Transcript Document

Teaching the New Frameworks
4-8
Competency One
Word Recognition and
Vocabulary
April 2007
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Competency One
The student will use word
recognition and vocabulary
(word meaning) skills to
communicate.
April 2007
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Progression of Skills
K 1st 2nd 3rd 4th 5th 6th 7th 8th
Word Recognition
Word Study
Vocabulary Development
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Scope and Sequence
• While competencies for grades K-8 remain
identical, objectives require an extension of
knowledge and broader, deeper application of
skills.
• Each competency and objective assumes the
student has mastered the competencies and
objectives in the previous grades. New skills and
objectives are bold-faced throughout the
document; however, teachers should review
previously taught skills and objectives with a
focus on increasing complexity. State level
assessments may reflect skills and objectives
covered in Kindergarten through Grade Eight.
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Fourth – Eighth Grade Word
Recognition
• Do we see objectives for this?
• By the end of third grade most students
should have moved from working on word
recognition skills to word study skills.
• Interventions for students who have not
mastered word recognition skills should be
developed based on competencies and
objectives for Kindergarten through Grade
Three.
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Word Study Objectives
a. The student will use syllabication
types (e.g., open, closed, rcontrolled, vowel team, vowel consonant + e, consonant + le) for
decoding words. (DOK 1)
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Six Syllable Types
• Vowel Team
• Closed
 at, cats
• Vowel – R
• Open
 Ri- pen
• Consonant –le
 Ap- ple
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 Teeth, teach
 Car, bird, her
• Vowel-Consonant-e
 Slide, cute, skate
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Sort the Syllables
Closed, Open, Consonant-le, V-team, Vowel-r, Vce
boe
lin
tor
pro
flute
gan
gle
chor duce
bone
tle
horn
vi
us
ket
di
cym
trum
bu
or
rec
bal
drum
pet
ist
o
er
sic
mu
lead
harp
trom
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Word Study Objectives
The student will apply knowledge of
roots and affixes (e.g., non-, trans-,
over-, anti-. inter-, super, semi-, com-,
ex-, il-, mid-, under-, sub-, en-, em-,
fore-, de-, after-, auto-, con-, mid-,
-tion, -or, -ion, -ity, -ment, -ic, -ian,
-ist, -ous, -eous, -ious, -ance, -ence,
-ive, -en, -ative, -tive, -ible, -ty, -ation, ition, -al, -ial) to infer meaning of
unfamiliar words in novel texts.
(DOK 2)
a.
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Structural Analysis
• Word family – A group of related
words whose roots are either
identical or of the same origin.
• Root – The smallest unit in which the
meaning shared by the members of a
word family exist.
• Base – A synonym for root
• Affix – A prefix or suffix.
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Structural Analysis - Affixes
• Suffix – A unit of one or more letters
added to the end of a root that affects its
meaning or grammatical function.
Suffixes are of two kinds: inflectional and
derivational.
• Prefix – A unit of one or more letters
placed before a root to form a word with a
different meaning than the root.
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Structural Analysis - Suffixes
• Inflectional suffix – A unit of one or more
letters added to the end of a root to form a
word that retains the inherent meaning of
the root but alters its grammatical
function: changes its number, gender,
tense, or voice; or indicates possession or
comparison.
• Derivational suffix – A unit of one or more
letters added to the end of a root to form a
word with a different meaning than the
root.
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Identifying Roots and Affixes
Prefix
Root
Suffix
chatty
chat
y
scarves
scarf
es
self
ish
happy
est
capture
d
unselfish
un
happiest
recaptured
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Identifying Roots and Affixes
Root
I work puzzles easily.
easy
The children played happily.
happy
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Examples of Structural Analysis
Root
(Base)
Inflected
Word
Compound
Word
Derived
Word
name
named
namesake
nameless
hair
hairs
hairbrush
hairy
draw
drawing
drawbridge
redraw
button
buttons
buttonhole
unbutton
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Structural Analysis - Prefixes
indirect
prefix
index
syllable
infant
syllable
inactive
prefix
indecisive
prefix
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Content Area Connections
Math Prefixes –
bi (two). Example: bisect
cent (hundred). Example: centimeter
circu (around). Example: circle
co, con (with). Example: coefficient
dec (ten). Example: decimal
dia (through). Example: diameter
equi (equal). Example: equilateral
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Content Area Connections
Math Prefixes Continued
inter (between). Example: intersect
kilo (thousand). Example: kilometer
milli (thousand). Example: milligram
peri (around). Example: perimeter
poly (many). Example: polygon
quadr (four). Example: quadrant
tri (three). Example: triangle
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Assessment Considerations
What is the root word in the word
nonvoting?
