, & Kucan, 2002; Marzano& Marzano, 1988; Wixson, 1986)

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ACLiterary AnalysisModes (purpose for writing)

Narrative Expository (Informative)Persuasive (Argumentative)

Genre (categories of writing)

Fiction examples: historical fic tion, science fictionNon-fiction examples: biography, autobiography, science essay

Formats (organizational patterns)

Cause and EffectCompare and ContrastChronological

Story ElementsContextSetting(s)CharactersPlotRis ing ActionClimax

Point of View NarratorFirst personSecond personThird person

Omniscient narrator

Literary Devices MetaphorSimileAlliterationAllusionImageryPersonificationSynecdocheHyperboleParadoxOxymoronIronyOnomatopoeiaSymbolicAllegorySatireAnalogySarcasm

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Core Knowledge Language Arts : 3rd GradeChapter 7,Yutu, the Dog Trainer

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Core Knowledge Language Arts : 3rd GradeChapter 7,Yutu, the Dog Trainer

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Dog Descriptive Wordsrunt – puny litter

Dog Action Wordsscamper – speedilysniff“earn his keep” obedience

Dog Trainer Wordswean basic“wits about him” commandcraft (to make) obedience

Sled Wordshitch leadharness towline (compound word)

Weather WordsArctic frostbite (compound word)

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Dog Descriptive Words Select 3 wordsrunt – puny litter for in-depth

Dog Action Words instruction.scamper – speedilysniff“earn his keep” obedience

Dog Trainer Wordswean basic“wits about him” commandcraft (to make) obedience

Sled Wordshitch leadharness towline (compound word)

Weather WordsArctic frostbite (compound word)

Order Words Semantically

Rocks

minerals sediment pollution

igneous rocks sedimentaryrocks

rock cycle

magma fossil classifylava humus metamorphic

rocks

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Rocks

IgneousRocks

Sedimentary Rocks

Metamorphic Rocks


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Rocks

IgneousRocks

Sedimentary Rocks

Metamorphic Rocks

• rocks • formed when

melted rock material cools and hardens

• rocks• made of bits of

matter joined together

• rocks• formed under heat

and pressure• from another kind

of rock

• a naturally formed solid • in the crust• made of up of one or

more kinds of minerals

Concept Map http://cmap.ihmc.us

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1. Colonies

2. Taxes

3.. Grievances

4. Representation

5. Revolution

6. Independence

7. Democracy

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Order Words Semantically –Narrative Revolutionary War Vocabulary

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Vocabulary Core Knowledge 5th Grade

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Vocabulary Narrative

Mr. Smith and his two sons, Jacob and Thomas

estatelast will and testamentinstrumental scribe

last will and testamentrejoice turmoil

epitaph

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Student-friendly Explanations

• Dictionary Definition• compulsory - (1) Employing compulsion;

coercive. (2) Required by law or other rule.

• Student-Friendly Explanation• Uses known words. • Is easy to understand.

• When something is compulsory, it is required and you must do it.

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On-line Dictionaries withStudent-friendly Explanations

Collins Cobuild Dictionary of American Englishhttp://www.collinslang ua ge .co m/f re e- onli ne -co buil d-ES L- dictio na rydictionary.revers o.n et/ en glish /co buil d

Longman’shttp://www.ldoceonli ne. co m(Longman’ s Dic tionary of Contemporary Engl is h Onl ine)

Heinle’s http://www.nhd.hei nle 17 e.c om /ho m e.a spx(Hein le’ s Newbury Dic tionary for Americ an Engl is h)

Merriam Webster’shttp://www.learne rsdic tio na ry.co m

(Pronunciation assistance: www.howjsay.com)

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EXPLICIT VOCABULARY INSTRUCTION

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Why - Vocabulary Instruction

“direct vocabulary instruction has an impressive track record of improving students’ background knowledge and comprehension of academic content”Marzano, 2001, p. 69

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Teaching word meanings significantly improved children’s vocabulary knowledge as well as improving their comprehension of texts containing the taught words. (Effect size .97)(Stahl and Fairbanks, 1986)

