Vocabulary Instruction Across the Disciplines Jazz up your Vocabulary Instruction Jennifer McCarty Plucker, Ed. D. PowerPo...
JMPlucker, Ed. D.
<ul><li>Clarification of Greek and Latin Prefix, Suffix, Base, Root  </li></ul><ul><li>Motivation for sharing the wealth <...
<ul><li>~  Rasinski, et. al., 2008, p.33 </li></ul>ROOT Prefix  base  suffix JMPlucker, Ed. D.
<ul><li>90 % of English words with more than one syllable are Latin based </li></ul><ul><li>Most of remaining 10% are Gree...
Marzano, 2004, p. 69 JMPlucker, Ed. D.
<ul><li>Essential Vocabulary </li></ul><ul><ul><li>2-3 words per week (per class) is all students can handle. </li></ul></...
<ul><li>Essential Vocabulary </li></ul><ul><ul><li>2-3 words per week (per class) is all students can handle. </li></ul></...
<ul><li>Essential Vocabulary </li></ul><ul><ul><li>2-3 words per week (per class) is all students can handle. </li></ul></...
<ul><li>Essential Vocabulary </li></ul><ul><ul><li>2-3 words per week (per class) is all students can handle. </li></ul></...
<ul><li>mort (death) </li></ul><ul><li>chrom (color) </li></ul><ul><li>aud (hear) </li></ul><ul><li>script (write) </li></...
<ul><li>A brief message written inside a book is an inscription. </li></ul><ul><li>What does the base “ script”  mean? </l...
<ul><li>A political agitator appealing to a mob of people is called a demagogue. </li></ul><ul><li>What does the prefix “d...
<ul><li>Look at these words:  </li></ul><ul><li>benefit, benevolent, beneficiary </li></ul><ul><li>What does the prefix “b...
<ul><li>Look  at these words:  </li></ul><ul><li>chronicle, chronological, chronic </li></ul><ul><li>What does the base “c...
<ul><li>Yes, this is an actual word.  </li></ul><ul><li>What does it mean? Look to the bases </li></ul><ul><li>(pneu-) , o...
<ul><li>Collaborate  with colleagues for teaching ideas, word part lists, and efficiency tricks. </li></ul><ul><li>Make th...
<ul><li>Collaborate to determine which word parts should be taught/reinforced in each discipline. </li></ul><ul><li>Exampl...
JMPlucker, Ed. D. Example: Art Word Part Meaning Example Words chrom color, pigmant achromatic, monochromatic dur harden, ...
<ul><li>Examine packet of word parts and highlight or underline those that fit with your current curriculum </li></ul><ul>...
<ul><li>Once word parts are chosen determine where they logically fit into your curriculum/essential learnings </li></ul><...
<ul><li>Brick and Mortar words: </li></ul><ul><li>Brick words:  Specific to a discipline (our essential content vocabulary...
<ul><li>Essential vs. “Non-essential” </li></ul><ul><li>Choose essential words—2-3 per week. </li></ul><ul><li>Give studen...
<ul><li>Demonstration Lesson from  Building Academic Vocabulary  (Marzano and Pickering, 2005) </li></ul><ul><li>opine </l...
<ul><li>Word:  Opine </li></ul><ul><li>Linking Word:  First word that comes to mind </li></ul><ul><li>Caption:  sentence u...
<ul><li>Word:  Opine </li></ul><ul><li>Linking Word:  Pine Tree </li></ul><ul><li>Caption:  The child opined to his dog th...
<ul><li>Step 4 :  Independent activity with the word </li></ul><ul><li>Step 5:   Collaborative work with the term. </li></...
<ul><li>Opine </li></ul><ul><li>Passionate, firm </li></ul><ul><li>Debating, expressing, speaking </li></ul><ul><li>Heart ...
<ul><li>Take MORE time with essential vocabulary and worry less/ let go of/ give to students “non-essential” vocab. </li><...
