Empower Readers
with Vocabulary Skills
Presentation by Dea Conrad-Curry
Your Partner in Education
www.partnerinedu.com
NAME ______________________ TEXT ______________________ PAGES _______ DATE _______
Admit
Before class, circle the best
answer.
Yes
No
Don’t Know
Yes
No
Don’t Know
Yes
No
Don’t Know
Yes
No
Don’t Know
Yes
No
Don’t Know
Admit & Exit Slip
1. One of the most effective methods to teach vocabulary is to
use a student friendly dictionary.
Notes__________________________________
Exit
At the end of class, circle
the best answer.
Yes
Don’t Know
2. There are two types of vocabulary knowledge: receptive
vocabulary and generative or expressive vocabulary
Notes___________________________________
Yes
3. There is a limit to how many words a student can learn in a
week’s time.
Notes___________________________________
Yes
4. Reading builds vocabulary faster and more efficiently than
direct instruction.
Notes___________________________________
Yes
5. The quality of vocabulary knowledge is related to the variety
of contexts in which a student can use a word or forms of that
word.
Yes
Notes___________________________________
© 2010 Partner in Education
No
No
Don’t Know
No
Don’t Know
No
Don’t Know
No
Don’t Know
NAME ______________________ TEXT ______________________ PAGES _______ DATE _______
Admit
Before class, circle the best
answer.
Yes
No
Don’t Know
Yes
No
Don’t Know
Yes
No
Don’t Know
Yes
No
Don’t Know
Admit & Exit Slip
1. Adding the suffix –ion will make any word a noun.
Examples __________________________________
__________________________________
__________________________________
Exit
At the end of class, circle
the best answer.
Yes
Don’t Know
2. The suffix –ed can change the tense on a verb from present to
past or it can turn a word into an adjective.
Verb Examples _________________________________
_________________________________
Adjective Examples_________________________________
__________________________________
Yes
3. More than one suffix can be added to a word to change it from
being one part of speech to another. For example,
Examples ___________________________________
___________________________________
___________________________________
Yes
4. Adding a prefix to a word can create the antonym of that word.
Examples ___________________________________
___________________________________
___________________________________
Yes
© 2010 Partner in Education
No
No
Don’t Know
No
Don’t Know
No
Don’t Know
4
F IVE WAYS TO E NHANCE
V OCABULARY

Make interaction with language fun

Support conversations that use developing
vocabularies

Provide transparent learning models

Guide discoveries connecting known and
unknown

Extend word knowledge: affixes, etymologies,
diverse use of words
© 2010 PARTNER IN EDUCATION
M AKE I NTERACTION WITH
L ANGUAGE FUNDAMENTAL
Fun school work results in effective learning!
 Word Walls
 Word Games
 Words & Technology Fun
5
© 2010 PARTNER IN EDUCATION
6
"PASS ME THE SHELLFISH ,"
said Tom crabbily.
© 2010 PARTNER IN EDUCATION
7
Tom Swifties
 “I might as well be dead," Tom croaked.
 "I can't remember what I was supposed to buy,“
said Tom listlessly.
 "x times x = x squared," Tom said exponentially.
 "99 is almost 100," said Tom roughly.
 "I need a pencil sharpener," said Tom bluntly.
 "I have to keep these eggs warm," Tom said
honestly.
From: The Wordplay Website. http://www.fun-withwords.com/index.html
© 2010 PARTNER IN EDUCATION
W HAT
8



IS A
TOM S WIFTIE
A pun in which the speaker’s adverbial tag plays
off of the main sentence, typically a quotation
Four types of Tom Swifties

