Vocabulary - Part Nine

    Affixes that come before root words are called prefixes.  There are five reasons why prefixes are particularly worth teaching and are well suited for instruction:

1. There is a relatively small number of prefixes.
2. Prefixes are used in a large number of words.
3. Prefixes tend to be consistently spelled.
4. Prefixes are easy to identify because they occur at the beginning of words.
5. Prefixes usually have a clear lexical meaning.

Researchers found that twenty prefixes account for about ninety seven percent of the prefixed words in printed school English.  Four prefixes account for about fifty eight percent of the prefixed words.  They are un, re, in, and dis (White, Sowell and Yanagihara, 1989).

    Affixes that follow a root word are called suffixes.  There are two kinds of suffixes - inflectional and derivational.  Inflectional suffixes change the form of the word but not its speech part, these include verb forms, plurals and comparative and superlatives.  Derivational suffixes are like prefixes in that they alter a root word’s meaning (Diamond and Gutlohn, 2006).

    Morphemic analysis, though useful, does not always work.  Some pitfalls include:

1. Some prefixes are not consistent with their meaning.
2. Sometimes the removal of what appears to be a prefix leaves no meaningful root word.
3. Sometimes the removal of what appears to be a prefix of a suffix leaves a word that is not obviously related in meaning to the whole word  (White, Sowell and Yanagihara, 1989).

    Greek and Latin roots are bound morphemes that cannot stand alone as words in English (Diamond and Gutlohn, 2006).

Vocabulary - Part Eight

   If students have the task of learning tens of thousands of words and we can only teach them a few hundred words a year, then they have to do a lot of word learning on their own (Graves, 2000).  Given the size of vocabularies they need, readers can and must improve their vocabularies independently.  Directly teaching word learning strategies, coupled with explicit instruction in specific words, can help students not only to increase their vocabularies but also to become independent word readers (Baumann et al, 2003).

    Dictionary use is not as simple as it seems, students frequently have difficulty using the dictionary to define unfamiliar words (Miller and Gildea, 1987).  Instruction related to dictionary definitions should be simple and direct and involve children in analyzing dictionary definitions in the course of vocabulary instruction (Stahl, 2005).  The crucial point is that students should receive instruction in how to use what they find in a dictionary entry.  Teachers should model how to look up the meaning of an unfamiliar word and how to choose the appropriate definition from an entry to make sure it fits a particular context.  

    The key instructional elements of morphemic analysis are morphemes which include root or base words and Greek and Latin roots and affixes.  There are two basic types of morphemes - free and bound.  Free morphemes can stand alone as words, they do not have to be combined with other morphemes to make words.  Bound morphemes cannot stand alone, they must be attached to or “bound” to other morphemes to make words (Diamond and Gutlohn, 2006).

    A root or base word is a single word that cannot be broken into smaller words or word parts.  Knowing the meaning of one root word can provide a bridge to the meaning of other words related in meaning or words belonging to a word family (Diamond and Gutlohn, 2006).

    An Anglo - Saxon compound word contains two free morphemes or word parts (Diamond and Gutlohn, 2006).

Keyword Method

The keyword method is a mnemonic strategy.  A mnemonic strategy is a systematic procedure for enhancing memory.  The keyword method has been shown to be effective with students who have learning difficulties and those who are at risk (Mastropieri and Scruggs, 1998).  This lesson will give students the ability to remember word meanings.  This can be used with grade three and above.  This lesson can be used whole group, small group, pairs or individually.

The components of the keyword method are:

1. Direct Explanation - Explain to students that you are going to show them how to use the keyword method which a strategy they can use to help them remember the meanings of new vocabulary words.
2. Read the Selected Text - Have students read the text either in pairs or individually.
3. Define the Target Word - Read the new word from the selected text.
4. Think of a Keyword for the Target Word - Have students, with help necessary, think of a word called a keyword, which is a word that sounds like the target word and can easily be pictured.
5. Link the Keyword with the Meaning of the Target Word - Now have students create an image, or just picture in their head, of the target word and the keyword interacting.
6. Recall the Meaning of the Target Word - Explain to students that now whenever they read the target word you want them to try to remember the picture of the keyword and the meaning interacting.
7. Repeat with Other Target Words - Have students repeat this procedure with at least one more word from the text.
   

Word Map

The word map, along with other graphic organizers, help students to visualize how words connect to each other.  This lesson will give students the ability to acquire in - depth understanding of word meanings.  This can be used with grade two and above.  This lesson can be used whole group, small group or with pairs.

The components of the word map analysis are:

1. Choose target words - Pre-select a target words from text.
2. Read text - Have students read a pre-selected text.
3. Teach/Model -  students what they know about the chosen target word.  Write the target word in the center of the word map.  In boxes around the center word have students come up with synonyms, antonyms, example, and nonexample using the text as a guide.
4. Guided Practice - Have the students create a different word map using the same word in the center.