JMPlucker, Ed. D.
Shair Carlson, 2006  Word Part
Shair Carlson, 2006  Word Part
Shair Carlson, 2006  Word Part
Reading/ Skateboarding Examples
EPHS 112906 E.Boehm/Vocabulary Unit Topic:  Skateboarding  Teacher: ___________ Course:_______________ Text:____________ V...
<ul><li>Grip Tape:  sandpaper affixed to the top of the deck with adhesive, used to increase the friction between the deck...
Any content area
 
 
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Build the Base osseo

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  • Roots, then is the umbrella tern for the subcategories of prefix, base, suffix. Notice that the base in this picture is shown as the handle of the umbrella. The base holds up the entire word, providing its essential or “basic” meaning. Root is generic term for ANY part of a word that carries meaning. . .whether it is a prefix, base, or suffix. Pre—beginning of the word directional, showing time, numerical, negation Base—Middle of a word offers basic meaning—sometimes stands alone or needs no prefix. Suffix—End of a word, typically to Indicate part of speech. Least important for deriving meaning of a word. ~ Rasinski, et. al., 2008, p.33
  • Generation (from the Latin generāre meaning to beget), or to come into being. A single latin root allows 5-20 English words to come into being.
  • 6x3x38=684 (max) 684x5= 3420 to
  • 6x3x38=684 (max) 684x5= 3420 to
  • 6x3x38=684 (max) 684x5= 3420 to
  • 6x3x38=684 (max) 684x5= 3420 to
  • Use what you know about roots: prefixes, bases, and suffixes . What does each word mean? Im=not (unable to die) Mono= one (one color) In=not (not able to hear) Pre=before (literally to write before) To Prescribe—lay down prior Para=beside/outside ology= study of parapsychological – study of phenemena outside physical explanation
  • What other words can you think of containing SCRIPT? http://www.funbrain.com/cgi-bin/root.cgi?A1=c&amp;A2=0&amp;A3=1&amp;A4=3&amp;A5=3&amp;A6=27&amp;A7=27&amp;A8=2064_0_285212672
  • dem = people. democracy, democratic, epidemic
  • What other words do you know with this root? Chrono=time http://www.funbrain.com/cgi-bin/root.cgi?A1=c&amp;A2=1&amp;A3=1&amp;A4=1&amp;A5=1&amp;A6=7&amp;A7=7&amp;A8=16777217_0_0
  • Our language can be filled with words that sometimes seem incomprehensible. By &amp;quot;dissecting&amp;quot; these words into discrete units, even the most complex terms can be understood. To demonstrate this concept, let&apos;s begin by dissecting the word above. Considering the prefix (pneumo-) and the suffix (-osis), we can determine that the lungs are affected with something. But what? Breaking down the rest of the terms we get extremely small (ultramicroscopic) silicon (silico-) and volcanic (volcano-) dust (coni-) particles. Thus, pneumonoultramicroscopicsilicovolcanoconiosis is a disease of the lungs resulting from the inhalation of very fine silicate or quartz dust. That wasn&apos;t so difficult, now was it?
  • Co—together labor—hard work Academic dem=people
  • Irksome--tiresome Pallet—straw filled mattress, hard temporary bed Retinue—group of helpers, servants, followers or an important person BUT our Bricks need Mortar to hold content specific words together and to promote transfer of knowledge across our disciplines.
  • Quixotic:
  • Additional Step 4 (whole class) : Applause Applause: Would you rather be quixotic or neurotic about your passion? Example/Non-example Have you ever? Additional on Green sheet. Step 5 activities
  • This graphic organizer provides an easy way to remember the meaning or root words, and how the words utilizing the same root are related. The next slides provide examples, but students could create them as well. More samples are available.
