1. Teaching vocabulary is important for supporting content area learning and literacy. Explicit vocabulary instruction is needed as vocabulary differs across income groups.
2. Less effective vocabulary instruction includes memorizing definitions without using words in context. More effective strategies include wide reading, using interesting words, playing with words, and returning student language with richer vocabulary.
3. Explicit instruction in morphology helps students analyze word structure and meanings. Techniques include word sorts, word chains, and root word trees. Context clues and reference tools also aid word learning when morphology does not provide enough information.
This slide-share is to offer a source for any person that needs it. The images and different parts are not owned by the person who did this presentation. It is intended to help other people, not to promote anything.
Basic Vocabulary words for starter. If you wish to get a strong foundation of good chosen English words with high impact that gives you the cutting edge over others, download this file.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
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Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. Teaching Vocabulary
• Supports content area learning--
concepts, ideas, connections, domain-
specific vocabulary
• Supports literacy in general
• Mississippi has a history of low
vocabulary achievement
3. Vocabulary differs across income
groups (Hart and Risley)
1200
Vocabulary (known words)
1000
800
Professional
600 Working Class
Welfare
400
200
0
10 12 14 16 18 20 22 24 26 28 30 32 34 36
Months
4. Less effective instruction:
• Memorizing definitions for 10 or 20
words a week (or a word of the week)
– These words don’t reappear in student talk
or writing
– Copying definitions
Through incidental learning in a language
rich environment, students can learn 17-20
words/day, 3000 words/year
6. Definitions
Dictionary Definitions Students’ Sentences
Correlate. 1. Be related one to Me and my parents
the other: The diameter and the correlate because without
circumference of a circle
correlate. 2. Put into relation
them I wouldn’t be here.
7. Definitions
Dictionary Definitions Students’ Sentences
Correlate. 1. Be related one to Me and my parents
the other: The diameter and the correlate because without
circumference of a circle
correlate. 2. Put into relation
them I wouldn’t be here.
Meticulous. Very careful
or too particular about
small details
8. Definitions
Dictionary Definitions Students’ Sentences
Correlate. 1. Be related one to Me and my parents
the other: The diameter and the correlate because without
circumference of a circle
correlate. 2. Put into relation
them I wouldn’t be here.
Meticulous. Very careful I was meticulous about
or too particular about falling off the cliff.
small details
9. Definitions
Dictionary Definitions Students’ Sentences
Correlate. 1. Be related one to Me and my parents
the other: The diameter and the correlate because without
circumference of a circle
correlate. 2. Put into relation
them I wouldn’t be here.
Meticulous. Very careful I was meticulous about
or too particular about falling off the cliff.
small details
Redress. 1. Set right;
repair; remedy: King Arthur
tried to redress wrongs in
his kingdom.
10. Definitions
Dictionary Definitions Students’ Sentences
Correlate. 1. Be related one to Me and my parents
the other: The diameter and the correlate because without
circumference of a circle
correlate. 2. Put into relation
them I wouldn’t be here.
Meticulous. Very careful I was meticulous about
or too particular about falling off the cliff.
small details
Redress. 1. Set right; The redress for getting
repair; remedy: King Arthur well when you’re sick is to
tried to redress wrongs in stay in bed.
his kingdom.
11. What does work: Reading
• Wide reading is THE most
important way to foster
vocabulary development
– Wide reading
– Wide reading
– Wide reading
12. Create a Language-Rich Environment
• Use interesting words yourself
• Play with words
• Word of the day
13. Return their language to them
with more interesting vocab
• I’m thirsty! I’m _________
• It’s raining! It’s _________
• What are we having for lunch?
• This homework stinks!
14. Explicit Instruction in Using
Morphemes for Structural Analysis
• Morphemes--meaningful chunks of
words
• Morphology--study of the meaningful
chunks of words
• Roots, affixes (suffixes and prefixes)
• How many morphemes in shoes,
celery, polysyllabic?
15. Ways to teach the meanings
of morphemes
• Word sorts (in-, un-)
• Word chains (sort polyhedron words)
• Root word/Vocabulary Trees (def is “roots”,
branches are words that use root, twigs are
where you heard it)
• Think of a sort you could do that focuses on
the meanings of word parts (morphemes)
important in your discipline (e.g., in math:
graph means picture vs. graph means word)
• Share
16. Model Using Morphemes to
Figure Out Words
• Discuss handout/procedures for a think-
aloud
• Think out loud about how you used
morphemes to figure out the meaning of
a word
• Devon model
• Groups practice and share
• Discuss
17. Using morphemes to figure
out words
Sometimes morphemes are all you need:
• indefatigable
What are some key morphemes in your
content area?
18. Adding in context
• Sometimes not so helpful
She was a sartorial nightmare.
• Sometimes helpful.
His sartorial style runs toward jeans,
Hawaiian shirts and cowboy boots.
The doctor prescribed me an antipruritic for
my poison ivy.
19. Explicit Instruction in Using
Context
• Model, model, model
• Demonstrate using more and more
context
21. Using Context
• How could I be such a mensa? She scolded
herself as she sat cross-legged, the
telephone cradled in one hand and a cookie
in the other.
22. Using Context
• How could I be such a mensa? She scolded
herself as she sat cross-legged, the
telephone cradled in one hand and a cookie
in the other. She blamed her biology teacher
for her problem.
