Word Families: Vocabulary Base Words Roots

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Word FamiliesVocabularyBase WordsRoots

• Facilitated by
• Janice Blumenkrantz, M.A.
• Reading Specialist,
• Alameda County Office of Education
• April 7, 2005

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Good morning!

• Please begin right away at 815 or earlier
  discussing with a partner how you are--
• 1. Finding the time to teach 1 or more new tier
  2 word(s) using the 4 square concept mapping and
• 2. How you are using the word(s) the requisite
  10-20 times, so students can begin to use
  it(them) correctly?

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GOAL 4 All ESS staff work together to build
students literacy skills. Emery Secondary
School Literacy Action Plan 2003-2006

• OBJECTIVE 4. All teachers will use
• strategic note taking,
• vocabulary, and
• comprehension
• strategies to
• increase students literacy skills.

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Teaching and Modeling Independent Word
Learning Strategies
WIDE READING
Components of Effective Vocabulary Instruction
High-Quality Oral Language
Direct Teaching of Specific Words
Word Consciousness
Otaiba, Grek, Torgesen, Vocabulary Instruction,
Florida Center for Reading Research, Florida
State University, 04
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Outcomes

• You will polish your ability to multiply the
  effect of learning 1 word by introducing a family
  of words.
• You will be able to construct an instructional
  sequence for introducing new vocabulary with
  repeated use of the word in a short amount of
  time.
• You will begin to model studying the structure of
  words so that students may learn new words on
  their own, thus increasing their rate of
  vocabulary acquisition.

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Norms

• Assume Positive Intent.
• Start on Time, End on Time.
• Have Written Agendas.
• Follow Through With Agreements.
• Use I Statements.

• Tough on Issues, Easy on People.
• Agree to Disagree When Necessary.
• Active Participation by All Members.
• Take Care of Human Needs

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Agenda

• Overview for this morning introduction
• 1. compulsory Janice Blumenkrantz
• 2. Scaffolding independent word learning
  strategies Fran Farley
• 3. Study the Structure and evaluation Mark
  Salinas

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Pattern Seeking

• The brain
• Is a
• Pattern seeking
• Device.
• Pat Wolfe, brain researcher

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3 CsConvey, Check, Consolidate

• I model compulsory using Anita Archers routine
• You and a partner role play ecstatic
• 3 minutes
• You plan a word(s) you intend to teach using a
  dictionary and either Anita Archers (blue p.3)
  or Kate Kinsellas (bright pink) routine 12
  minutes
• 33 minutes share your plans with your partner,
  supporting each other with ideas for sentences
  connected to students lives

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Word Families, the Multiplier EffectFran Farley

• 1. Choose a word and have 2 students look it up
  together, then share the definition and
  dictionary sentences with the class orally with
  the teacher rewording the definition for
  students understanding.
• 2. The teacher uses the word in a sentence that
  relates to the students lives.
• 3. Brainstorm words in the same family (in
  pairs, in groups, or as a class.)

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• 4. Groups share with the class Collect the
  words on paperwhole class chart and/or in
  individual word journals.
• 5. Teacher continues to use the words in
  sentences through time until the students can
  successfully use them in sentencesthe final
  test.
• 6. Now plan to follow Word Families Steps 1-5
  using one of your SLC words to multiply the
  number of words learned.

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5 minute plan for your class

• 1. Pick a word
• 2. Pick a pair of students to look it up and
  report to the class and plan your rewording of
  the definition in comprehensible English
• 3. Use the sentences to make up some more
  sentences for the class that attach the word to
  the students world. (This needs prep.)
• 4. Brainstorm the words family of words.
• 5. Record in the class and students word
  journals

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Noticing unknown Words modeling it for students

• 1. Model your thinking about a specific word
  after you have finished reading a whole passage
  for meaning.
• 2. Reread and stop at your chosen word.
• 3. Pretend you do not understand the word,
  reveal your expert thinking on how you figure out
  its meaning. (base word, related word, another
  word in the word family, a use of the base word
  in another situation from which you may derive
  meaning, an application of that meaning to see if
  it fits in the context.) Do not call on student
  thinking at this point.
• 4. Model using the Study the Structure Cue Card.

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Turning Study the StructureOver to the Students

• 5. Continue to model, model, model this
  procedure in order to imbed it as a routine for
  the students (2 minutes here, 2 minutes there and
  ALWAYS PREPARED).
• Effective vocabulary instruction includes the
  following components teachers demonstrate
  explicit strategies, model multiple examples,
  provide extensive opportunities to practice,
  structure review (Coyne, Kame'enui, Chard, 2003)

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Studying the StructureMark Salinas

• Another search for word meaning while thinking
  about how you are searching for meaning
• Evaluation

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Reflection

• If tackling critical common problems seems a
  fools errand, its only because were looking at
  life through too narrow a lens.  History shows
  that the proverbial rock can be rolled, if not to
  the top of the mountain, then at least to
  successive plateaus.  And, more important, simply
  pushing the rock in the right direction is cause
  for celebration.  History also shows that even
  seemingly miraculous advances are in fact the
  result of many people taking small steps together
  over a long period of time.Paul Rogat Loeb