Welcome to class 9
Find your seat using the word play cues
(Tompkins, page 223)
Alliteration
Onomatopoeia
Palindromes
Portmanteau
Hyperbole
RICA Review-9
You know the drill!
Story/Learning Activity
 The
story this week is
Miss Alaineus

by Debra Frasier
 The

Learning Activity is
Vocabulary Parade
1. Each table has a
vocabulary word.
2. Generate ideas for how
you might dress up in
costume to depict that word
in a vocabulary parade.
There are some
vocabulary parade ideas
on the course website.
Click on the additional
resources link for Class
9-15.
Popcorn Read our ABC’s of
Academic Vocabulary
from Tompkins, Chapter 7
Academic Vocabulary
Vocabulary
Expanding Academic Vocabulary
3 Tiers of words…
How do we know which words to teach?
8
Three tiers of words
Tier 3: Domainspecific words
Tier 2: General
academic words
Tier 1: Words of
everyday speech
Tier 1: Everyday Words
 Rarely
require direct instruction
 Typically

don’t have multiple meanings
dog, sad, girl, orange, laughing

CCSS L.2.6
Tier 2: Academic Words
 Most
important words for direct instruction
 High
frequency words – across domains
 Can
change meaning with use (context)
 Used

more in writing than in oral language
masterpiece, fortunate, measure,
benevolent, and gallop (instead of run)

CCSS L.3.6; L.4.6; L.5.6 and L.6.6
Tier 3: Content-Specific
Words
 Low
frequecy words that occur in specific
content domains

Revolutionary War, isotope, asphalt,
economics, amino acid, crêpe, algorithm,
denoument, drought, suffrage, osmosis

CCSS L.3.6; L.4.6; L.5.6 and L.6.6
Application
 List
several words for each tier that are
appropriate for the students you are
teaching.



Tier 1 words
Tier 2 words
Tier 3 words
 Bonus:
In what tier are the words that
Danielle and Ann are dressed as?
Word Play!
The “nyms” and other conundrums
Word Play!
 Alliteration
 Eponyms
 Hyperbole
 Onomatopoeia
 Oxymorons
 Palindromes
 Personification
 Portmanteau
 Spoonerisms
Words with figurative meanings:
Idioms
 Hundreds
of idioms in English
 Used
daily to create word pictures that
make language more colorful
 Explicit
instruction
 English
Language Learners

Book list in Tompkins, page 222
Words with figurative meanings:
Idioms
 She
 It
was green with envy.
was a piece of cake.
 She
 He
gave him the cold shoulder.
has a chip on his shoulder.
 I’m
going to go catch some Z’s.
 She
drives me up the wall.
CCSS: L.3.5a, L.4.5a, L.5.5a, L.6.5a; L.5.5b and L.6.5b
Idiom Books
Words with figurative meanings:
Idioms
 Each
table group has received a different list
of idioms
 Each
 Using
person chooses one idiom from the list
the graphic organizer, draw the literal
meaning, write what the idiom actually
means & draw a picture of what the idiom
means.
Time to take a break!
Can you locate a homophone in
the previous sentence?
Can you find a homonym in the sentence?
“nym” words
CCSS: L.K.5d, L.1.5d, L.2.5b, L.3.5c, L.4.5c L.5.5c, and L.6.5c
 Synonyms
 Antonyms
 Homophones
 Homographs
 Homonyms
Words with multiple meanings
CCSS: L.K.4a, L.1.4a, L.2.4a, L.3.4a, L.4.4a, L.5.4a, and L.6.4a
Claws/Clause & Paws/Pause:
Homograph, Homonym, Homophone?
“Nyms” books
Word Study
Knowledge Rating Scale
Word Maps
Morphemes
Knowledge Rating Scale
How much do you know about these words?
A Lot!
phoneme
morpheme
orthography
prosody
onset-rime
Some
Not Much
Word Maps
 Word
maps provide a framework for
organizing conceptual information in the
process of defining a word.
Word Maps
What is the definition?
What’s it like?
A confusing and
difficult problem
or question
What are some
examples?
• multiple meaning words
• figures of speech
• homophones
What does it look like?
Word Maps
What is the definition?
Synonyms
loud discordant
sounds
How is it used in
a sentence?
Our classroom sometimes
reminds me of the
cacophany of a pet store
full of animals. I can hardly
think for all the noise!
What does it look like?
Word Maps
What it is
What it isn’t
Teaching Morphemes
Roots and Affixes
What is a morpheme?
“I am a Bear of Very Little Brain and long
words Bother me.
-Winnie the Pooh by A.A. Milne
Morphemes
 Four
prefixes account (un-, re-, dis-, in-)
account for 58% of prefixed words read in
school materials, grades 3-9.
 62%
suffixes are common inflectional
endings: -s, -es, -ed, -ing
 29%
are derivational endings: -able, -ible,
-ness, -ly
CCSS: L.K.4b, L.1.4b and 4c, L.2.4b and 4c, L.3.4b and 4c, L.4.4b, L.5.4b and
L.6.4b
Morphemes
 Once
you have taught the meaning of
prefixes and suffixes, manipulate the
words to increase learning by:

