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WordsaliveWordsaliveA Vocabulary Acquisition A Vocabulary Acquisition

Program Program for Middle Schoolsfor Middle Schools

““A word is the skin of a living A word is the skin of a living thing.”thing.”

Oliver Wendell HolmesOliver Wendell Holmes

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LET’S BRAINSTORMLET’S BRAINSTORM

What are the problems your students have when you introduce new material?

What are the ways in which you introduce new words to your students?

How was vocabulary taught to you when you were a student?

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liveSIMULATION # 1SIMULATION # 1

Find a partner who teaches a different subject from the one you teach.

Using the methods you usually use with students, teach one word from your subject area to your partner.

Trade roles so that your partner teaches you one word from his or her discipline.

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How do we really learn new How do we really learn new words and make them words and make them

our own?our own?

Martha Rapp Haggard tells us that adults have a three step process.1. Search for the word’s meaning and

pronunciation.

2. Practice the word in a low risk situation.

3. Use the word properly without effort.

“Vocabulary self-collection strategy: an active approach to word learning.” (1982). Journal of Reading, 26.3, 203-207.

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What are the characteristics of good vocabulary

instruction?Eileen Carr and Karen Wixson provide four guidelines

for evaluating vocabulary instruction.

Students should:

relate new vocabulary to background knowledge;

develop elaborated word knowledge;

be actively involved in learning; and

develop strategies for acquiring vocabulary independently.

“Guidelines for evaluating vocabulary instruction.” (1986). Journal of Reading, 29.7, 558-595.

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Is there a word in the purpose statement which needs more instruction? Which one?

The purpose of the workshop is to provide the tools for all teachers to teach vocabulary meaningfully on a daily basis, via content area instruction, and in a way that extrapolates student learning.

Wordsalive Map

Escher’s designs extrapolate a variety of

shapes.

extr

apol

ate

s

…to provide the tools…to teach vocabulary…in a way that

extrapolates student learning

Sketch as a personal clue, association, or visualization

improves

extend a curve or function beyond the range of known values using the values that have already been determined

enhance, enrich or go beyond what’s there

extends confines

extra-beyond pol-polish ate- to make verb/Latin

polish extra- curricular

Day and Night by M. C. Escher

Wordsalive Map

Synonym

Caption using the new word

Antonym or non-example

Etymology and P.O.S.

Related Words

WORD

Parts of sentence(s) from the book which reveal the context

Paraphrased definition

Guessed definition

Dictionary Definition

Sketch as a personal clue, association, or visualization

Wordsalive Map

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liveSIMULATION # 2SIMULATION # 2

Find a partner who teaches the same subject as you do.

Using the wordsalive map transparency, choose a familiar word from your subject area to map with your partner.

Take a short break. Share and discuss.

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liveWhy do we need to do all the Why do we need to do all the parts of the Wordsalive Map?parts of the Wordsalive Map?

1. Association:Association: with a single definition or context

2. Comprehension:Comprehension: broad understanding and ability to use, classify or identify the opposite

3. Generation:Generation: ability to produce a novel response

“Research on vocabulary instruction: Ode to Voltaire.” (1991). Handbook on Teaching the English Language Arts, 602-632.

Baumann and Kameenui discuss three levels of word knowledge that can be used to consider depth of understanding and related instructional procedures.

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AssociationAssociation: shaking hands: shaking hands

ComprehensionComprehension: becoming : becoming friendsfriends

GenerationGeneration: calling on a : calling on a friend when in needfriend when in need

Baumann and Kameenui’s three levels of word knowledge: an analogy

AssociationAssociation

Why?Why? Facilitates decoding and provides direct

interaction with the word. Focuses attention on the context clues and the

content.

How?How? Copy only as much of the context that supplies

the essence of the meaning for the new word. Use selection and deselection of information. Include the sentence before or after the new

word, if necessary.

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Copy the Copy the sentencesentence

AssociationAssociation Copy only the essential context from the following

sentences:

“If Immanuel Kant had stumbled across this luncheon after his noon Beverly Hills shrink appointment, he would have quickly discerned that Lisa is all phenomena and no noumena, and that Mirabelle is all noumena and no phenomena.” (p 32)

“Mirabelle is not sparkling tonight, because she works only in gears, and tonight she is in the wrong gear. Third gear is her scholarly, perspicacious, witty self; second gear is her happy, giddy, childish self; and first gear is her complaining, helpless, unmotivated self. Tonight she is somewhere midshift...” (p 63)

“But right now, he is using the hours with her as a portal to his own need for propinquity.” (p 77)Martin, S. (2000). Shopgirl, Hyperion.

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Copy the Copy the sentencesentence

AssociationAssociationw

ord

sali

ve

Record only the essential context into the speech bubble.