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Hattie Effect Size for Vocabulary Programs 0.67

Additional studies and research reviews (Bauman & Kami’enui, 1991; Beck, Perfetti, & McKeown, 1982;Beck & McKoewn, 1991; Blachowicz & Fisher, 2000; Bos & Anders, 1990; Bryant, Goodwin, Bryant & Higgins, 2003; Graves, 1997; J itendra, Edward, Sacks, Jacobson, 2004; McKeown, Beck, Omanson, & Perfetti, 1983; McKeown, Beck, Omanson, & Pople, 1985; Stahl & Fairbanks, 1986)

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Example Vocabulary Lesson

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EXPLICIT VOCABULARY INSTRUCTION General Academic

Vocabulary

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Vocabulary Instructional Routine

Step 1: Introduce the word’s pronunciation.

Step 2: Introduce the word’s meaning.

Step 3: Illustrate the word with examples.(and non-examples when helpful)

Step 4: Check students’ understanding.

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Instructional RoutineStep 1. Introduce the word’s pronunciation.

a) Show the word on the screen.b) Read the word and have the students repeat the

word. If the word is difficult to pronounce or unfamiliar have the students repeat the word a number of times or say the parts of the word as they tap.

Introduce the word with me.

This word is compulsory. What word?compulsory Tap and say the parts in compulsory. com pul sor y Compulsory is an adjective.

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Instructional Routine (continued)

Step 2. Introduce word’s meaning.Option # 1. Present a student-friendly explanation.

a) Tell students the explanation. ORb) Have them read the explanation with you.

Present the definition with me.

When something is compulsory, it is required and you must do it. So, if it is required and you must do it, it is____________. compulsory

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Step 2. Introduce word’s meaning.Option # 2. Have students locate the definition in the glossary

or text.a) Students locate the word in the glossary or text.b) Students break the definition into the critical attributes

(parts). ORc) The teacher presents the attributes of the word’s definition.

Glossary Entry: An essay is a short nonfiction work about a particular subject. Most essays have a single major focus and a clear introduction, body, and conclusion.

Essayo Shorto Nonfiction worko Particular subjecto Clear introduction, body, and conclusion

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Step 2. Introduce word’s meaning.

Option # 3. Introduce the word usingthe morphographs in the word.

autobiography auto = selfbio = lifegraph = letters, words, or

pictures

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Step 3. Illustrate the word with examples.

1. Concrete examplesa) Concrete objectb) Action – Acting out words after they are explicitly

defined enhances word learning. (Silverman, 2007).

2. Visual examples

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If you drive a motorcycle inOregon, wearing a helmetis compulsory.

If you drive a motorcycle in Alaska and are over the age of 18, it is NOT compulsory to wear a helmet.

2. Visual Examples

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3. Verbal examplesPresent these examples with me.

Coming to school as 8th graders is compulsory.

Stopping at a stop sign when driving iscompulsory.(Also discuss when the term might be used and who might use the term.)

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Step 4. Check students’ understanding.Option #1. Ask deep processing questions.

Chec k s tudents’unders tanding wi th me.

Why do you think something becomes compulsory?

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Step 4. Check students’ understanding.Option #2. Have students discern betweenexamples and non-examples.Check students’ understanding with me.

Is going to school in 8th grade compulsory? Yes

How do you know it is compulsory? It is required.

Is going to college when you are 25 compulsory? no

Why is it not compulsory? It is not required. You get to chooseto go to college.

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Step 4. Check students’ understanding.Option #3. Have students generate their ownexamples.Check students’ understanding with me.

There are many things at this school that arecompulsory? Think of as many things as you can.

Talk with your partner. See how many thingsyou can think of that are compulsory.

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• Displayed on screen.

• classify v1. Introduce the word’s

pronunciation.This word is classify. What word? classifyTap and say the syllables. class i fyAgain. class i fyWhat word? classify

Classify is a verb, an action word.

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• Dis p lay ed on sc reen.

• classify v 2. Introduce the word’s meaning.Present a student-friendly

explanation.

• To classify things means to divide them into groups or types so that things with similar characteristics are in the same group.