A. Nonvoting
B. Voting
C. Nonvote
D. Vote
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Assessment Considerations
The Consumer Reports magazine tries to keep people
informed about substandard items, whether those items
are children’s toys or safety features in cars.
Based on the use of the prefix sub-, what is the meaning
of the word substandard?
A. Below what is a standard for all people
B. Under the regulations that apply to all people
C. Below an acceptable established standard*
D. Under the authority of the agency that sets standards
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K-8 Vocabulary Objectives
The student will develop and apply
knowledge of words and word meanings
to communicate. (DOK 1)
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What do children in K-8 need to know
about vocabulary?
• The meanings of most of the words
in a text so they can understand what
they read
• How to apply a variety of strategies
to learn word meanings
• How to make connections between
words and concepts
• How to accurately use new words in
oral and written language
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How do we teach vocabulary?
• Provide opportunities for students to receive
direct and explicit instruction in the meanings of
words and in word learning strategies.
• Provide many opportunities for students to read
in and out of school.
• Encourage students in daily interactions that
promote using new vocabulary in spoken and
written language.
• Enrich and expand the knowledge of English
language learners.
• Actively engage students in making connections
between new words and concepts.
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National Reading Panel Findings
• Vocabulary instruction does lead to gains
in comprehension, but methods must be
appropriate to the age and ability of the
reader.
• Techniques such as task restructuring and
repeated exposure appear to enhance
vocabulary development.
• Substituting easy words for more difficult
words can assist low-achieving students.
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Which Words Should Be Taught?
Teachers should select words for
study that meet the following criteria.
 High frequency
 Importance and Utility
 Conceptual Understanding
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Guidelines for Using the 3-Tiers
Ask yourself:
•Is this a basic word students are likely to know?
•Is it on the Dale-Chall List (Chall and Dale 1995)
Examples: between, mother, food, night, walk
Ask yourself:
•Is this a word whose meaning students are unlikely to know?
•Is it a word that is generally useful – that students will encounter across a
wide variety of domains?
•Can the meaning of the word be explained in everyday language?
•What is the word’s instructional potential?
Examples: balcony, murmur, splendid
Ask yourself:
•Is it a word students are unlikely to know?
•Is it a specialized word that does not appear frequently in oral or written
language?
•Is the word specific to a particular content area or subject matter?
Examples: anthracite, shoal
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Selecting Words for Study
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Multiple Meanings of Words
friend
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Teaching Students the
Meanings of Words
A ___________ is (a) ___________
that (is, does) __________________.
critical features
Use this formula to write a definition
of the word “river.”
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Semantic Feature Analysis
FEATURES
tornado
tsunami
hurricane
high winds
large waves
destructive
low pressure
form over
water
form over
land
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Categorical Features
How are these groups of words similar
and yet different?
hippopotamus, elephant, rhinoceros vs. tortoise, crocodile, python
companion, partner, confidant vs. associate, contact, acquaintance
sanctuary, refuge, harbor vs. cave, den, burrow
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Record New Words
Students should keep a written
record of words that are studied in
class.
 Vocabulary notebooks
 Journals
 Word walls
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Teacher Created Contexts
• Last year we had a tornado warning.
When the siren went sounded in our
neighborhood, my family took shelter
in the hallway. We were able to seek
refuge there.
• My dog is a special friend. He is
waiting for me each day when I get
home. He loves to go riding with me
in the car. He is a true companion.
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Have you ever?
• Describe a time when you had to find
refuge from something…
• Describe a person you consider to be
a true companion…
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Assessment Considerations
In which sentence below is the underlined word
NOT used correctly?
A. Trains provide useful transportation for people in
rural areas to travel quickly to large cities.
B. My Uncle Jack loves passing over the ocean
when he takes the transatlantic flight from New
York to London.
C. Patricia transplanted the flowers by breaking
them off the stem and putting them in a vase of
water for her grandmother. *
D. The transcontinental railroad that connects the
east coast of the United States with the west
coast took many years to build.
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Synonyms, Antonyms, and Homonyms
d. The student will identify and
produce grade level appropriate
synonyms, antonyms, and
homonyms. (DOK 2)
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Synonyms, Antonyms, and Homonyms
The student will apply knowledge of
synonyms, antonyms, and
homonyms to evaluate word choices
in a variety of texts (e.g., analyzing
author’s craft, revising writing, peer
editing). (DOK 3)
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Synonyms
1. Cut out stories from the newspaper.
Have students change as many words as
possible to synonyms. Evaluate how the
meaning of the story changes.
2. Provide students with paragraphs
containing simple basic sentences. Ask
students to substitute synonyms for
basic words in the paragraph.