Prefix/suffix removal

Further analysis of root words

Adding affix meanings back to root words
Morphemes
read
reader
reading
readable
readability
pre-read
pre-reading
misread
misreading
reread
rereading
post-read
post-reading
Word Sprouting
decidedly
decided
deciding
decision
decide
undecided
decisions
decisive
indecisive
Morpheme Sort
Identify the number of morphemes
in the following words:
sits
vaccinated
reactivate
unreasonable
insurmountable
discordant
geranium
artistic
players
cartography
Reinforcing and
extending vocabulary
Word Theater
Concept Circles
List-Group-Label
Semantic Feature Analysis
Word Theater
 With
your partner, decide who will be the
actor and who will be the “guesser” for
Round One.
 Guessers,
turn your backs to the teacher.
Actors, face your partner and the
teacher.
Word Theater
 The
teacher will show a list of 3 words from
the story to the actors.
 Actors
will act out each word on the list.
You may use gestures and body
language, but no talking.
 As
soon as your partner guesses the word,
act out the next.
Word Theater
 When
your partner has guessed all 3
words, you can enjoy watching the others
finish.
 Switch
roles for Round Two.
 Whisler
& Williams, Pathways to Literacy (1990)
Concept Circles
Name the concept:
blue
yellow
orange
red
Concept Circles
Shade in the section that doesn’t
relate to the other words.
Then, name the
concept.
blue
yellow
orange
red
Concept Circles
Shade in the section that doesn’t
relate to the other words.
Then, name the
concept.
LRRH
wolf
elves
Granny
Concept Circles
Add an additional example to the circle
then name the concept.
setting
character
conflict
?
Concept Circles
Create your own!
?
?
?
?
Semantic Feature Analysis
 Select
a category familiar to the students.
 The
teacher provides words that name
concepts or objects related to the
category.
 The
teacher decides which features
(traits, characteristics) are to be explored.
Semantic Feature Analysis
 Students
are guided through the feature
matrix to decide whether or not a
particular item possesses each of the
features.
 Students
may generate new words to
add to the chart, followed by new
features to be analyzed.
 Students
complete the expanded matrix.
Semantic Feature Analysis
California
Ann attended
school here
> 1 million
residents
Santa
Barbara
√
√
Los Angeles
√
√
√
√
√
Phoenix
Semantic Feature Analysis
Category: Characteristics of Readers
prosody
Emergent
Readers
cross
checking
√
Beginning
Readers
Fluent
Readers
environmental
print
√
√
√
√
√
Due tonight
 *OPTIONAL*
plans
CLS draft – chart or lesson
For Next Class…
 READ:
 Tompkins Chapter 9: Comprehension Text Factors
 TO DO:
 HW Reading Guide – Chapter 9
 Lit Assessment CH3 Draft (optional)
Reading Guide – Chapter 9