• When you divide things into groups or types, you _______________. classify

• Items in the group have similar characteristics.

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• Displayed on screen.

• classify v

• synonyms• categorize• group• sort • order

2. Introduce the word’s meaning.

•Echo read the synonyms for classify.

• categorize categorize • group group• sort sort• order order

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• You could classify vehicles into these three groups: vehicles that travel by land, vehicles that travel by air, vehicles that travel by sea.

Ones, tell your partner a vehicle in each group. (Pause) Twos, tell your partner a vehicle in each group.

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• We can classify rocks as igneous rock, sedimentary rock, and metamorphic rock. (Point to each type of rock.)

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• We can classify animals with backbones (vertebrates) into groups. For example, one group would be birds.

• With your partner, list other groups with similar characteristics that could be used to classifyanimals. (Circulate and monitor. Record and share the students’ ideas.)

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Extension: Word Family

• classify• classifying• classified• classification

• In science, we classify things into groups based on similar characteristics. When classifying vertebrates, similar body traits are used. Vertebrates can be classified into these groups: mammals, birds, reptiles, amphibians, and fish. Classification is an important part of science studies.

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(Displayed on screen.) (Teacher instruction.)

• classify• classifying• classified• classification

• In science, we classify things into groups based on similar characteristics. When classifying vertebrates, similar body traits are used. Vertebrates can be classified into these groups: mammals, birds, reptiles, amphibians, and fish. Classification is an important part of science studies.

• These words are in the “classify” word family. Echo read the words.

• classify classify• classifying classifying• classified classified• classification classification

• I will read this paragraph. When I stop, say the next word.

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EXPLICIT VOCABULARY INSTRUCTION Domain-Specific

Academic Vocabulary

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Instructional Routine Step 1. Introduce the word’s pronunciation.

a) Show the word on the screen.b) Read the word and have the students repeat the

word. If the word is difficult to pronounce or unfamiliar have the students repeat the word a number of times or say the parts of the word as they tap.

Introduce the word with me.

This word is suffrage. What word? suffrage Tap and say the parts of the word. suf frage Read the word by parts. suf frage What word? suffrage Suffrage is a noun.

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Step 2. Introduce word’s meaning. Option # 1. Present a student-friendly explanation.

a) Tell students the explanation. ORb) Have them read the explanation with you.

Present the definition with me.

When someone has suffrage, they have the right to vote in an election.

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Step 2. Introduce word’s meaning. Option # 2. Have students locate the definition inthe glossary or text and break the definition into thecritical attributes. OR Present the definition usingcritical attributes.

Glossary: Suffrage - the right to vote

suffrage- the right - to vote

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Step 2. Introduce word’s meaning.Option # 3. Introduce the word using the meaningful

parts in the word.

autobiography auto = selfbio = lifegraph = letters, words, or pictures

hydroelectricityhydro = water

telescopetele = distant

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a. Concrete examples- objects- acting out

a. Visual examplesb. Verbal examples

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Suffrage Examples

When the United States was founded only white men with property had suffrage.

At the time of the American Civil War, most white men had been granted suffrage.

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Suffrage Examples

In 1920, women were granted suffrage. The passage of the Nineteenth Amendment granted women the right to vote in all United States elections.

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Suffrage Examples

The Voting Rights Act of 1965 outlawed discriminatory voting practices that denied suffrage to many African Americans in the United States.

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Step 4. Check students’ understanding.Option #1. Ask deep processing questions.Chec k s tudents ’ unders tanding wi th me.

Why is suffrage a critical aspect of a democracy?

Begin by s ay ing or wri ting:

Suffrage is a critical aspect of democracy for the following reasons. First, ____________

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Step 4. Check students’ understanding.Option #2. Have students discernbetween examples and non-examples.

Check students’ understanding with me.

Tell me suffrage or not suffrage.

The right to run for elected office. not suffrage Why not?The right to vote. suffrage Why?The right to develop ads for a candidate. not suffrage

Why not?

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Step 4. Check students’ understanding.Option #3. Have students generate their own examples.

Check students’ understanding with me.