an adverb provides the pun

the pun occurs in the verb; there may not be an
adverb at all

neither a verb nor an adverb provides the pun—
rather a short phrase delivers the word play
Many – probably most – Tom Swifties are
morphological; i.e. the words must be broken
down into morphemes (smaller components) to
understand the pun.
© 2010 PARTNER IN EDUCATION
C OMPLETING TOM S WIFTIES
9
WITH AN ADVERB
1.
“Is that runner in a pickle again?" Tom asked ________.
2.
"You're burning the candle at both ends," Tom said
_____________.
3.
"It's 3 a.m.," Tom said _____________.
4.
"I love Velveeta," Tom said ____________.
5.
"Someone stole my wheels," Tom said _____________.
6.
"I'm covered in blood," Tom said_________.
7.
"My clothes are pressed," Tom said _____________.
8.
"You look like a goat," Tom said ____________.
© 2010 PARTNER IN EDUCATION
C OMPLETING TOM S WIFTIES
10
WITH A VERB
1.
"I told you not to ride that horse," Tom ________________.
2.
"I didn't look at all!" Tom ________________.
3.
"The exit is right there," Tom ________________.
4.
"I teach at a university," Tom ________________.
5.
"I couldn't believe there were 527,986 bees in the swarm!" Tom
________________.
6.
"There's room for one more," Tom ________________.
7.
"I'm losing my hair," Tom ________________.
© 2010 PARTNER IN EDUCATION
11
TOM S WIFTIES WITH A
PREPOSITIONAL PHRASE

"It's made the grass wet," said Tom after due
consideration.

"I bought myself fifty hamburgers and I've only ten left,"
said Tom with fortitude.

"I like ragged margins," said Tom without justification.

"Oops! There goes my hat!" said Tom off the top of his
head.

"How long will I have to wait for a table?" asked Tom
without reservation.
© 2010 PARTNER IN EDUCATION
MAKE IT AND TAKE IT!
12

Go to The Wordplay Website

http://www.fun-with-words.com/index.html

Open a Word Document

Create a Tom Swifty Handout for students at your
grade level…maybe even differentiated by three
levels of difficulty

Below grade readers

On grade readers

Above grade readers
© 2010 PARTNER IN EDUCATION
13
T URNING TABOO I NTO A
C ONTENT G AME
Play Taboo
Online!
© 2010 PARTNER IN EDUCATION
Content Taboo
 How do you get your team to say “photosynthesis”?
 You can’t say





6H2O + 6CO2 ----------> C6H12O6+ 6O2
Sunlight
Plant
Energy
Carbon Dioxide
 You can say
 A process used in nature by trees to make food
 Oxygen is the byproduct of this product
 This process uses a gas exhaled by all animals in their
breathing and converts it to the oxygen animals need for
respiration
© 2010 Partner in Education
Game Rules
 Students form teams to play Content Taboo
 Team A chooses their first clue giver who chooses a
card, not revealing any of the words on that card
 Team B has a player sit beside Team A’s clue giver in
order to see the Content Taboo card
 Team A clue giver takes the top card from the stack
 The egg timer is turned
 Team A clue giver provides clues about the content word
at the top of the card, trying to get his/her teammates to
say the word without using any of the five words listed
below the content term.
 Team B monitors that Team A clue giver does not use
any of the Taboo words
 Turns shift when the egg timer runs out or the correct
word is guessed
© 2010 Partner in Education
AUTUMN
EQUINOX
SOLSTICE
ASTRONOMY
FALL
DAY
WINTER
STARS
SEASON
EQUAL
SUMMER
STUDY
LEAVES
NIGHT
NORTH
HOROSCOPE
WINTER
JUNE
SOUTH
SCIENCE
SUMMER
SUMMER
SUN
HUBBLE
CURRENTS
WIND
CLIMATE
HUMIDITY
WIND
BLOW
WEATHER
DRY
WATER
GUSTS
REGION
WATER VAPOR
OCEAN
EROSION
RAIN
TEMPERATURE
RIVER
SQUALL
ARRID
HIGH
JET STREAM
BREEZE
DESERT
LOW
© 2010 Partner in Education
16
MAKE IT AND TAKE IT!
17

Access the Clue Card template

Either go to myteachingwiki.com

OR provide me with your email

Using Word and working with the template,
complete each card with the main word and
the clues

Print a complete sheet through the ROE
printer

Copy/Duplicate on card stock
© 2010 PARTNER IN EDUCATION
S UPPORT C ONVERSATIONS WITH
D EVELOPING V OCABULARIES
18
© 2010 PARTNER IN EDUCATION
MY FAVORITE WORD:
SERENDIPITY
19