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Synonym Diamante
Synonym 1
Two adjectives describing Synonym 1
Three –ing words describing Synonym 1
Two nouns related to Synonym 1; two nouns related to Synonym 2
Three –ing words describing Synonym 1
Two adjectives describing Synonym 1
Synonym 2
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Synonym Diamante
Friend
Affectionate, attached
Snuggling, tickling, needing
Mzee, orphan, Owen, protector
Mothering, loving, willing
Attentive, helpful
Companion
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Antonyms
• Gradable antonyms express the
degree to which an attribute
characterizes a person or object.
• Complementary antonyms are
dichotomous. There are no
gradations between the opposite
conditions.
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Antonyms
Complementary
Gradable
dead - alive
friend - enemy
alone - together
safe - vulnerable
enormous - minute
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Antonym Diamante
Antonym 1
Two adjectives describing Antonym 1
Three –ing words describing Antonym 1
Two nouns related to Antonym 1; two nouns related to Antonym 2
Three –ing words describing Antonym 1
Two adjectives describing Antonym 1
Antonym 2
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Antonym Diamante
Disaster
massive, powerful
Surging, devastating, sea swelling
tsunami, death, friendship, a home
Prevailing, bonding, loving
Rare, phenomenon
Miracle
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Beyond the Classroom
Give students the assignment of watching
the news on television one night for
examples of how target words could be
used to describe things that are reported.
For example: Watch the television news
for a story in which a disaster has
occurred. Write a summary of the story
and explain how this story is an example
of a disaster.
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Assessment Considerations
Which word is an antonym for
splendid?
A. Grand
B. Dreadful*
C. Excellent
D. Wonderful
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Context Clues
e. The student will use definitional,
synonym, or antonym context clues
to infer the meanings of unfamiliar or
multiple meaning words. (DOK 2)
Students who are more skilled at
reading and more knowledgeable
about word meanings are those
most likely to learn word
meanings from context. -Scott,
2005
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Types of Context Clues
Definition
Synonym
Antonym
Example
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The author provides a direct
definition of an unfamiliar word
right in the sentence.
The author uses another word or
phrase that is similar in meaning to
the unfamiliar word.
The author uses another word or
phrase that means the opposite of
the unfamiliar word.
The author provides several words
or ideas that are examples of the
unfamiliar word.
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Context Clue Objectives
The student will use context
clues to infer the meanings of
unfamiliar words or phrases in
unfamiliar grade level
appropriate text.
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Assessment Considerations
Read the sentences in the box.
Early settlers celebrated the red fox for its speed and
cunning. With its beautiful red-gold coat and whitetipped tail, the red fox relied on its fast legs and
bagful of tricks to survive.
Which word group below helps the reader to
understand the meaning of cunning?
A. Beautiful red-gold coat
B. White-tipped tail
C. Its fast legs
D. Bagful of tricks*
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Figurative Language
The student will apply knowledge of
figurative language (e.g., simile,
metaphor, personification, hyperbole,
idiom, humor) to evaluate author’s
intent.
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Assessment Considerations
Read the sentence in the box below.
My Aunt Benecia’s green thumb always wins her first place
in the annual spring flower show for the tulips that she
enters from her own garden.
Based on the sentence, the reader can determine that the idiom
“green thumb” means which
of the following?
A. The ability to grow plants that are especially healthy*
B. The ability to select pretty plant entries for a flower show
C. The ability to grow plants that are green in a spring garden
D. The ability to find the right kind of plants for a flower show
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Reference Material Objectives
The student will apply knowledge of
reference materials (e.g., dictionary,
glossary, thesaurus, electronic dictionary,
teacher or peer as a resource) to evaluate
word choice in a variety of texts (e.g.,
revise writing, peer editing) and to
determine and infer meaning.
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http://www.m-w.com/
www.dictionary.reference.com
www.thesaurus.reference.com
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Reference Materials
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Assessment Considerations
Examine the dictionary entries for the word luminous
in the box below.
luminous – adj. (1.) reflecting light. (2.) lighted up, well
lighted. (3.) brilliant intellectually,
enlightened. (4.) clear; intelligible.
Which entry gives the definition for luminous as used
in the following sentence?
Even though the power was out, the candle made the
room luminous.
A. Entry 1
B. Entry 2*
C. Entry 3
D. Entry 4
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Formal and Informal Language
The student will analyze and evaluate
vocabulary usage based on
appropriateness for context and purpose
(e.g., formal and informal language).
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Assessment Considerations
A factory near Northwood Middle School
dumps poisonous waste into a nearby stream.
Which of the following sentences is
appropriate to include in a letter to the factory
from students at Northwood Middle School?
A. Your factory is messing up our stream.
B. We do not like your factory dumping its garbage in
our stream.
C. If you had kids, you would not be pouring your
waste materials in our water.
D. Our school is concerned about the effects of toxic
waste seeping into our water. *
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Think – Pair - Share
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