Make a list of ways that suffrage could be limited or compromised.

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suffrage nounsuffragist noun

In 1917, all women in the United States did not have suffrage, the right to vote. Suffragists in New York City collected more than a million signatures of women demanding voting rights. They then paraded down Firth Avenue with the signature placards.

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(Displayed on the screen.)

parallel adj

• two lines • equal distance from

each other• will not intersect

1. Introduce the word’s pronunciation.

• This word is parallel. What word? parallelTap and say the syllables in parallel.

• Again. • What word? parallel • Write the word parallel

in your log. (Circulate and monitor.)

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Instructional Routine (c ontinued)


parallel adj

• two lines • equal distant from

each other• will not intersect

2. Introduce the word’s meaning .

• Let’s read the parts of the definition.

- two lines - equal distance from each

other- will not intersect • When we have two lines that

are equal distant from each other and will never intersect, we say the lines are _________. parallel

• List the parts of the definition in your math log.

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3. Illustrate with examples and non-examples.

These two lines are parallel. They are equal distant from each other and will never intersect.

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Instructional Routine ( cont inued)

3. Illustrate with examples and non-examples.These two lines are not parallel. They are not equal distant from each other and intersect.

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These two lines are not parallel. They are not equal distant from each other and will intersect.

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Hold your arms straight up so that your arms are parallel.

Now hold your arms in front of you so that your arms are parallel.

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Hold your arms above your head. Make them not parallel.

Now hold your arms in front of you so that your arms are not parallel.

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4. Check students’ understanding using examples and non-examples.

Agree/Disagree/Why These lines are parallel.

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Agree/Disagree/Why These lines are parallel.

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4. Check students’ understanding.Have students generate examples and non-examples.

Make a T chart. Label the columns parallel and not parallel. Add examples and non-examples of parallel and not parallel. (Model by drawing a t-chart and adding labels.)

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Example T Chart• Parallel Not Parallel

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coordinateplane

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coordinateplanenoun

coordinateplane•A coordinateplane isatwo-dimensionalsurfaceformedbytwointersecting,perpendicularnumberlinesonwhichpointsareplottedandlocatedbytheirxandycoordinates.Thelinesintersectatthepoint(0,0)calledtheorigin.Theaxesdividetheplaneintofoursections,calledquadrants.

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coordinateplanesynonyms

• synonyms• coordinategrid• 4-quadrantplane• 4-quadrantgrid

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• Acoordinateplane has:• ahorizontalaxis(x-axis)• averticalaxis(y-axis)• axesintersectatarightangle

• pointofintersectioncalledtheorigin(0,0)

• foursectionscalledquadrants

coordinateplaneexample

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coordinateplaneexample

• Acoordinateplanecanbeusedtographpointscalledorderedpairs.

• Thefirstcoordinateisthex-coordinateandlocatedonthex-axis.Thesecondcoordinateisthey-coordinateandlocatedonthey-axis.

• Orderedpairsarewritten inparentheses.Examples:(2,6)and(-4,-1)

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coordinateplane-examplesandnon-examples

Examples Non-Examples

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coordinateplanecheckunderstanding

Acoordinateplaneisformedbytwointersectingaxes.Ones,tellyourpartner howmanyquadrantsareformedinacoordinateplaneandwhatthepointofintersection iscalled.“There are______ quadrantsinacoordinateplane.Thepointof intersectioniscalledthe_______.”

Twos,tellyourpartner thename ofthehorizontalandvertical axes.“The nameof thehorizontalaxisisthe______ , thenameof theverticalaxisisthe________.”

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fossil n• any remains or imprint • of living things• of the past

1. Introduce the word’s pronunciation.

• This word is fossil. What word? fossil

• Fossil is a noun, a thing.

• Write the word fossil in you science journal. (Circulate and monitor.)

•

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fossil n• any remains or imprint • of living things• of the past

2. Introduce the word’s meaning .

• Let’s read the parts of the definition.

- any remains or imprint - of living things - of the past

• When we have the remains of an ancient living thing, we have a ________. fossil

• List the parts of the definition in your science journal. (Circulate and Monitor)

•

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This is a fossil. The image of an ancient fish is imprinted on this material.