Main Entry: ser·en·dip·i·ty Pronunciation Guide
Pronunciation: serndipd., -pt, -i
Function: noun
Inflected Form(s): -es
Etymology: Serendip, Serendib, former name for
Ceylon (from Arabic Sarandb) + English -ity; from
the possession of the gift by the heroes of the
Persian fairy tale The Three Princes of Serendip
: an assumed gift for finding valuable or
agreeable things not sought for
Become Word
Conscious
© 2010 PARTNER IN EDUCATION
20
S OLVEIGS O RCHARD
S ISTER B AY, W ISCONSIN
© 2010 PARTNER IN EDUCATION
21
unorthodox
“Buddy, can you
spare a dime?”
Become Word
Conscious
Behaving or acting in a way that goes against the expected,
the standard or the conventional.
© 2010 PARTNER IN EDUCATION
P RODUCTIVE T HINKING
3-PART A CTIVITY
22
Step 1
Step 2
In my Head

Generate a list of as
many ideas pertaining to
a prompt—no idea is a
bad idea

Aim for 12- 15 ideas
as students become
more proficient with the
process

Keep in mind some
topics may limit or
extend the possibilities

Set a time limit for
the thought process—1
minute to 1 ½ minutes
Step 3
With a Partner

Turn to a neighbor
& share ideas

Since the goal is 1215, steal good ideas
from your partner’s list

Continue to
come up with more
ideas, even those that
were not on the original
lists

Set a time limit for
the sharing process: 2
minutes
Whole Class

Designate the
spokesperson of the
partner (or threesome)

Each group chooses
through consensus one
idea to share with the
entire class

Shared idea should
show the best thinking:
uniqueness counts

Continue to steal
ideas as groups share,
always aiming to
lengthen the list
© 2010 PARTNER IN EDUCATION
23
W HAT ARE YOUR FAVORITE
WORDS ?
List Your Words Here
When & Why Use PT?

Before Reading

During Reading

After Reading
© 2010 PARTNER IN EDUCATION
24
Word Clouds and Wordle
© 2010 PARTNER IN EDUCATION
B ALANCE C HALLENGE ,
I NTEREST, & S KILL
25
The Key
Source: Applying Differentiation Strategies.
(2007). Shell Publications
“Being completely
involved in an activity
for its own sake. The
ego falls away. Time
flies. Every action,
movement, and thought
follows inevitably from
the previous one, like
playing jazz. Your
whole being is involved,
and your using your
skills to the utmost”
(Geirland 1986).
© 2010 PARTNER IN EDUCATION
Arachne the Spinner
A myth retold by Gerldine McCaughrean
Closed Word Sort or Open Word Sort
myth
yarn
boast
shuttle
dazzling
competition
Athena
irreverence
tapestries
Arachne
Mount Olympus
transform
competition
awe
revealed
smug
loom
skillful
preen
woven
Mythical Concepts
Descriptors
Behaviors or Actions
Tools of Weaving
Prediction
© 2010 Partner in Education
28

MODES OF LEARNING
Incidental Learning




T WO
5 - 15% of novel vocabulary can be learned
Requires 7 or so encounters
 Suggests that students read independently enough to encounter new
words
 Students have inferential skills to determine meaning
Time spent reading directly affects vocabulary acquisition
Direct Instruction



Foster work consciousness (use productive thinking)
 Topical: Content words
 World: Words educated people should know
Teach individual words
 Make a goal of 350 words annually
Teach strategies for learning new words
 Context clues: 20% reliable
Source: Graves, Michael. The Vocabulary Book. (2006).
© 2010 PARTNER IN EDUCATION
myth
dazzling
tapestries
Competition
loom
yarn
competition
Arachne
awe
skillful
boast
Athena
Mount
Olympus
revealed
preen
shuttle
irreverence
transform
smug
woven
D EVELOPING T RANSPARENT
L EARNING M ODELS
We cannot control incidental learning, but we can develop a
district-wide vocabulary and using proven methods of
instruction that will grow students’ vocabularies
30
© 2010 PARTNER IN EDUCATION
S TAGES OF VOCABULARY
31
ACQUISITION

Stages of word knowledge (Dale 1965)

