Looking Closely at Words

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Looking Closely at Words

• Dr. Peterson

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Root Words and Affixes

• Root word is a morpheme to which affixes are
  added.
• Whole words
• Parts of words
• Refer to Writers Express for root words
• Affixes are bound morphemes that are added to
  words and root words.
• Prefixes and suffixes
• Refer to Writers Express for prefixes/suffixes.

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Synonyms and Antonyms

• Synonyms
• Words that mean the same
• Antonyms
• Words that mean the opposite

afraid-alarmed
begin-start
healthy-sick
before-after
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Homonyms

• Homophones
• Sound a like, spelled differently
• e.g. buy, by, bye
• Homographs
• Spelled the same but pronounced differently
• e.g. bass, drawer, lead
• Homographic homophones
• Spelled and pronounced alike
• e.g. lean, mean, might, parity

• These are words that have multiple meanings.
  When looking in the dictionary they may look
  like
• bear1
• bear2

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Teaching Students About Words

• Vocabulary grows at 3,000 words per year or 7-10
  words per day.
• H.S. level accumulated a vocabulary of 40,000
  words.
• Television
• Teaching and exposure to vocabulary in school
• Reading and writing projects
• Internet

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Teaching Vocabulary

• Whats out!
• Listing new words on the chalkboard and directing
  students to write the words and copy the
  definitions from a dictionary or use the words in
  sentences.

Copying definitions from the board
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Teaching Vocabulary

• Whats in!
• Building Word Walls
• Examples at http//www.kllynch2000.com/WordWalls.
  html
• Make your word wall interactive. Get ideas from
  http//www.teachingfirst.net/wordwall.htm
• Teachers select the most important words from the
  books to teach.
• Important words include
• Words that are essential to understanding the
  text
• Words that may confuse students
• Words students will use as they read other books

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Teaching Vocabulary

• Word study activities
• Word posters
• Choose a word from the word wall and write it on
  a small poster.
• Draw and color a picture to illustrate the word.
• Use the word in a sentence.

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Teaching Vocabulary

• Word Clusters
• Choose a word to write in the center of a circle
  of a cluster.
• Draw rays, write information about the word to
  make connections between the word and the LFU or
  TU.

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Teaching Vocabulary

• Dramatizing Words
• Choose a word from the word wall
• Dramatize it for classmates to guess
• Choose words from the word wall for Word of the
  Day

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Teaching Vocabulary

• Word Sorts
• Sort a collection of words from the word wall
  into categories (two or more categories).
• Students choose the categories in most cases.
• Teacher can also select categories.
• Words from a story might be sorted according to
  character, or words sorted according to a theme.

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Teaching Vocabulary

• Books About Words
• Add books to the text set that explain words
  related to particular concepts.
• Zin! Zin! Zin! A Violin (Moss) explain words for
  groups of musicians
• Superdupers! Really Funny Real Words (Terban) 103
  interesting and intriguing words (hocus-pocus,
  razzmatazz, etc.)

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Teaching Vocabulary

• Tea Party
• Prepared set of cards with text (sentences or
  paragraphs) from a story or informational book
  students are reading.
• The word is highlighted.
• Students get in cooperative groups and read the
  cards to each other.
• They discuss the highlighted word and its
  meaning.
• Sometimes the definition or a synonym is written
  on the back of the card.

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Teaching Vocabulary

• Word Chains
• Students select a word from the word wall.
• Identify three or four words to sequence before
  or after the word to make a chain.
• e.g., word tadpole
• Chain words egg, tadpole, frog
• e.g., word said
• Chain words said, stated, exclaimed, declared
• Students can draw and write their chains on a
  sheet of paper or they can make them from
  construction paper and write the words on each
  link.

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Teaching Vocabulary

• Semantic Feature Analysis
• Students select a group of related words
• Make a grid or chart to classify them according
  to distinguishing characteristics.

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Semantic Feature Analysis
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Semantic Feature Anaylsis
Source http//www.indiana.edu/l517/semantic.htm
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Semantic Feature Analysis for Before and After
Reading
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Teaching Minilessons

• Use the word-study activities to practice or
  reinforce vocabulary.
• Minilesson Components
• Introduce the topic
• Share examples
• Provide information
• Supervise practice
• Reflect on learning

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