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All contexts are not All contexts are not created equal! created equal!

1. Misdirective contexts which mislead the reader.

2. Nondirective contexts which provide no assistance to the reader.

3. General contexts which provide only enough information for the reader to categorize the unknown word.

4. Directive contexts which lead the reader to the specific, correct meaning for a new word.

Beck, McKeown, and McCaslin, “Vocabulary Development: All contexts are not created equal.” (1983). Elementary School Journal 177-181.

Copy the Copy the sentencesentence

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All contexts are not All contexts are not created equal! created equal!

Misdirective Context

“Mr. Barry, ...this is just a courtesy call to do you the courtesy of interrupting your dinner so I can ask you a question. …I hang up. But of course this does not stop them. …they call again. That’s how courteous they are.”

Dave Barry, Richmond Times-Dispatch

November 12, 2000

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All contexts are not All contexts are not created equal! created equal!

Nondirective Context

“ There is a doggedness about [Charles] Wright’s treatment of these things that becomes, as the poems pile up, somehow both humble and heroic.”

Ron Smith, Richmond Times-Dispatch

November 12, 2000

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All contexts are not All contexts are not created equal! created equal!

General Context

“ ’Meat is contraband,’ the customs agent said as he confiscated the ham.’ ”

Jonathan Yardley, Richmond Times-Dispatch

November 12, 2000

“ In him [Arthur Miller] the American theater found, perhaps for the first time, an eloquence and an amplitude of feeling…”

Jere Real, Richmond Times-Dispatch

November 12, 2000

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All contexts are not All contexts are not created equal! created equal!

Directive Context

“On the other hand, the windblown deposits of mineral-rich dust and silt called loess have benefited farmers in China, the American Midwest and other parts of the world.”

World Geography : Prentice Hall, page 51.

We learn more when we are self-involved.

AssociationAssociationGuess, copy and paraphrase the Guess, copy and paraphrase the definitiondefinition

Why Why guess?guess?

To activate background knowledge.

Why use the Why use the dictionary?dictionary?

To link the word to the appropriate definition based on the context.

Why Why paraphraparaphrase?se?

To lead to the comprehen-sion level.

The paraphrase begins the comprehension process.

Guess and paraphrase the Guess and paraphrase the definitiondefinition a covering of a plane without

overlaps or gaps using combinations of congruent figures

preponderant influence or authority especially of one nation over others

tesse

llatio

nheg

emon

y

subducti

onthe process of the edge of one crustal plate descending below the edge of another

Comprehension

Related Words

Multiple opportunities for interaction with the new word will allow each student to find understanding in his unique way.

Synonym, antonym, etymology, and related Synonym, antonym, etymology, and related wordswords

ComprehensionComprehension

ComprehensionComprehension

Why?Why? Synonyms can provide a new label for a

known concept.

How?How? Synonyms should be consistent in part of speech;

however, teachers should recognize students’ developmental stages as they move toward that consistency.

Pull synonyms from the definition, context, prior knowledge, or etymology.

Do not just copy one from a thesaurus.

Find a synonymFind a synonym

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ComprehensionComprehension The Not BoxThe Not Box

Why?Why?

“Polarity is located at the deepest and most abstract level of the semantic network.” (Powell, 1986)

Definition by contrast

How?How?

Provide an opportunity to reinforce negative prefixes. (Hennings, 2000)

Many words do not have antonyms, but a non-example works well to establish polarity. (Frayer, 1969)

Find an Find an antonymantonym

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Three types of antonyms Mutually exclusive

singular/plural husband/wife

Graduation icy/scalding emaciated/obese

Undo buy/sell wrap/unwrap

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Finding Finding antonymsantonyms The Not BoxThe Not Box

Powell, “Teaching vocabulary through opposition.” Journal of Reading 29.7 617-621.

ComprehensionComprehension

cleave benign frolic arrange suitable

Create a synonym and Create a synonym and antonymantonym

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destination nourishment sufficient often prohibit

Comprehension

Related Words

Etymology and Etymology and MorphologyMorphology

What is What is etymology?etymology?

Etymology is the study of the Etymology is the study of the historyhistory and and structurestructure of of words.words.

When we study etymology we When we study etymology we learn the learn the origins of wordsorigins of words..

ComprehensionComprehensionWhy?Why?

Nearly 70% of multisyllabic words in English come from Greek and Latin roots.

Roots and affixes link new words to background knowledge.

Suffixes reveal the part of speech.

How?How?

Provide an opportunity to discover prefixes, suffixes and roots.

Tell the stories of words.

Teach Teach etymologyetymology

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EtymologyEtymology

The Structure and History of The Structure and History of WordsWordsAn inflection: internal or external change in a word form which signifies some addition to or change in a word to denote a modification in meaning.

