NCTE 2016 Reviving Vocabulary
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Transcript of NCTE 2016 Reviving Vocabulary
R E V I V I N GV O C A B U L A R Y
“ G R A C I O U S W O R D S TO R E V I V E … D R O O P I N G
T H O U G H T S ”
J E N N A G A R D N E R & D R . M A R I E T TA M A L O N E
M E A D O W C R E E K H I G H / N C T E 2 0 1 6
GUIDING PRINCIPLES FOR GENUINE AND GENERATIVE VOCABULARY INSTRUCTION
• Teaching vocabulary for production requires different
strategies from teaching vocabulary for recognition.
• Production requires knowledge of meaning and use.
• Creating conditions for both acquiring and learning
vocabulary is necessary.
• Word lists don’t work; multiple exposure to targeted
vocabulary items does.
• Active involvement with the targeted words is crucial.
• Both oral and written production matter.
APPROACHES FOR GENUINE AND GENERATIVE VOCABULARY
INSTRUCTION• Direct instruction of individual words: (production over
simple recognition)
• Teaching word learning strategies
• Multiple exposure through a variety of methods
• Promoting varied, extensive, and close reading
• Fostering of word consciousness
VISUALIZING VOCABULARYCONCEPTS SUCH AS HAMARTIA & FORESHADOWING
VISUALIZING VOCABULARYCONCEPTS SUCH AS CONTRARIAN & WELTER
'WELTER'
A confused mass; a jumble; turmoil or confusion.
VISUALIZING VOCABULARYDIGGING INTO WORDS TO CREATE ANALYSIS
VISUALIZING VOCABULARYWORDS TO ANALYSIS
ART TO EXPLORE TONE WORDS
Ulysses and the Sirens by Herbert Draper, c. 1909.
Ulysses and the Sirens by John William Waterhouse,1891
Students look at words such as seductive, threatening, urgent, obsequious,pleading, provocative and apply them to the painting they feel these words describe.
Students them move on to a poem on
this subject—Atwood’s “Siren Song”.
Students explore the poem examining
for the diction the ‘colors’ the poem.
The compare the poem to the two
paintings and discuss which image
best mirrors the tone that Atwood
employs in her poem.
LINEAR ARRAYS: SHADES OF MEANING
Paint chips from home building and
paint stores are great tools for
students to work visually with
vocabulary and investigate shades of
meaning in synonyms.
For example, students work with
words that suggest different
intensities of fear— scared, startled, anxious, insecure, overwhelmed, frightened, terrified, etc.
This is a great way to explore the words in depth through group work and
discussion.
CONCEPT ATTAINMENT
oppressive
dreary
insufferable
melancholy
Using the Concept Circle students determine the meaning of words or phrases, analyze the connections between them, and hypothesize the relationship that binds them together.
Students then read the opening of Edgar Allan Poe's “The Fall of the House of Usher.”Student then hypothesize what this tone suggests about what will happen in Poe’s tale.
SEMANTIC FEATURE ANALYSIS TO CONNECT VOCABULARY INSTRUCTION
Willy Linda Biff Younger
Biff
Happy Younger
HappyApprobation (giving or seeking)
jovial
mercurial
crestfallen
surly
subdued
evasive
befuddled
agonized
philandering
insecure
trepidatious
SEMANTIC MAPPING
Tone
Literature
musicart
a musical or vocal sound
with reference to its pitch,
quality, and strength.
the general character or attitude of a
place, piece of writing, situation, etc.
Tone in an artistic context refers to
the light and dark values used to
render a realistic object, or to create
an abstract composition.
Instruction that involves activating prior knowledge and comparing and contrasting word meanings is likely to be more powerful than simple combinations of contextual information and definitions
The best known and most widely researched techniques falling in this category are semantic mapping, and research indicates that semantic mapping leads to significantly higher comprehension scores than more traditional vocabulary instruction.
USING FOCUSED CLOZE AS VOCABULARY DEVELOPMENT AND LITERARY ANALYSIS PRIMER
The goal is for students
to analyze HOW these
devices are used and use
terms as apt vocabulary
describing the author ’s
choices and their impact
on meaning.
In order to help my
students in engaging in
analysis, we read a short
passage and poem. We
annotate and discuss the
text as a class. In
discussion, I use the
vocabulary that I will
give student as a Word
Bank to use in their
Forced Cloze.
