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Picture Prompt: “Do Now” Basic: List all words and phrases that are associated with the picture. Intermediate: Write questions (Who? What? When? Where? Why?) about the picture Advancing: Make up a story about the picture: Include characters, and give them names Tell about the setting Describe the conflict (problem) Why have students select their own words to learn from the text? exempted petulantly ironic audible somber palpable weary flailing The Student jeering sinuous enhance fretful reflective carnage assuage Different levels of familiarity with words Never heard of it, but I’m interested in it. Never heard of it; not likely to use it if I knew it Might know what it means never used it Heard of it; don’t know what it means, not interested Never heard of it, but it will be soon be used a lot around me The Student Have used it, but not in this context Heard of it, don’t know what it means, but am interested Words I’m ready to learn: Word Web ME Morphology Chart Noun: The… Verb: He… or They… or Must… or To… Adjective Which one? What kind? How many? The___truck Adverb Where? When? Why? To what extent? In what manner? Morphology Chart Noun: The… Verb: accuser accuse accuses accused accusing accusation accused He… or They… or Must… or To… Adjective Which one? What kind? How many? The___truck Adverb Where? When? Why? To what extent? In what manner? accused accusing accusingly accusatory Morphology Chart Noun: The… Verb: He… or They… or Must… or To… surge surge insurgent surges insurgency surged surging Adjective Which one? What kind? How many? The___truck Adverb Where? When? Why? To what extent? In what manner? insurgent insurgently ? Tier II Words Tier I Words: Tier III Words Basic conversational words: Language of academics, business, government “Vocab List” words Domain-specific terminology; “Glossary” words Ask Dead Name Find out; figure out Answer Rain Use Sharp Get Take apart and put together balance Interrogate Deceased Designate; designation; identify, identification Ascertain; determine Precipitate, precipitation Utilize; employ Acute Acquire Analyze; synthesize equilibrium Photosynthesis Cytoplasm Metamorphosis Asymmetrical Bathysphere Rhetoric Deoxyribonucleic acid Artifact Habeas corpus Diaspora Polysyndeton Adjective Code-switching Tier II Words Tier I Words: Everyday Language: Ask Dead Name Find out; figure out Answer Rain Use Sharp Get Take apart and put together balance Language of academics, business, government “Vocab List” words Interrogate Deceased Designate; designation; identify, identification Ascertain; determine Precipitate, precipitation Utilize; employ Acute Acquire Analyze; synthesize equilibrium Code-switching Tier III Words ph x __y__ chr___ ___sis ___ic Domain-specific terminology; “Glossary” words On-the-job words Photosynthesis Cytoplasm Metamorphosis Asymmetrical Bathysphere Rhetoric Deoxyribonucleic acid Artifact Habeas corpus Diaspora Polysyndeton Adjective Science English 1. Which feature best distinguishes one form of electromagnetic energy from another? 1. Color 2. Wavelength 3. Surface temperature 4. Distance traveled 1. What do all four animals have in common? Everyday English: I 1. How can we tell the difference between one form of electromagnetic energy from another? 1. color 2. wavelength 3. Temperature at the surface 4. How far it has traveled 1. How are all four animals the same? 2. Young frogs do not look like adult Frogs. What name do we give to this Kind of change? Three-Step Demystification Process 1. Reword the questions into Tier I to understand the meaning. 2. Go back to the original language (Tier II) now that you understand it. Answer the questions. 3. Create your own questions, using Tier II and III. Target Word: Vocabulary Chart: My guess: Dictionary Definition: Visual: Draw or find a picture: Definition in my own words: Complete sentence of at least 6 words: (Can be a few short sentences. Only one of the sentences has to contain the word.) Sentence has to tell a little story ( beginning, middle, end). The Fishing Model Target Word: A word to be used as bait for other words Synonym Set Notional Set: (The Neighboorhood) Other words that go with this topic Grammatical Set: The way in Antonym Set which this word is used in a sentence; the words that may surround it: Morphological Set: The other forms that this word can take by using suffixes and prefixes Connotative Set Positive, Negative, or Neutral Technical/Scholarly or Conversational/Informal Metaphorical or Literal Etymological