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3. Illustrate with examples and non-examples

This is not a fossil. This fish is living, not dead. There are no remains of a fish from the past.

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This is a fossil. The remains (skeleton) of this ancient dinosaur is a fossil.

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This shell is a fossil. The image of a shell from the past is imprinted in this material. This shell was once part of a living animal.

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This ancient sword is NOT a fossil. The sword is not a living thing.

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4. Check students’ understanding.Agree/Disagree/Why

This leaf is a fossil.

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This leaf is a fossil.

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This is a fossil.

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4. Check students’ understanding.

Draw a picture of a fossil in your science journal.

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VOCABULARYEXTENSIONS

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Preview: Extensions1. Introduce the part of speech.2. Introduce synonyms (same) and /or antonyms

(opposite).3. Tell students when and where the word is often used.4. Extend information about the vocabulary term.5. When appropriate, introduce the history or origin of the

word.6. Introduce other words with the same meaningful parts. 7. Introduce other words in the same word family.

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Vocabulary Instruction - Extensions

1. Introduce the part of speech.

nounverbadjectiveadverb

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2. Introduce synonyms (same) and/or antonyms (opposite).

Useful for General Academic Vocabulary

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Useful for General Academic Vocabulary.Teacher- generated or Student-generated synonyms and antonyms

compulsory synonyms antonyms

required optionalmandatory non-mandatoryunavoidable avoidabledemanded elective

imperative voluntary

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Useful for General Academic Vocabulary.Teacher- generated or Student-generated synonyms and antonyms

classify synonyms antonyms

Your turn. Using any resources available to you, type in synonyms for classify.

Your turn. Using any resources available to you, type in antonyms for classify.

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Order synonyms and antonyms by degree.

New word: Swift

Antonyms: Slow, leisurely, unhurried, sluggishSynonyms: hurried, quick, fast, breakneck, brisk, rapid, super sonic

_________________________________________________Slow Super

Sonic

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3. Tell students when and where the word is often used.

• Examples:• Vast

• Mischief

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103


4. Extend information about the vocabulary term.

HabitatFreshwater

Provides food, water, shelter

Plants Animals

Climate Land/Water

Fresh Water• not much salt• people can drink

Kindsriversstreamslakesponds

Water LiliesCattails

Rainbow TroutBullfrogAdult Dragonfly

Ducks

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HabitatFreshwater

Provides food, water, shelter

Plants Animals

Climate Land/Water

Fresh Water• not much salt• people can drink

Kindsriversstreamslakesponds

Water LiliesCattails

Rainbow TroutBullfrogAdult dragonflyDucks

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Animals

Rainbow Trout

Information Adaptations • Live in rivers• ONLY live in water• Breathe underwater using gills• Strong tails – use for swimming• Fins – use for swimming and

steering• Carnivore – eats other animals

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Vocabulary Instruction – Extensions4. Extend information about the vocabulary

term.

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5. When appropriate, introduce the history or origin of the word.

Deadline

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6. Introduce other words with the same meaningful parts.

Our new word: Predict (know before)predecessor (person before you in the same job)

prefix premixprevent

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7. Introduce other words in the same word family.

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Vocabulary Instruction - ExtensionsRemember: After a word has been taught, introduce students to theword relatives.

conformconformsconformedconformingconformityconformistnon-conformistnon-conformingnon-conformity

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8. Introduce other meanings of the vocabulary term.

Words with Multiple Meaningsbark (dog) bark (tree)check (✔) check (monetary)star starcurrent currentdraft draftbuckle bucklecompany company

instrumental adjective

Instrumental means very important.

Synonyms: important, influential, significant, crucial, essential, helpful, useful

Antonyms: unhelpful, insignificant, irrelevant, useless, unimportant

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instrumental example

Ricardo was instrumental in his team’s win because he scored the winning goal.

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instrumental example

Ms. Thomas wrote a college recommendation for Margaret. The recommendation was instrumental in her acceptance at an excellent university.

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instrumental check for understanding

Think of someone that was instrumental in your life.