There is a striking amount of _____________ throughout the poem, especially
within the first section in that each of the first four lines contains _____________ as
seen in the following examples: “We…world,” “coyness...crime,” “we would”/
“which way,” and “long love’s.” The first stanza continues to utilize _____________
in lines 16 and 18 to continue his playful wooing by showing off his intellect before
his argument _____________ to a manipulative approach in the second stanza. For the
most part the speaker abandons the device of _____________ until returning to it with
a flourish in the last two lines emphasizing is further with the _____________ of the
“m” sounds in “make”. This use of _____________ with the increased tempo of the
_____________ ends his ‘seize the day’ argument with an impressive, energetic, and
yet violent finale. Marvell has his speaker use _____________ to make his words
more alluring when wooing his lover, but he dispenses with it when contemplating the
reality of death in order to make his words more chilling. Life is after all fleeting.
FORCED ASSOCIATION TO BUILD DEEPER UNDERSTANDING
Vocabulary evince encroach obviate compel kindle meddle
Misanthropist
Boor
Miser
Rustic
Hypocrite
Reprobate
As a gifted instructional strategy, Forced Association, pushes
students to find similarities between items or concepts that
seem unrelated. By utilizing this technique with vocabulary
instruction, students can gain a deeper understanding of
vocabulary or a concept, and explore the function of literary
devices.
FORCED ASSOCIATIONGENERATING GYRE
• Concept is placed in the center: character, setting, imagery, tone, etc.
• Vocabulary is placed in the
radiating segments
• Through forced association and
sentence combining students
create a sentence using the two
words to create a sentence on
the concept.
• Students use sentence to create
paragraphs and essays.
BUILDING VOCABULARYSCAFFOLDING CLOSE READING THROUGH VOCABULARY DEVELOPMENT
Text Structure
Predict
content and function
Check your predictions
Summarize
Add
example sentences
Title: What will the text be about?
Read the text and mark your predictions as true or false. Modify your false statements so they adequately reflect the text you have read.
Part 1:(vocabulary,phrases)
What will the author do? What will the author discuss?
Part 2:(vocabulary,phrases)
What will the author do? What will the author discuss?
Part 3: (vocabulary,
What will the author do? What
VIGOROUS VOCABULARY TH R OUGH STR ATEGIC PR EFIX , R OOT, A ND SUFFIX W ORD I NSTRUCTION
Root Meaning English Examples Spanish Example
ACRI, ACER sharp, bitter acrid, acid, acerbic acido
ACT do action, enact, activate acto
AMICUS friend amiable, amicable amigo
AUD hear audible, audience, auscultation audible
CHRON time synchronize, chronic, chronological cronico, cronológico
CORP body corpse, corporeal, corpulent
incorporate
cuerpo
CRED believe credence, credit, credulous, credito, creencia
DIC speak edict, dictate, contradict dictar, dictado
FID trust, have
faith
fidelity, confidant, diffident fiel
FLU to flow fluid, affluent, influence, fluency,
mellifluous
fluido
GREG flock, herd gregarious, congregate, segregate congregarse
LUC, LUMEN light lucid, elucidate, luminous lúcido, lucir, iluminar
MAN hand manufacture, manipulate, manifest mano
MIN less, small diminish, minimal, minimize menos
NOV new innovative, novice, renovate nuevo
PATHOS feeling pathetic, pathogen, apathy, sympathy patético
PUG fist pugilistic, repugnant, repugnant repugnante
PLAC make calm placate, placid, complacent aplacar
SPEC, SPIC to see,
observe
speculate, spectacle, conspicuous especular
TRACT pull, drag extract, distract, intractable, protracted extraer
UTIL useful utilitarian, utilize, utility útil
to come convene, contravene, coven, revenue venir
Many of our students are second
language learners or are first
generation students who hear a
language other than English as
their home language. Frequently
that language is Spanish. The
connection of Latin roots to high-
frequency Spanish language
cognates can be an effective way
to allow students to connect
meaningfully with language
through building on existing
knowledge base.
EXTENSIVE READINGPROMOTING INDEPENDENT READING
College Prep Senior Language Arts
Independent Reading
https://drive.google.com/open?id=0B-
QMCgMD-WsdUE9hd0ZEVEpXUHM
Honors Senior Language Arts
Independent Reading
https://drive.google.com/open?id=0B-
QMCgMD-WsdUkd2M0F1VTdwNEE
AP English Literature
Independent Reading
https://drive.google.com/open?id=0B-
QMCgMD-WsdNENhdlRvS0tDWkk
Choice is key!
EXTENSIVE READINGPROMOTING INDEPENDENT READING
GO TO WEBSITE FOR COPIES OF HANDOUTShttp://jennagardneraplit.wixsite.com/room4212/resources-lessons
CONTACT US
Twitter: @JennaGLit
Jenna Gardner: [email protected]
Dr. Marietta Malone: [email protected]