Never saw it before

Heard it—no knowledge of meaning

Recognizes in context

Knows it well: uses in conversation and or
writing
© 2010 PARTNER IN EDUCATION
NAME ______________________ TEXT ______________________ PAGES _______ DATE _______
How Well Do I Know These Words?
Thinking about words before learning them makes connections that will help me remember.
Word
Never
Heard
Heard
or
Seen
Connotation
Define
Use
Definition
Erudite
Pedagogy
Heuristic
PREASSESSMENT
Rubric
Standards
Formative
Assessment
© 2010 Partner in Education
NAME ______________________ TEXT ______________________ PAGES _______ DATE _______
How Well Do I Know These Words?
Thinking about words before learning them makes connections that will help me remember.
Word
Never
Heard
Heard or
Seen
Connote
Define
© 2010 Partner in Education
Use
Context Definition
Context Clues
 61% of unknown words can be
determined through contextual analysis
(Block & Mangieri)
 Context
 Semantic features: aspects that give meaning
and establish similarities and differences
 Syntactic clues: order in a sentence
 Visual images
 Reader response: absence of related prior
knowledge weakens text clues
34
© 2010 Partner in Education
How does context help build word
meaning?
 The river was full of noxious materials such as cleaning agents
from factories and pesticides from the nearby farms.
 The periphery of the river was littered with container trash from
the nearby factories.
 This third grade was full of precocious children. One child had
learned to read at two and another could do algebra at age 6.
 When going to an office party you should show your best
decorum; dress your best, drink and eat moderately, and be sure
to thank the host before you leave.
 Some may not approve of the governor’s behavior, but to
describe him as nefarious is to go a bit far.
 Some credit her advancement at the university to an erudition
beyond all others; however, others suggest her father’s position
at the helm had a significant impact.
 The professor had one caveat in the syllabus: this document was
subject to change.
© 2010 Partner in Education
6-Types of External Context Clues
1.
2.
3.
4.
5.
6.
Definition or explanation clue
The periphery or outer region, of the river was littered with
container trash from the nearby factories.
Example clue
Like road banks along an interstate highway, the periphery of the
river was littered with container trash from the nearby factories.
Restatement or synonym clue
The periphery or bank of the river was littered with container trash
from the nearby factories.
Contrast or antonym clue
The periphery of the river, unlike the water that flowed within its
banks, was littered with container trash from the nearby factories.
Inference through general context clue
The periphery of the river was littered with container trash from the
nearby factories while the fast moving water appeared clear of
debris.
Punctuation and syntax clues: word order, dashes,
quotations, parenthesis
The periphery—the perimeter—of the river was littered with
container trash from the nearby factories.
36
© 2010 Partner in Education
How does context help build word
meaning?
 The river was full of noxious materials such as cleaning agents
from factories and pesticides from the nearby farms.
 The periphery of the river was littered with container trash from
the nearby factories.
 This third grade was full of precocious children. One child had
learned to read at two and another could do algebra at age 6.
 When going to an office party you should show your best
decorum; dress your best, drink and eat moderately, and be sure
to thank the host before you leave.
 Some may not approve of the governor’s behavior, but to
describe him as nefarious is to go a bit far.
 Some credit her advancement at the university to an erudition
beyond all others; however, others suggest her father’s position
at the helm had a significant impact.
 The professor had one caveat in the syllabus: this document was
subject to change.
© 2010 Partner in Education