Start by saying:_______________ was instrumental in my life because___________________.

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Multiple Meaning

Musical Instruments

Instrumental music

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Vocabulary Logs or Flash Cards

• What can be recorded on a vocabulary log or on flash cards?• Word• Meaning in their own words OR• Critical attributes • Any of these options

• A sentence to illustrate the word’s meaning• Examples and non-examples• An illustration (quick draw)

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Word Walls• Create a word wall in your classroom

• Post a reminder of the context.• The name of the passage• The topic in science or social studies

• Post the vocabulary words. Number the words (1 – 10)

• Incorporate the words into classroom language.• Encourage students to use the words when speaking and writing.

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CheckforUnderstanding

1. frigid2. treacherous3. triumph4. uninhabited5. expedition6. labor7. dismantled

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VOCABULARYPRACTICE ACTIVITIES

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Practice Activities

1. Answer questions2. Categorize or sort words3. Practice involving writing4. Games

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Vocabulary Review

1. suffrage2. majority3. tariff4. nullify5. secede6. bureaucracy

• when states left the United States

• more than 1/2 of the votes for a law

• extra tax paid on a import or export

• a government agency where non-elected people carry out government business

• to cancel an agreement• right to vote

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Example Practice Activity -Yes/No/Why Ask questions

1. Do territories that are possessions have autonomy?

2. Can incidents cause compassion?

3. Do people always comply with their obligations?

(Beck, Perfetti, & McKeown, 1982; Curtis & Longo, 1997) Items taken from REWARDS PLUS, Sopris West.

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Practice - Comparisons

The Family Under the Bridge (Chapter 1)

1. cowered2. fragile3. gratitude4. loitering5. roguish

• Why is reading a book in the library not considered loiteringwhile standing in front of a mini market is considered loitering?

• Why might we have gratitude for a kind classmate and not for a roguish classmate?

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Example Practice Activity -Completion Activity Ask Questions

1. confine: to hold or keep in; to limit; imprisonThings that can be confined are_________________________________________.

2. persistent: refusing to give up; determinedI was very persistent when ____________.

3. dispersal: send off in different directions At school, dispersal might involve_______.

4. globalization: condition when something spreads across the worldToday, globalization involves the dispersal of________.

(Curtis & Longo, 1997)

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Example Practice Activity –Listing Activity Ask Questions

Make a list of words that relate to the vocabulary term agriculture.

You will have one minute to write as many words as possible.

Count the number of words.TOTAL____________

Agriculture

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Example Practice Activity –Listing Activity Ask Questions

Make a list of words that relate to the vocabulary term agriculture.

You will have one minute to write as many words as possible.

Count the number of words.TOTAL____________

Agric u l turec rops

c orn

s oybroc c ol i

gras s

food

onions

c arrotsbeans

animals

c attle

c h ic k ens

s heephors es

farm

farmer

barn

pas turei rrigation

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Example Practice Activity –Multiple Choice Activity Ask Questions

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Which of these is the BEST definition for precipitation.

1. Precipitation refers to water on the earth as a result of rain, s leet, snow, or hail.

2. Precipitation refers to all of the water on earth including water in oceans, rivers, and streams.

3. Precipitation refers to water molecules that fall from the sky as rain, s leet, snow, and hail.

1. Precipitation refers to rain, s leet, snow, and hail and all other forms of water found on the earth.

Example Practice Activity –Conversation Ask Questions

1. Provide each partnership with a list of vocabulary words.

2. Have the students engage in a conversation using the vocabulary words.

2. Have students check off the words as the words are used.

Revolutionary War

1. Colonies

2. Taxes

3.. Grievances

4. Representation

5. Revolution

6. Independence

7. Democracy

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Example Practice Activity -Odd Word Out (Rasinski, Padak, Nelson, Nelson, 2007 Word Sorting

Read the four words. With your partner determine whichword doesn’t fit with the other words. Generate all

possible ways to eliminate a word.

humiliate emancipate

abuse cruelty

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Example Practice Activity -Word Pairs (Stahl & Kapinus, 200l) Sort Words