  • EPHS - November 29, 2006 Eva Boehm - boehmerbooks@earthlink.net Grip Tape: sandpaper affixed to the top of the deck with adhesive, used to increase the friction between the deck and the skater’s feet. Fakie: skating backwards-the skater is standing in his or her normal stance, but the board is moving backward (not to be confused with “switch stance”) Crooked Grind: grinding on only the front truck while sliding McTwist: a 540 degree turn performed on a ramp, named after Mike McGill Nollie: An ollie performed by taping the nose of the board instead of the tail. Half pipe: a U-shaped ramp of any size, usually with a flat section in the middle.
  • Build the Base osseo

    1. 1. Vocabulary Instruction Across the Disciplines Jazz up your Vocabulary Instruction Jennifer McCarty Plucker, Ed. D. PowerPoint available at http://jmplucker.blogspot.com JMPlucker, Ed. D.
    2. 2. JMPlucker, Ed. D.
    3. 3. <ul><li>Clarification of Greek and Latin Prefix, Suffix, Base, Root </li></ul><ul><li>Motivation for sharing the wealth </li></ul><ul><li>Sharing of examples of word lists </li></ul><ul><li>Demonstration Lesson of Marzano and Pickering’s 6 Step Process for teaching vocabulary </li></ul>JMPlucker, Ed. D.
    4. 4. <ul><li>~ Rasinski, et. al., 2008, p.33 </li></ul>ROOT Prefix base suffix JMPlucker, Ed. D.
    5. 5. <ul><li>90 % of English words with more than one syllable are Latin based </li></ul><ul><li>Most of remaining 10% are Greek based </li></ul><ul><li>A single Latin root generates 5-20 English words. </li></ul><ul><li>~Rasinsky, et. al, 2008 </li></ul>JMPlucker, Ed. D.
    6. 6. Marzano, 2004, p. 69 JMPlucker, Ed. D.
    7. 7. <ul><li>Essential Vocabulary </li></ul><ul><ul><li>2-3 words per week (per class) is all students can handle. </li></ul></ul><ul><ul><li>Do the math: </li></ul></ul><ul><li>Word Parts </li></ul><ul><ul><li>2-3 per week </li></ul></ul><ul><ul><li>5-20 additional words generated from that part </li></ul></ul><ul><ul><li>Do the math: </li></ul></ul>JMPlucker, Ed. D.
    8. 8. <ul><li>Essential Vocabulary </li></ul><ul><ul><li>2-3 words per week (per class) is all students can handle. </li></ul></ul><ul><ul><li>Do the math: </li></ul></ul><ul><ul><li>6 hours x 3 essential vocabulary words x 38 weeks= </li></ul></ul><ul><ul><li>684 words. </li></ul></ul>JMPlucker, Ed. D.
    9. 9. <ul><li>Essential Vocabulary </li></ul><ul><ul><li>2-3 words per week (per class) is all students can handle. </li></ul></ul><ul><ul><li>Do the math: 684 words </li></ul></ul><ul><li>Word Parts </li></ul><ul><ul><li>2-3 per week </li></ul></ul><ul><ul><li>5-20 additional words generated from that part </li></ul></ul><ul><ul><li>Do the math: </li></ul></ul>JMPlucker, Ed. D.
    10. 10. <ul><li>Essential Vocabulary </li></ul><ul><ul><li>2-3 words per week (per class) is all students can handle. </li></ul></ul><ul><ul><li>Do the math: 684 words </li></ul></ul><ul><li>Word Parts </li></ul><ul><ul><li>2-3 per week </li></ul></ul><ul><ul><li>5-20 additional words generated from that part </li></ul></ul><ul><ul><li>Do the math: 6 periods x 3 essential words x 38 weeks x </li></ul></ul><ul><ul><li>5-20 addition09al words generated from each word part= 3420—13,6 80 words. </li></ul></ul>JMPlucker, Ed. D.
    11. 11. <ul><li>mort (death) </li></ul><ul><li>chrom (color) </li></ul><ul><li>aud (hear) </li></ul><ul><li>script (write) </li></ul><ul><li>psych (mind) </li></ul>JMPlucker, Ed. D.