NAME ______________________ TEXT ______________________ PAGES _______ DATE _______
How do Context Clues Help Build Word Meaning?
Thinking about my thinking about words.
Word
Definition
Example
Synonym
Contrast
General
Inference
noxious
periphery
precocious
decorum
nefarious
erudition
caveat
© 2010 Partner in Education
Internal
Clue
Context Definition
NAME ______________________ TEXT ______________________ PAGES _______ DATE _______
How do Context Clues Help Build Word Meaning?
Thinking about my thinking about words.
Word
Definition
Example
Synonym
Contrast
General
Inference
noxious
periphery
precocious
decorum
nefarious
erudition
caveat
© 2010 Partner in Education
Internal
Clue
Context Definition
NAME ______________________ TEXT ______________________ PAGES _______ DATE _______
How Well Do I Know These Words?
Thinking about words before learning them makes connections that will help me remember.
Word
Never
Heard
Heard or
Seen
Connote
Context Clue
© 2010 Partner in Education
Use
Context Definition
Using Internal Context Clues
Component
Definition
Example
Prefix
A word part (affix) added to the
beginning of a root or base word to
create a new meaning
ana- : again, anew, up
intro- : in, inside, inward
Suffix
A word part (affix) added to the end of a
root or base word to create new
meaning
-logy: study, science, theory
-sis: process or action
-ism: act, process, state, condition
A morpheme or morphemes to which
affixes or other bases may be added
psych: soul, spirit, mind
lyses: gradual decline
Root or base
Two words have the same ancestral
language and meaning
school of psychology holding that content of
consciousness is explained by the association and
reassociation of irreducible sensory and perceptual
elements
Cognates
Word family
associationism (Eng)
associationism (Fr)
A group of words sharing a common
phonic element
spectacles, specter, inspection,
perspective
© 2010 Partner in Education
NAME ______________________ TEXT ______________________ PAGES _______ DATE _______
How Well Do I Know These Words?
Thinking about words before learning them makes connections that will help me remember.
Word
Never
Heard
justice
citizen
citizenship
class
equal rights
prejudice
© 2010 Partner in Education
Heard
/
Seen
Connotation
Define
Use
Definition
B ECK ’ S C ONTINUUM : W ORD
K NOWLEDGE
43
No Knowledge
Sense of
Connotation
Content bound
knowledge
Rich,
decontextualized
understanding
Knowledge w/o
expressive power
© 2010 PARTNER IN EDUCATION
Which words to consider?
Tier One
 Basic words
 Essential nouns
 Experiential adjectives and adverbs
Tier Two
 High frequency for mature language users
 Used across a variety of domains
 Multisyllabic
 Acquired through conversation, reading & instruction
Tier Three
 Low frequency words
 Use limited to specific domain: content specific
words
 Have few synonyms
 Situation-specific therefore require instruction
From: Beck, Isabel, McKeown, Margaret G., & Kucan,
Linda.(2002). Bringing Words to Life.
44
© 2010 Partner in Education
Finding Important/Relevant Words
Self-Selected: Cross Curricular Use
 Words identifying Concepts rather than Labels
 Words with multiple meanings varying by context
Frequency Studies: Words identified as reappearing
 Large English vocabulary lists
http://www.manythings.org/vocabulary/lists/l/
 First 1000 most frequent grades 3 – 9
http://www.textproject.org/library/resources/WordList.pdf
 Second 1000 most frequent words
http://www1.harenet.ne.jp/~waring/vocab/wordlists/2000.txt
 Dale-Chall List of 3000
htttp://www.rfp-templates.com/Dale-Chall-List-of-3000-Simple-Words.html
Practitioner Based Research
 Marzano’s list of essential words grades 3 – 6
http://www.tec.leon.k12.fl.us/vocabulary%20project/Vocabulary%20Project%20Word%20List.pdf
 Building Academic Vocabulary Study: Florida
http://www.tandl.leon.k12.fl.us/lang/Voc_Project_00_01.pdf
 Building Academic Vocabulary: Tennessee Project
http://www.jc-schools.net/tutorials/vocab/strategies.html
45
© 2010 Partner in Education
46