Word Pair Same Opposite Go Together

No Relationship

nomad -wanderer

nomad-settler

desert-city

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Example Practice Activity - Word Sorts(Gillett & Temple, 1983)

Word BankSenators House LawsJustices Senate ConstitutionVice president Congress UnconstitutionalPresident Supreme Court Declare warRepresentatives Agriculture Department Amend ConstitutionCabinet Defense Department Collect TaxesDepartments District Courts Veto Bills

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Example Practice Activity- Word Sorts(Gillett & Temple, 1983)

Legislative Branch Executive Branch Judicial Branch

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Example Practice Activity - Semantic Mapping (Heimlich & Pittelman) Word Sorting

Directions:1. Have students brainstorm words that come to

mind when given a target word.

2. Have students brainstorm possible categories for the words.

3. Have students arrange words in categories.

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Example Practice Activity-Sentence Substitution Writing

1, The events are in chronological order.

2. The Titans caused a great tumult in the skies.

(L iv e ly , August, Carlo , & Snow, 2003)

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Example Practice Activity-“Meaningful Sentence”Writing (adapted from Success for All)

• Students write a sentence answering three to four of these questions:who, what, when, where, why, how

• Not OKIt was meager.

• OKAt the end of the month, our dinners were meager because we had little money.

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irrigation Write a sentence that includes the word irrigation.

Answer at least three of these questions in your sentence: when, where, what, why, how.

Sentence:

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irrigation check for understanding

Write a sentence that includes the word irrigation. Answer at least three of these questions in your sentence: when, where, what, why how.

Example Sentence: In July, farmers in Michigan begin irrigation because of the hot, dry days that could kill or damage crops.

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Example Practice Activity-Sentence Writing – Two Words

• The Family Under the Bridge (Chapter 1)

1. cowered2. fragile3. gratitude4. loitering5. roguish

• Write a sentence that contains two of the words. You can change the form of the word. The sentence must make sense and demonstrate your understanding of the words.

• Example• The children could not be caught

loitering in the park so they coweredunder the bridge.

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agriculture and irrigation

Write a sentence that contains the words agriculture and irrigation.

Share your sentences with your partner.

Sentence:

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agriculture and irrigation check understanding

Write a sentence that contains the words agriculture and irrigation.

Share your sentences with your partner.

Example Sentence:One of the methods that must be used in agriculture is irrigation in which water is distributed to support plant growth.

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Practice Activities - GamesCard games

• Students make decks of cards with vocabulary term and synonym or definition.

• Play using format of popular games.• Go Fish• Concentration• Old Maid

Other games can be used to review vocabulary• Jeopardy• Charades• Pictionary

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Practice Activities - Games

Heads Up

One player holds word above his/her head.

Other students give hints about the word.

Player guesses what the word is. When correct, another word is used. This continues until time is up.

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Conclusion

“Words are all we have.”

Samuel Beckett

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Attributes of Good Vocabulary Instruction

1. Promote word learning strategies.

2. Select words that enhance academic success.- General Academic Vocabulary - Generalize

across domains (evidence, observe, investigate, classify, compared to, alternatively, in contrast)

- Domain-Specific Vocabulary - Specific to a domain or field of study (suffrage, prokaryote)

3. Order or group words semantically. Teach vocabulary within Knowledge Networks.

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4. Teach words using explicit instruction.

5. Provide student-friendly explanations.

6. Illustrate vocabulary terms with examples and non-examples.

7. Teach parts of words at the “moment of opportunity.”(biology - bio = life; autoimmune - auto =self

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8. Expand instruction to “word relatives”(category, categories, categorization, categorizer)

9. Have students maintain and use a vocabulary log or vocabulary flash cards

10. Maintain a word wall organized by topic

11. Provide distributed practice and judicious cumulative review

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April 12, 2017

Word Learning Strategies

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1 2 3 Words, Words, Words Language at the Speed …...Paradox Oxymoron Irony Onomatopoeia Symbolic Allegory Satire Analogy Sarcasm 10 Core Knowledge Language Arts : 3 rd Grade Chapter

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