    12. 12. <ul><li>A brief message written inside a book is an inscription. </li></ul><ul><li>What does the base “ script” mean? </li></ul><ul><ul><li>to hear </li></ul></ul><ul><ul><li>time </li></ul></ul><ul><ul><li>to write </li></ul></ul>JMPlucker, Ed. D.
    13. 13. <ul><li>A political agitator appealing to a mob of people is called a demagogue. </li></ul><ul><li>What does the prefix “dem” mean? </li></ul><ul><ul><li>to believe </li></ul></ul><ul><ul><li>to drag, draw </li></ul></ul><ul><ul><li>distance, from afar </li></ul></ul><ul><ul><li>people </li></ul></ul>JMPlucker, Ed. D.
    14. 14. <ul><li>Look at these words: </li></ul><ul><li>benefit, benevolent, beneficiary </li></ul><ul><li>What does the prefix “bene-” mean? </li></ul><ul><ul><li>good, well </li></ul></ul><ul><ul><li>people </li></ul></ul><ul><ul><li>time </li></ul></ul>JMPlucker, Ed. D.
    15. 15. <ul><li>Look at these words: </li></ul><ul><li>chronicle, chronological, chronic </li></ul><ul><li>What does the base “chrono-” mean? </li></ul><ul><li>life </li></ul><ul><li>time </li></ul><ul><li>outside </li></ul><ul><li>self </li></ul>JMPlucker, Ed. D.
    16. 16. <ul><li>Yes, this is an actual word. </li></ul><ul><li>What does it mean? Look to the bases </li></ul><ul><li>(pneu-) , or (pneumo-) means “lung” </li></ul><ul><li>(ultra) means “extreme” </li></ul><ul><li>(microscopic) means “small” </li></ul><ul><li>(silico) refers to silicon, and (volcano) refers to the mineral particles that make up a volcano </li></ul><ul><li>(coni- ), is a derivative of the Greek word konis meaning “dust” </li></ul><ul><li>(-osis) is a suffix which means “affected with” </li></ul>JMPlucker, Ed. D.
    17. 17. <ul><li>Collaborate with colleagues for teaching ideas, word part lists, and efficiency tricks. </li></ul><ul><li>Make the word parts/ essential vocabulary VISIBLE . Expect students to use them on tests, in papers, in aca dem ic dialogue. </li></ul><ul><li>Break words apart as you lecture (modeled for you today) </li></ul>JMPlucker, Ed. D.
    18. 18. <ul><li>Collaborate to determine which word parts should be taught/reinforced in each discipline. </li></ul><ul><li>Example: Science </li></ul>JMPlucker, Ed. D. Word part Meaning Example words bio life biology; biodegradable; ecto, exo outside, external ectoderm, ectoplasm, ectopic, exothermic scope see microscope, telescope, scope
    19. 19. JMPlucker, Ed. D. Example: Art Word Part Meaning Example Words chrom color, pigmant achromatic, monochromatic dur harden, to last durable, enduring fac do, make factory, manufacture, facsimile
    20. 20. <ul><li>Examine packet of word parts and highlight or underline those that fit with your current curriculum </li></ul><ul><li>Can you find 36 (weeks) X 3 (word parts per week)= 108 or fewer? </li></ul>JMPlucker, Ed. D.
    21. 21. <ul><li>Once word parts are chosen determine where they logically fit into your curriculum/essential learnings </li></ul><ul><li>Teach them. . .support on how to do so will be provided. </li></ul><ul><li>Reinforce—word consciousness (word walls) </li></ul>JMPlucker, Ed. D.