Marzano (Building Academic Vocabulary) references
five to six per week


Mathematics, science, social studies, language arts, health
Robert Pressley suggests 2–4 root words per day


H OW MANY WORDS SHOULD WE
TEACH ?
By high school graduation, students need to know 15,000
root words
Isabel Beck cites from 3–20 per week; settles on 7
© 2010 PARTNER IN EDUCATION
Developing a Schoolwide Vocabulary
Why schoolwide?
 Assures vocabulary awareness as students progress through school
 Provides opportunities to share effective teaching practices &
resources
 Engages all knowledgeable professionals within the system
 Aligns w/ local and state standards and curriculum materials
Who chooses the words?
 Teachers will make the decision
 The word should definitely be on the district grade level list
 The word should definitely not be on the district grade level list
 The word should probably be on the district grade level list
How is instruction provided?
 All teachers provide direct instruction over monthly words
 All teachers reinforce and enrich meanings for monthly words
 All teachers make a conscious decision to use monthly words
 New month…new list
© 2010 Partner in Education
G UIDE D ISCOVERIES B ETWEEN
THE K NOWN AND THE U NKNOWN
48
© 2010 Partner in Education
THREE FUNCTIONS OF MEMORY
Sensory
Memory
Working
Memory
Memory Trace
Repetitions
Permanent
Memory
Background Memory
Academic &
Nonacademic
Sensory
Memory
Working
Memory
Deep Processing
Details / Imaging
Sensory
Memory
Sensory
Memory
Sensory
Memory
Source: Based on Marzano, Robert. (2004). Building
background knowledge for academic achievement.
Alexandria: ASCD.17-24.
Working
Memory
Elaboration
Connections
Sensory
Memory
© 2010 Partner in Education
T HE I MPORTANCE OF “S ELF ”
IN M EMORY
50

Self-referential Encoding
Rogers, Kuiper, and Kirker (1977)

Research Study:4 Levels of Processing


Judging physical characteristics of words

Connecting word sounds (rhyming)

Associating words with other words (meaning)

Relating words to self
Conclusion

Involving inferential thinking or personal connections better builds
word learning and internalizing word understanding
© 2010 PARTNER IN EDUCATION
51
H OW RESEARCH INFORMS
VOCABULARY INSTRUCTION

Students must value vocabulary instruction

Six consecutive exposures is minimal for rich vocabulary
transfer

Involving inferential thinking or personal connections
better show word understanding

Students must be taught relevant words

Students must learn high-utility words

Fun vocabulary work is more effective

Learning styles influence vocabulary growth

Vocabulary instruction + Comprehension instruction =
higher reading ability
© 2010 PARTNER IN EDUCATION
52
W ORD WALLS

Collections of words developmentally appropriate for
classroom study

Words selected for specific instructional purposes

Collections are cumulative; new words are introduced &
familiar words remain for further study

Activities and talk about word walls provide conversational
scaffolds that structure the ways that students study, think
about, and use words.

Serve as visual scaffolds to temporarily assist students in
independent reading & vocabulary development(Brabham,
2001)
© 2010 PARTNER IN EDUCATION
53
T IRED W ORDS
IDEA
Store
synonyms for
“tired words”
in pockets for
students to use
as they write.
Builds
generative
word
knowledge.
Tired words want to go to sleep.
Let them rest! Don’t make a peep!
Try to use a synonym instead.
Let those tired words stay in bed!
© 2010 PARTNER IN EDUCATION
54
E XTENDING W ORD WALLS
© 2010 PARTNER IN EDUCATION
55

Fast Mapping


Quickly acquire a sense of meaning
Extended Mapping (Carey 1978)

Occurs over time

Requires extended encounters
© 2010 PARTNER IN EDUCATION
56
FAST M APPING : B UOYANT
(C AREY 1978)
Which two images portray
the meaning of buoyant?
© 2010 PARTNER IN EDUCATION
PowerPoint Jeopardy
RELIGION
GOVERNMENT
SCIENCE
LITERATURE
MATH
10
10
10
10
10
20
20
20
20
20
30
30
30
30
30
40
40
40
40
40
50
50
50
50
50
Retrieved from Educational Resources for Teachers
http://www.jmu.edu/madison/teacher/jeopardy/jeopardy.htm
MAKE IT AND TAKE IT!
58