Set: Root; combining forms Student Guide: Language Building Through Pictures Key word or phrase Illustration Other words and phrases about the story Developing visualization skills Getting to Know the Words: Before Reading Word or Phrase I’ve never heard of it or seen it. I may have heard of it or seen it. I recognize part of it. I know it! Using prior knowledge Getting to Know the Words: After Reading Word or Phrase What I know: (reminds me of; what it might mean; what it’s about; what parts of it mean; if it’s good or bad, etc.) Synthesizing Finding Connections A great way to understand words is to connect them other words. When parts of words look alike, we should think about connections. Word: Possible Connected Words Creating Connections Concept Ladder lupine: wolf sexual reproduction vulpine: fox It is a product of… breeding canine: dog lupine evolution feline: cat the animal kingdom; canids, bovine: cow It is a part of… our family, our law enforcement equine: horse team, service team aquiline: eagle porcine: pig quadraped It is a kind of… mammal, animal, carnivore, pet, companion piscine: fish avian: bird lapine: rabbit Word or Phrase: mongrel; mutt, pooch, dog, cur, bitch The parts of it are… The products of it are… paws, tail, snout,muzzle, fur bark, yip, howl, baying, baying, tail-wagging, unconditional love, loyalty, puppy kisses, Extending Knowledge ASCD, 2007: Vocabulary Action Tool Word Pizza: Fill in the missing pieces of a word set Can be used for word groups: Similar meaning Similar topic Prefixes Roots Suffixes What words and phrases might fit into the missing slice? Creating Connections Words of the Week: visualize: vis, vid : to see video visual vision, visionary television visible, invisible, invisibility envision divide; division, divisible, indivisible, individual advocate: ad (toward); voc, vok: to call advocate vocabulary, vocation, provoke, provocative evoke, invoke, invocation colloquial, revoke, revocation, vocal, vocalize omit reassuringly The Spider Model Target Word The Multiple Meaning Model Meaning (for this class) word conversational meaning: Visual: Sentence (for this class) conversational sentence: Morphology Kit Noun-Making Suffixes Verb-Making Suffixes Adjective-making suffixes -ment -ness -ation, sion -ity -ism -hood -itude -ence -ance -ide -ate -ify -ize -acious,icious -y -ous, ious -ant -able, ible -er; est Adverb-making suffix: -ly Determining Author’s Purpose: PIE Is the author’s purpose to persuade, inform, or entertain? Model: Sentence: Author’s Purpose: PIE It’s a good idea to learn one word every day. Persuade Some words have prefixes, roots, and Inform suffixes There once was a Word Wizard who lived in the thesaurus. Entertain Determining Author’s Purpose: PIE Is the author’s purpose to persuade, inform, or entertain? Directions: This is a two-person job. First person writes sentences that are either P, I, or E. Second person identifies the sentence as P, I, or E. Sentence: . Author’s Purpose: PIE How do we know the author’s purpose? Persuade Inform Entertain should must you I believe I think, I feel opinion kinds of types of facts about groups numbers dates Once upon a time… There once was… “…..” (dialogue) These are some of the common features of PIE. Word Feature Analysis Word Is there a prefix on it? Does it have a base word? Is there a suffix on it? Can you express it in an ing form? Can you express it in its negative form? (in, un, non, dis, mis, a, ab) Can you connect it to another language? Word Components: Level 1 (usually known in elementary grades) Prefixes exprereundisnonimmisminimaxi- Word Components: Level 2 (usually known in intermediate grades) Prefixes co-; con-; comsyn-; symin-; en- (into) sub-; supea-; abinterintramonounibi-; tri-; quad-, etc. cent-; milli-; megapoly-; multiomnitranssemibio-; geo-; eco- Word Components: Level 3 (usually known in high school) Prefixes pseudodemiendo-; ectoproperperihemiobbenemal- photonomigmunicontraphilo- Common Word Roots for Academic Subjects: Basic: Often combine with: -ject (to throw) -port (to carry) -scrip, scribe (to write) -vert, vers (to turn) -pos, pon (to place) -tract (to draw) -pel, pul (to drive) -struct (to build) -grad, gress (to step) -plic, plex (to fold) -flic, flex (to bend) -fic, fac (to make) -miss, mit (to send) -sid, sed (to sit) -spec (to see) -voc (to call) -dict (to say) -rupt (to break) subexdecontrans- reoba-; abeex- Often end with: -ive -ation; sion -ate -able; ible -or properco- Common Word Roots for Academic Subjects: Advanced: Often combine with: -cad, -cas,-cid (to fall) -dyna (force; power) -magn (great; large) -quir, -quis (to seek) -gen (race, kind origin) -cham, -cam (vault) -cen (to judge) -doc, -dox (to think) -greg (to flock) -cau (to burn) -ess, -sent (to exist) -close, -clud, -clus (to close) -mand, -mend (to order) -junct (to join) -jur, -jus (to swear) -lith (stone) subexdecontrans- reoba-; abeex- Often end with: -ive -ation; sion -ate -able; ible -or -ize -ence, ance -ary properne- Find the word that means… Middle of page 14: Find the word that means “mocking, in a cruel way” Bottom of page 16: Find the word that means “violation of a rule” Top of page 17: Find the phrase that means “became prepared to face hardship” Find the Word or Phrase that Means… Top of Page ____ Looking for the word or phrase that means_______ Top of Page ____ Looking for the word or phrase that means_______ Top of Page ____ Looking for the word or phrase that means_______ Top of Page ____ Looking for the word or phrase that means_______ Middle of Page___ Looking for the word or phrase that means_______ Middle of Page___ Looking for the word or phrase that means_______ Middle of Page___ Looking for the word or phrase that means_______ Middle of Page___ Looking for the word or phrase that means_______ Bottom of Page___ Looking for the word or phrase that means_______ Bottom of Page___ Looking for the word or phrase that means_______ Bottom of Page___ Looking for the word or phrase that means_______ Bottom of Page___ Looking for the word or phrase that means_______ Essential Word Components: Prefix abbi- Meaning away from two co, con, com with, together de- from, reverse, down dis- not, opposite of em- in, into inpostpre- in, into, not after before re- back, again sub- under Familiar Word(s) New Word(s) Essential Word Components: Prefix Meaning super- over, greater than normal trans- across un- not Suffix -ble likely to be -er; or someone who does -ful -ian -ist full of someone who is an expert someone who does or believes in Familiar Word(s) New Word(s) Essential Word Components: Suffix Meaning -ity quality of -less without -ly in the manner of -ment result of, act of -ness state of being -ous like, full of -tion act of Familiar Word(s) New Word(s) Identifying Complete Sentences It is true that…. Rule: If you can put these words in front of a group of words and have it make sense, then that group of words IS a complete sentence. Because A CONCRETE IMAGE OF HOW SENTENCES WORK What’s a sentence? • Here are three sentences: – He smiles. – Autumn leaves twirled gently to the ground. – The park district will open an outdoor ice skating rink in November. Length does not determine what is and is not a sentence. Regardless of how long or short a group of words is, it needs two parts to be a sentence: a subject and a predicate. •The subject tells us who or what. •The predicate tells us what about it. Who or what? What about it? He smiles. Autumn leaves twirl gently to the ground. The park district will open an outdoor ice skating rink in November. These two parts connect to form a basic sentence, also known as an independent clause. INDEPENDENT CLAUSE = SENTENCE Who or what? (subject) What about it? (predicate) The subject + the predicate connect to form a stable structure. We can have just one word in each wheel… Children play. Students studied. But most of the time our ideas include more details. We add extra words to the wheels. The neighborhood children play basketball at the community center. Students in the biology lab studied cells under an electron microscope. We can expand the wheels by adding adjectives: Which one? What kind? How many? Old magazines are stacked under the kitchen table. The weekend seminar explains how to start a small business. Meditation helps create a peaceful mind and healthy body. We can expand the wheels by adding adverbs: Where? When? Why? How? To what extent? Airline employees worked diligently to reschedule our flights. We carefully loaded the van with furniture. The driver realized immediately that he had missed the exit. We can also add prepositional phrases: The windows rattled in the winter storm. We loaded our hamburgers with ketchup, mustard, and onion. Some car dealers make most of their profit on parts and services. We can think of adjectives, adverbs, and prepositional phrases as the water bottle on the bicycle. Regardless of how much detail we add, the wheels give the same kind of information. The subject tells us who or what. The predicate tells us what about it. Who or what? What about it? Randy loves pizza. Companies