    22. 22. <ul><li>Brick and Mortar words: </li></ul><ul><li>Brick words: Specific to a discipline (our essential content vocabulary) </li></ul><ul><li>Mortar Terms: Academic Vocabulary— “general but sophisticated words used across domains that mature users use to communicate complex thoughts.” ~Zwiers, p. 22 </li></ul>Jennifer McCarty Plucker, EdD
    23. 23. <ul><li>Essential vs. “Non-essential” </li></ul><ul><li>Choose essential words—2-3 per week. </li></ul><ul><li>Give students non-essential words to have. </li></ul><ul><ul><li>Ideally, K-12 lists by content area. </li></ul></ul><ul><ul><li>Better, 9-12 by content area—academic vocabulary across the school. </li></ul></ul><ul><ul><li>Good, by grade and content </li></ul></ul><ul><ul><li>At least, by unit within your class. </li></ul></ul>Jennifer McCarty Plucker, EdD
    24. 24. <ul><li>Demonstration Lesson from Building Academic Vocabulary (Marzano and Pickering, 2005) </li></ul><ul><li>opine </li></ul><ul><li>Step 1: Explanation and Choral Repeat </li></ul><ul><li>http://wordcentral.com </li></ul><ul><li>Step 2: Pair/Share </li></ul><ul><li>Step 3: Non-Linguistic Activity </li></ul><ul><li>Steps 1-3 would be done in 10-15 minutes of first day. Do with each essential word. </li></ul>Jennifer McCarty Plucker, EdD
    25. 25. <ul><li>Word: Opine </li></ul><ul><li>Linking Word: First word that comes to mind </li></ul><ul><li>Caption: sentence using both word and linking word </li></ul><ul><li>Cartoon: </li></ul>JMPlucker, Ed. D.
    26. 26. <ul><li>Word: Opine </li></ul><ul><li>Linking Word: Pine Tree </li></ul><ul><li>Caption: The child opined to his dog that this pine tree was the perfect Christmas tree! </li></ul><ul><li>Cartoon: </li></ul>JMPlucker, Ed. D.
    27. 27. <ul><li>Step 4 : Independent activity with the word </li></ul><ul><li>Step 5: Collaborative work with the term. </li></ul><ul><li>Step 6: Play games and have fun with the term </li></ul>Jennifer McCarty Plucker, EdD
    28. 28. <ul><li>Opine </li></ul><ul><li>Passionate, firm </li></ul><ul><li>Debating, expressing, speaking </li></ul><ul><li>Heart of our elections </li></ul><ul><li>Rant </li></ul>One word (subject or noun) Two words (adjectives) Three words (action verbs) Four words (feelings or statement) One word (synonym) Jennifer McCarty Plucker, EdD
    29. 29. <ul><li>Take MORE time with essential vocabulary and worry less/ let go of/ give to students “non-essential” vocab. </li></ul><ul><li>If possible, teach word PARTS to : </li></ul><ul><li>BUILD the BASE </li></ul>Jennifer McCarty Plucker, EdD
    30. 30. JMPlucker, Ed. D.
    31. 31. Shair Carlson, 2006 Word Part
    32. 32. Shair Carlson, 2006 Word Part
    33. 33. Shair Carlson, 2006 Word Part
    34. 34. Reading/ Skateboarding Examples
    35. 35. EPHS 112906 E.Boehm/Vocabulary Unit Topic: Skateboarding Teacher: ___________ Course:_______________ Text:____________ Vocabulary Word This word is totally new to me I’ve heard or seen this word, but I’m not sure what it means I know a definition or could use this word in a sentence I know several ways this word could be used Grip tape Fakie Crooked grind McTwist Nollie Half pipe
    36. 36. <ul><li>Grip Tape: sandpaper affixed to the top of the deck with adhesive, used to increase the friction between the deck and the skater’s feet. </li></ul><ul><li>Fakie: skating backwards-the skater is standing in his or her normal stance, but the board is moving backward (not to be confused with “switch stance”) </li></ul><ul><li>Crooked Grind: grinding on only the front truck while sliding </li></ul><ul><li>McTwist: a 540 degree turn performed on a ramp, named after Mike McGill </li></ul>JMPlucker, Ed. D.
    37. 37. Any content area

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