Consider your academic areas

Either go to myteachingwiki.com

OR provide me with your email

Working with the template, complete the
PowerPoint Jeopardy game grid

Be sure to save on a USB /or send
yourself an email copy
© 2010 PARTNER IN EDUCATION
P ROVIDE M ODELS T HAT M AKE
L ANGUAGE L EARNING
T RANSPARENT
© 2010 PARTNER IN EDUCATION
Direct Instruction & Vocabulary
Step 1: Teacher
provides description,
explanation, example
of term
Not a definition
Step 2: Students restate
description, explanation,
example in their own
words
Not a definition
Step 4: Students
develop a visual
representation of
the term
Step 3: Students
add to their
knowledge of
selected terms
Step 5:
Students talk
about terms
with other
students
Step 6: Students
play games with
terms
60
© 2010 Partner in Education
Name _____________________ Date_________________ Chapter __________ Pages__________
Looks like…
Reminds me of…
Looks like…
Reminds me of…
Definition…
How to use…
Definition …
How to use…
Looks like…
Reminds me of…
Looks like…
Reminds me of…
Definition …
How to use…
Definition …
How to use…
© 2009 Partner in Education
NAME ______________________ TEXT ______________________ PAGES _______ DATE _______
RICH WORD KNOWLEDGE
Examples
My Definition
Non-examples
Vocabulary Word
illustration
62
© 2010 Partner in Education
NAME ______________________ TEXT ______________________ PAGES _______ DATE _______
Double Bubble
Interesting connections between two typically unlike ideas.
1.
1.
2.
2.
3.
3.
© 2010 Partner in Education
Adapted from David Hyerle’s Model in Visual
Tool for Constructing Knowledge.
Name _____________________ Date_________________ Chapter __________ Pages__________
Definition
Something this
reminds me
Definition
Term
Term
Examples
Non-Example
Examples
Definition
Similar but different
Definition
© 2010 Partner in Education
Non-example
Connections
Term
Term
Synonyms
Etymology
Antonyms
Example
Common
Misuses
NAME ______________________________ TEXT ______________________ DATE ________________SCORE__________
Use the word
Term ________________________
Description or working definition
Initial understanding
Know the word
4
Heard the word
3
Never heard
2
1
In how many ways can I use this word?
_________________________________________________________________
1.
_________________________________________________________________
__________________________________
__________________________________
_________________________________________________________________
My Connection: Write or Draw
2.
__________________________________
__________________________________
Later
understanding
Use the word
Term ______________________________
Initial understanding
3
Know the word
4
Description or working definition
4
2
Heard the word
3
1
Never heard
2
1
In how many ways can I use this word?
______________________________________________________________
_________________________________________________________________ 1.
__________________________________
_________________________________________________________________
__________________________________
My Connection: Write or Draw
2.
__________________________________
__________________________________
Later
understanding
© 2010 Partner in Education
4
3
2
1
E XTEND W ORD K NOWLEDGE
Prefixes
Suffixes
Affixes
Etymologies
© 2010 PARTNER IN EDUCATION
R OOTS AND A FFIXES
Grade 6
Grade 7
Grade 8
Part
Example
Part
Example
Part
Example
ambi-
(e.g., ambidextrous,
ambivalent)
anti-
(e.g., antagonist,
antacid)
acid,
acri
(e.g., acidic,
acrimonious)
arch
(e.g., archenemy,
archbishop)
astro
(e.g., astronomy,
astrophysics)
ad-
(e.g., addict, advise)
bene
(e.g., beneficial,
benefactor)
bio
(e.g., biology,
biography)
cycle
Root words
&
Affixes
calor
(e.g., caloric, scald)
anthrop
(e.g., anthropoid,
anthropology)
-cide
(e.g., fratricide,
suicide)
-ary
(e.g., dictionary,
dietary)
(e.g., bicycle, cyclone)
corp
(e.g., corporal,
corporation)
aud
(e.g., audible,
auditory)
de-
(e.g., deform, depend)
cred
(e.g., credibility,
incredible)
bin-
(e.g., binary,
binomial)
di-
(e.g., divide, divorce)
dorm
(e.g., dormitory,
dormant)
cata-
(e.g., catacombs,
catatonic)
duct
(e.g., introduction,
deduct)
epi
(e.g., epicenter,
episode)
circ,
circum-
(e.g., circumference,
circumstance)
(e.g., excel, excite)
eu-
(e.g., eulogy,
eureka)
helio
(e.g., heliotherapy,
heliotrope)
(e.g., foreword,
forewarned)
flex
(e.g., flexible,
reflex)
hydra,
hydro
(e.g., hydrate,
hydraulic)
fore-
From Illinois Reading Assessment Frameworks.
http://www.isbe.net/assessment/pdfs/iaf_reading.pdf
Grade 6
Grade 7
Grade 8
Part
Example
Part
Example
Part
Example
-ous
(e.g., famous,
various)
macro-
(e.g., macroeconomics,
macrocosm)
-ive
(e.g., definitive,
derivative)
para-
(e.g., paranormal,
parameter)
mar,
mari
(e.g., marine, mariner)
mal-
(e.g., malady, malaria)
-ship
(e.g., friendship,
relationship)
micro-
(e.g., microcosm,
microphone)
mid-
(e.g., midnight, midwife)
super-
(e.g., superman,
superintendent)
mono-
(e.g., monomania,
mononucleosis)
-ness
(e.g., kindness,
lightness)
sym-,
syn-, sys
(e.g., symmetry,
synonym, system
peri-
(e.g., periscope,
periodic)
ob-
(e.g., obituary, obese)
tempo
(e.g., temporal,
contemporary)
pseudo-
(e.g., pseudonym)
omni
(e.g., omnipotent,
omnipresent)
ultra-
(e.g., ultraviolet,
ultrasonic)
semi-
(e.g., semimonthly,
semicircle)
pater,
part
(e.g., paternal,
patrimony)
vale,
vali
(e.g., validity, valor)
-ure
(e.g., puncture, lecture)
spect
(e.g., spectacular,
inspect)
theo
(e.g., theocracy,
theology)
under-
(e.g., underdone,
undermine)
From Illinois Reading Assessment Frameworks.
http://www.isbe.net/assessment/pdfs/iaf_reading.pdf
Teaching Affixes
Dis-
To do the opposite or
reverse
disqualify
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Not
disengaged
Absence of or
contrary to
disaffected
69
Teaching Affixes
© 2010 Partner in Education
70
T EACHING R OOT W ORDS
71
Port
To carry
or bear
Passage
Airport
Seaport
People
Deport
Things
Export
© 2010 PARTNER IN EDUCATION
Import
Ideas
Report
L EXILE F RAMEWORKS
72