23. Using Context
• How could I be such a mensa? She scolded
herself as she sat cross-legged, the
telephone cradled in one hand and a cookie
in the other. She blamed her biology teacher
for her problem. If he hadn’t made them
dissect frogs, she wouldn’t have been so
absentminded. (from Gary Soto’s The
Challenge)
24. Kinds of Context Clues
• Definition: . . . Then the predator, an animal
that hunts and eats other animals, entered
• Synonym: He walked with alacrity, hurrying
to his destination
• Antonym: He walked slothfully, you could
never get him to hurry
• Example: Predators like lions, tigers, bears,
sharks, eagles, even bats . . . .
• Gist: vaguely somewhere in the text (mensa)
25. Teach with a think-aloud
•Think out loud. Explain your thinking to
students to model how to use context clues to
figure out the word.
•Practice it in groups. Find a difficult or likely
unfamiliar word in your text, think aloud about
how you used context to figure it out. Name the
“kind” of context clue you used.
•Share.
26. Look in your framework
• What morphemes are there?
• What’s a sort or other activity you could do
to teach the meaning of one of those?
27. When morphemes and context won’t
work: Using Reference Tools
• Must be a sophisticated user and know the
first definition won’t always work
• Which definition fits the meaning of the
sentence:
– “Cell phones are polluting our most sacred family
traditions such as the evening meal.”
• What “text features” do you need to know to
use this reference tool?
• Other reference tools?
28. Explicit Study of Words:
Selecting Words for Study
• Function words - glue sentences together
(the, because, is)
• Tier 1 words - already known (school, baby)
• Tier 2 words - worth studying, multiple
meanings, important to content, key
morphemes, etc.
• Tier 3 words - exceedingly rare and
specialized (antipruritic)
29. Triple-Entry Vocab Journal
• Select words for journals or let students
record words as they write (see
handout)
• After, let students compare responses
Word in context Look up, Picture,
of sentence in choose right memory aid, or
text, underlined def, write in phrase
own words
30. Word Sorts
• Conceptual word sorts:
– Conceptually (e.g., related to nervous vs. digestive
system, spiders vs. insects, etc.)
– Open word sorts--students decide how to sort
them
• There’s value in the debating
• Sort words before, during, and after
reading/thematic study
• Think of other ways to sort words
• Sort the same set of words multiple ways
31. Word Chains
• Sort words according to a scale or quality
– Synonyms for hunger, most to least
– Put words in order according to a chemical
process or mathematical procedure
– Environmental consequences of different ways of
getting energy (solar, coal, nuclear), from least to
most harmful
• Come up with a word chain to teach words in your
content area
32. Possible Sentences
• Teacher selects a few words before
study
• Students analyze them, then create a
“possible sentence”
• After study, students rewrite possible
sentences based on new knowledge of
words
» Janet Allen
33. Interactive Word Wall
• Select words for content/concept study
• List on word wall before/during/after
• Sort words according to concepts or put
in alphabetical order--so they’re easy to
find and useful
• USE the words throughout study
34. Using Interactive Word Wall
Words
• Sort the words
• Use the words to write summaries
• Write narratives or poems using the words
together
• Use the words in a Venn diagram
• Hold students accountable for spelling these
words correctly in writing
• Word 20-questions or charades
• Use the words in a persuasive letter etc.
• Other ideas?
36. Other Graphic Organizers
• Word Web/Spider Map
• Word Scroll
• Folded flash cards-fold like a note card,
word on front, def on top inside,
examples on bottom inside, illustration
on the back
• Others?
37. Words Across Contexts:
Homographs
• Encourages thinking about the content-specific
meanings of words and the concepts in the text
• What would the word surf mean to:
A. A kid on the beach?
B. A techie?
C. Someone watching TV?
• What would the word current mean to:
A. An electrician
B. A boat captain
C. A newspaper writer
Do one of your own!
40. Frayer Model
Definition in your own words Facts/Characteristics
A quadrilateral is a shape with * 4 sides
4 sides. * May or may not be
* equal length
* Sides may or may not
Quadrilateral be parallel
Examples Nonexamples
•Square •Circle
•Rectangle •Triangle
•Trapezoid •Pentagon
•rhombus •dodecahdron
44. Wrap-Up
Re-sort words
List all strategies so far/use
notecards. Go through
framework and discuss which
could be used for the
benchmarks in Competencies
1 and 2.
Editor's Notes
Part 1
Part 1
Thirsty --- Bone-dry, cottonmouthed, dehydrated, parched, yearning for…, Raining – drizzling, misting, coming down in buckets, shower, sprinkle, drizzle Part 1
Part 1
Part 1
Part 1
Part 1
Part 1
Part 1 Function words cue a reader to the structure of a sentence, are, that, a to, the of, etc.--make spoekn languagemeanginful These 107 words (sight words) make up 50% of words in texts, and are part of oral language development--don ’ t study them Tier 1--words whose meanings students are likely to know already--clock, lunch, baby, --don ’ t study Tier 2 words--fortunate, maintaint, merchant, environment, exhale, likely to appear in a wide variety of texts fairly frequently, and in oral language. These are the words for explicit study Tier 3--irksome, pallet, retinue--very rare, appear only once or twice in a text, specific, and so can use context to figure them out Given a text, find some tier 1, 2, 2 and function words for a grade level you select
Word Ladder Part 1
Can be made into an anchor chart, laminated, and used repeatedly. Use for all different kinds of vocab– math (rhombus, pentagon, etc) – language (personification, hyperbole, etc) Part 1