benefit from customer loyalty. Efficient train service will decrease traffic congestion. Subjects and predicates connect directly. Do not separate them with a comma. Incorrect: Carlos and his family, showed me that honor is more important than winning. Correct: Carlos and his family showed me that honor is more important than winning. Dependent clauses Dependent clauses cannot stand alone. They are like baskets that need to be attached to a basic sentence. One kind of dependent clause begins with a subordinating conjunction. Common Subordinating Conjunctions: AAAWWUBBIS: although, after, as while, when until before, because if since Here are some more dependent clauses: As soon as it stopped raining Because I registered early When we need a quiet place to study We can place these subordinate clauses on the back of a bike. Note that because the subordinate clause comes AFTER the main clause, there is NO COMMA. We saw a double rainbow as soon as it stopped raining. I got the classes I wanted because I registered early. We go to the library when we need a quiet place to study. Subordinating conjunctions introduce the subordinate clauses that create the complex sentence We can also place these baskets in the front of a bike. Because Note that the comma after the subordinate clause signals that “something is out of order” As soon as it stopped raining, we saw a double rainbow. Because I registered early, I got the classes I wanted. When we need a quiet place to study, we go to the library. More Subordinate Clauses Another kind of dependent clause begins with the relative pronouns who, which, and that. We call these relative clauses who works part-time which includes a swimming pool that is parked in my driveway These clauses are not sentences. They are like baskets that need to be attached to a bike. These baskets go after the word they describe. Sometimes they’re in the middle of the bike. Note that we need commas on both sides of the relative clause ONLY IF the relative clause does NOT DEFINE the noun phrase that precedes it. Frank, who works part-time,will be our guide. The new fitness center, which includes a swimming pool, will open in February. The car that is parked in my driveway is Henry’s. Sometimes the relative clauses are on the back of the bike. Note again that we need a comma ONLY IF the relative clause DOES NOT DEFINE the noun phrase that precedes it. We are making pasta for the Richardsons, who do not eat meat. I have tickets to the jazz festival, which begins at noon. Karen likes books that have a happy ending. Sentence Support Regardless of what kind of basket we add, we need a basic sentence to support it. Example: The new fitness center, which includes a swimming pool, will open in April. Basic sentence: The new fitness center will open in April. Basket: which includes a swimming pool Relative clause Fragments A fragment is just a part of a sentence. It may lack a subject or a predicate. Often it’s a disconnected basket. Disconnected clauses As soon as I understood the problem. I thought of a solution. I was not responsible. When I was sixteen. The village will enlarge the parking lot. Which serves weekday commuters. Let’s rent the same movie. That we saw last weekend. Disconnected description and detail It was an easy task. Especially for someone so small. The corporation provides employees with benefits. Like medical insurance and a pension. We have ordered everything on the menu. Except fried buffalo wings. We put an ad in the Lake Norman Times. Our local newspaper. We can correct these fragments by attaching them to the sentence. As soon as I understood the problem, I thought of a solution. I sprinted down the street, trying to catch the train. The Logic of Punctuation Readers are looking for the who or what and what about it of a sentence, the main idea. Commas help them see that main idea. • If you begin a sentence with a basket, use a comma to show readers where the addition ends and the basic sentence begins. According to the weather report, tomorrow will be hot and humid. If we go to the early movie, we can save money. If the basket interrupts the sentence, use commas to show readers where the addition begins and ends. The art gallery, which opens this weekend, features local artists. Ruby, my sister’s best friend, will loan me her car. If the basket is attached to the end of the sentence, the comma shows readers where the addition begins. The award was given to James Johnson, the most respected person in our town. They are living in the present, not the past.