Matching a reader’s Lexile measure to a text with the
same Lexile measure leads to an expected 75-percent
comprehension rate

not too difficult to be frustrating

difficult enough to be challenging

encourages reading progress
Lexile measures determined by

word frequency and sentence length

not by content
Source:
http://www.lexile.com/Entran
cePageFlash.html?1
© 2010 PARTNER IN EDUCATION
Lexile Frameworks
Grade
Reader Measure
Text Measures
1
Up to 300L
200L to 400L
2
140L to 500L
300L to 500L
3
330L to 700L
500L to 700L
4
445L to 810L
650L to 850L
5
565L to 910L
750L to 950L
6
665L to 1000L
850L to 1050L
7
735L to 1065L
950L to 1075L
8
805L to 1100L
1000L to 1100L
9
855L to 1165L
1050L to 1150L
10
905L to 1195L
1100L to 1200L
11 and
12
940L to 1210L
1100L to 1300L
The Lexile Frameworks for
Reading.
http://www.lexile.com/EntranceP
ageFlash.html?1.
© 2010 Partner in Education
73
Finding Student Lexile Scores
© 2010 Partner in Education
74
Bibliography
Allen, Janet. (2007). Inside Words. Portland, MN: Stenhouse
Publishers.
---. (1999). Words, Words, Words. York, MN: Stenhouse Publishers.
Beck, Isabel & McKeown, Margaret G. Bringing Words to Life. (2002)
New York: Gilford.
Block, Cathy Collins & Mangieri, John. (2006). The Vocabulary
Enriched Classroom. New York: Scholastic.
Fisher, Douglas & Frey, Nancy. (2006). Word Wise and Content Rich:
Grades 7 – 12. Portsmouth, NH: Heinwmann
Graves, Michael F. The Vocabulary Book: Learning & Instruction.
(2006). New York:NCTE
Marzano, Robert J. &Pickering, Debra. (2005). Building Academic
Vocabulary.Alexandria, VA: ASCD.
Nagy, William. (1988). Teaching VocabuLary to Improve Reading
Comprehension. NCTE.
Pressley, Michael. Reading Instruction that Works. (2006). New
York: Gilford.
© 2010 Partner in Education
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