A derivation: a tracing of the meaning and formation of a word to its origin.

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EtymologyEtymologyThe Structure and History of WordsThe Structure and History of Words

Inflections: secede, secession, succeed, success, intercede, intercession, precede, preceding, recede, receding, receded, exceed, proceed, procedure, precession, process, concede, concession...

All of the cede words originated from the same Latin root meaning to go or to yield.

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EtymologyEtymology

The VocabularyThe VocabularyEtymology - etymos: true,

actual, real logos: word, speech

Inflections - flectare: to bend, turn

Derivation - riva: streamLanguage - lingua: tongue,

language

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EtymologyEtymology

Four Divisions:Four Divisions:

1.Primitive/Primary Words: words that cannot be resolved into simpler elements (man, horse, run)

2.Derivative Words: words which consist of significant parts which exist either separately or in other combinations (man-ly, man-hood)

3.Compound Words: words consisting of two or more parts, each a significant word in itself (apple-tree, tea-spoon)

4.Hybrid Words: words with elements from different languages (gentleman, footsteps)

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Composition and Derivation of English Words

EtymologyEtymology

The Vocabulary:The Vocabulary:Affixes:Prefixes: intensify or negate

enlarge, commingle, redo, misquote

Suffixes - show part of speech or numberdog/dogs

internal/internally/intern/internist/internalize/ internalization

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EtymologyEtymologyThe Stories of WordsThe Stories of WordsDo you know where the word italics comes from?We use italics frequently, but do we know its

origin?

The name for the slanted form of type comes from Aldus Manutius, an Italian printer who published the first book with this kind of type in 1501. The book, a work by Virgil, was dedicated “To Italy” and subsequently, other printers, publishers, and writers began referring to the unique type as “Italian” and eventually in English, “italics.”

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The Word Origin Calendar, (2000, October 5) Accord Publishing.

EtymologyEtymology

Recent Journal Article Recent Journal Article

“Learning clusters of words that share a common origin helps students understand content area material.”

Dorothy Grant Hennings

“Contextually relevant word study: Adolescent vocabulary development across the curriculum”Journal of Adolescent and Adult Literacy, 44:3 November 2000 pages 268-279

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EtymologyEtymology

Date: Fri Jan 21 00:04:25 EST 2000Subject: A.Word.A.Day--enormityAddress: www.wsmith@wordsmith.org

Enormity (I-NOR-mi-tee) noun1.The quality of passing all moral bounds;

excessive wickedness or outrageousness.2.A monstrous offense or evil; an outrage.3.(Usage Problem) Great size; immensity.

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What is What is Morphology?Morphology?

Morphology is the study of the building blocks of words.

A morpheme is the smallest unit of meaning into which a word can be broken.

ComprehensionComprehension

Why?Why? “For every word a child learns … there are

an average of one to three additional words…”(Baumann and Kameenui, 1991)

Links new words to students’ background knowledge.

Facilitates decoding through chunking.

How?How? Find the root or the affix and use it in

another word from the students’ repertoires.

Related words/ Word Related words/ Word FamiliesFamilies

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ComprehensionEtymology and Etymology and MorphologyMorphology

polygon

polytheism

polyphony

poly - many

gon - angle

Greek noun

Related words Related words

Word familiesWord families

anonymous

synonymous

anonymitycontronym

eponym

synonym

antonym

onym

homonym

Related words Related words

Word familiesWord families

Build your own family of Build your own family of words.words.

Related Words - Word Related Words - Word FamiliesFamilies

aud bi biochron dict ducegraph ject

phonephoto plex polyport scribe secttherm vis,vid voc

Build your own family of words.

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99 syllables99 syllables

1. Display a list of 99 syllables which have been generated ahead of time from a group of interesting words.

2. Allow participants 15 minutes to reassemble the words into the original list.

3. Read aloud in alphabetical order the original words with the number of syllables, and assign one point for each syllable reassembled correctly.

4. For an easier variation of the game, use a smaller number of syllables.

From Brain Food: games that make kids think by Paul Fleisher

45 morphemes45 morphemesa morphology game adapted from 99 syllables in Brain Food: games that make kids think by Paul Fleisher

alpha cogn gener ize pol

ant com hens lab pol

ar con ic logy pre

ate de ing morph re

ation di intro multi rect

ary duce ion non s

bet eme ity onym syl

bul etymo ive para text

cod extra ize phrase voca

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45 morphemes45 morphemesA morphology game adapted from 99 syllables in Brain Food: games that make kids think by Paul Fleisher

Answers alphabetize introduce

antonym morpheme

comprehension multisyllabic

contexts nondirective

decoding paraphrase

etymology polarity

extrapolate recognize

generation vocabulary

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Decoding: Unlocking the Decoding: Unlocking the pronunciationpronunciation

InsurmountabilitySteps by chunking:1. Start with the suffix(es).2. Proceed to the prefix(es).3. Tackle the root.4. Slide it all together.

