1. Module:
Vocabulary Instruction
Lesson 2
Part A: What is the best approach to teaching
the trade vocabulary?
Part B: How do I actually use the organizer to
teach vocabulary?
8/22/2012 Lesson 2B
2. employability employ- give paid work
-able- can be done
(em PLOY a BILL eh tee) -ity– state of
8/22/2012 Lesson 2B
3. Prefixes
Prefix Meaning Examples
anti- against anticlimax; antidote
counter- against counter-proposal
de- opposite defrost
dis- not, the opposite of discomfort, dislike
in-, im-, il-, ir not, the opposite of inattention, illogical,
impossible, irreverent
un- not, the opposite of unfriendly
non- not nonsense
sub- below subset, subdivision
under- below, too little underage
8/22/2012 Lesson 2B
4. Suffixes
Suffix Meaning Examples
-ate cause to be refrigerate
-fy cause to be magnify
-ise, ize cause to be immunize
-ery, -ary characteristic, having to planetary
do with
-ic characteristic gigantic, manic
-ive characteristic sensitive
-ly characteristic quickly
-ion, -ity state of oration, infinity
-ness state of kindness, happiness
8/22/2012 Lesson 2B
5. Roots
Root Meaning Examples
au, aud hear, sound audible, audience
phon sound phonetic
circum around circumference
peri around perimeter
omni all omniscient
pan all panorama
dic, dict say, speak dictate, dictionary
voc call, speak vocabulary, vocal
8/22/2012 Lesson 2B
6. employability employ- give paid work
-able- can be done
(em PLOY a BILL eh tee) -ity– state of
Employability means having
ability to do a job and get paid
for it.
8/22/2012 Lesson 2B
Lesson 2B starts here with a new presentation. Whenever new vocabulary terms are introduced, the vocabulary organizer should be used as outlined in the following manner…of course, you’re going to want to interject your own personality and style, but the framework for the instruction and the organizing graphic should be the vocabulary organizer.
Click 1: Introduce the word – write the word on the board; have students write it on their organizer (upper left quadrant) paying close attention to spelling. Click 2: Pronounce the word. Say it clearly at a normal pace and have students repeat it. Say it; students repeat In parentheses, students should write how they hear the word pronounced using capitals for emphasis. (There is no right or wrong-it’s how they hear it)Click 3: Talk about the word’s parts (morphology), the root, prefixes and suffixes if there are any. Knowing word parts will make learning long, difficult words easier.Click 4 and 5 complete this slide – this shows the word parts and meanings for the term;
Example of prefixes categorized by meaning
Suffixes categorized by meaning
Example of most common roots categorized by meaning
Clicks 1-5 will display VO filled out with morphologyAsk students what they think the word means and then describe the word accurately. Start with their definition and move on to accurately describing it. Have students write their own definitionClick 6: Display your definition – Ask students to draw a picture of the word. This only needs to make sense to them—it’s not perfect. It could be a symbol, stick figures, whatever can serve as a memory peg for the student.Click 7: show your interpretation of the word…The last step is to have the students develop a picture, chart, graphic, any type of visual that makes sense to them and will help them remember the term. For me, a graphic such as this makes the best sense to me. What I notice about the endocrine system is that it seems to run right down the middle of the body. I wonder if there is a significant reason for that?
Checklist and RubricVideo?
The rubric for fidelity in teaching the vocabulary organizer