InIn sursur mountmount abilabil ityity

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Will the Wordsalive Map move Will the Wordsalive Map move students to the deepest level of word students to the deepest level of word

knowledge ?knowledge ?

1. Association:Association: with a single definition or context

2. Comprehension:Comprehension: broad understanding and ability to use, classify or identify the opposite

3. Generation:Generation: ability to produce a novel response

Baumann and Kameenui’s three levels of word knowledge

According to Janis Harmon, moving from comprehension to generation takes time, effort, discussion, classification and usage. Help students pause and reflect before generating novel responses. Postpone the last steps of the map until comprehension can develop.

GenerationGeneration

We learn more when we are self-involved.

Draw a Draw a picture?picture?Why?Why? A picture is worth a thousand

words. A personal clue helps the

student internalize a new word.

How?How? Anything goes.

GenerationGeneration

Why?Why? Writing an original sentence

helps the student internalize a new word.

How?How? Use the word in any of its

forms.

We learn more when we are self-involved.

Create the captionCreate the caption

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How do we select the How do we select the vocabulary to teach to vocabulary to teach to

students?students?Michael Graves asks four important questions:

1.Is understanding the word important to understanding the selection in which it appears?

2.Are students able to use the context or structural analysis to discover the word’s meaning?

3.Can working with this word be useful in furthering student’s context, structural analysis, or dictionary skills?

4.How useful is this word outside of the reading selection being taught?“A Vocabulary Program to Complement and Bolster a Middle-Grade Comprehension Program.” (2000). Reading for Meaning 116-135.

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Does Wordsalive include all the characteristics of good vocabulary

instruction?Eileen Carr and Karen Wixson provide four guidelines

for evaluating vocabulary instruction.

Students should:

relate new vocabulary to background knowledge.

develop elaborated word knowledge.

be actively involved in learning.

develop strategies for acquiring vocabulary independently.

Guidelines for evaluating vocabulary instruction (1986) Journal of Reading, 29.7, 558-595.

Alternate Wordsalive MapAlternate Wordsalive Map

WORDParts of sentences(s) from the book which reveal the context

GuessedDefinitions Dictionary Paraphrased

Synonym

Antonym

Etymology P.O.S.

Related words

Sketch Caption

Alternate Wordsalive Alternate Wordsalive MapMap

Alternate Wordsalive Alternate Wordsalive MapMap

Cacop

honou

s

…into the deafening, paralyzing, horrifying dive…suddenly right back in the middle of the buffeting layer of cacophonous flak...

painharsh,

discordant sounds

noise

discordant

harmonious

caco - harsh phone-sound ous - lots of Greek, adj.

cacophony phonics

The band room was full of cacophonous sounds as the members warmed up before the director arrived.

Word ______________________________

Sentence__________________________________________________________________

Guessed definition ________________________________________________________

Dictionary definition ______________________________________________________

Paraphrased definition ____________________________________________________

Synonym _______________ Antonym or non-example_________________________

Etymology and P.O.S. ____________________________

Related words _________________________________

Linear Wordsalive MapLinear Wordsalive Map

Caption _________________________________________________________________

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Let’s Revisit the Brainstorm

Will the wordsalive map help your students learn new material?

Will the wordsalive map complement your existing vocabulary methods?

Is the wordsalive map an improvement over vocabulary instruction when you were a student?

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How will we measure How will we measure success?success?

Pre and post vocabulary tests

Teachers’ anecdotal records

Samples of student maps

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WordsaliveWordsaliveA Vocabulary Acquisition ProgramA Vocabulary Acquisition Program

for Middle Schools for Middle Schools

Vocabulary development Vocabulary development is every teacher’s is every teacher’s

responsibilityresponsibilitywww.pen.k12.va.us

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Implementation Plan Implementation Plan

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SIMULATION #3SIMULATION #3

Find a new partner.

Using a wordsalive map, choose a word from the list to map with your partner.

Take a short break.

Share, discuss, and ask questions.

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Word list for mappingWord list for mapping

civilization convert beneficial

computation digest conscious

emancipation erode incredible

hypothesis insulate prominent

inclusion predictionunconstitutional

polytheism reproduce static

vernacular satisfy villainous

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Created by

Rebecca Count-Kahilla Montgomery County Public Schools

Joyce Johnston Tazewell County Public Schools

Catherine Rosenbaum Virginia Department of Education

Dennis Wimer Henrico Distant Learning Network

Scholarly review by

Janis Harmon University of Texas at San Antonio

Piloted by the faculty at

Spratley Middle School in Hampton, Virginia