Independent Practice - Have students create another word map using another word from the text.  I use the following sheet in my classroom to promote my students to use and listen for vocabulary words in a multiple of settings.    https://www.teacherspayteachers.com/Product/Vocabulary-2370160

Possible Sentences

Possible sentences is a pre-reading strategy significantly improved both students’ recall of target word meanings and their comprehension of the selection containing those words (Stahl and Kapinus, 1991).  This lesson will give students the ability to acquire in - depth understanding of word meanings.  This can be used with grade three and above.  This lesson can be used whole group, small group or with pairs.

The components of the semantic feature analysis are:

1. Select the target words - Select between 5-7 words from the text that may be unknown to students and are central to the main idea of the selection and are adequately defined by context within the selection.
2. Introduce the words - List the words on the board or put them on the Smartboard.  Ask students to share their knowledge of each word and give a student friendly definition of each word if necessary.
3. Write possible sentences - Have students work individually or in pairs to make up sentences that contain at least two of the target words.
4. Read the selection - Have students read the text.
5. Evaluate the accuracy of the possible sentences - Evaluate the accuracy of the possible sentences.  Have students rewrite sentences if necessary.
   

Semantic Feature Analysis

Semantic feature analysis uses a grid rather than a map format and is a systematic strategy for exploring and reinforcing vocabulary concepts through use of categorization.  This lesson will give students the ability to categorize words and the ability to compare and contrast features on unrelated words.  This can be used with grade three and above.  This lesson can be used whole group, small group or with pairs.

The components of the semantic feature analysis are:

1. Select a category - Select a category to be analyzed.
2. Add the category types - Encourage students to discuss what they know about the concept being analyzed.
3. Add features - Decide what features, or characteristics are to be explored.
4. Show feature possession - Model how the grid can be used to show features of each type of boat.
5. Expand the grid - Have the students expand the grid by adding more types and features.
6. Discuss and explore the grid - Exploring the feature grid is most effective when the students make observations, point out connections and note similarities and differences. I use the following sheet in my classroom to promote my students to use and listen for vocabulary words in a multiple of settings. https://www.teacherspayteachers.com/Product/Vocabulary-2370160
    

Semantic Map

Semantic mapping is an activity for building connections between groups of semantically connected words, it is highly flexible and adaptable to different connections.   This lesson will give students the ability to classify words related to a specific concept and the ability to understand and use vocabulary related to specific content.  This can be used with grade two and above.  This lesson can be used whole group, small group or with pairs.

The components of the semantic map sorts are:

1. Introduce the concept - Explain the concept of the semantic map to the students.  This concept should be related to a piece of text the students will be reading.
2. Brainstorm - Ask students to brainstorm a list of words related what you are studying.  As the students brainstorm, list their suggestions on the board.
3. Make the semantic map - Students should use the brainstormed words to develop a map of the concept being studied.
4. Read the selection - Have students read the pre-selected text.
5. Discuss the selection and revise the map - After reading, ask students if there are any terms from the selection that could be added to the map.
6. Active engagement - Using words from the map have students respond to questions and make up their own comparisons.

Concept Picture Sort

Concept picture sorts provide primary students with the opportunity to classify  and categorize, adding new information to their existing understanding of word knowledge.  This lesson will give students the ability to classify grade appropriate categories of words and the ability to identify and sort common words from within basic categories.  This can be used with kindergarten or first grade students.  This lesson can be used whole group, small group or with pairs.

The components of the concept picture sorts are:

1. Prep time - Divide a bulletin board into two sections.
2. Read a story -  The story should contain vocabulary that can put into each of the two sections.  This step is not necessary but will make the vocabulary more meaningful for the students.
3. Teach/Model - Define the meaning of each of the two sections and place an appropriate picture in both sections.
4. Guided practice - Ask students what other pictures could be placed in each of the sections.
5. Independent practice - Give students old magazines and ask students to cut out pictures that would fit into one of the two categories.
6. Extend word knowledge - Have students sort things within the sections into smaller or more distinct categories.
   

Function Words

Function words tell a reader about the structure of a sentence, they are words that have syntactic words.  ELs may be confused about function word usage and meaning and can benefit from explicit instruction (Anderson and Roit, 1998).  This lesson gives students the ability to discriminate the meaning of prepositions.  This lesson is appropriate for kindergarten and above, as needed. This lesson can be used with a whole group, small group or pairs.

The components of function words are:

1. Teach/Model - Tell students they are going to learn a new word that they use or will use often in reading, writing and speaking.
2. Introduce the target word - Ask students questions that either contain the target word or the require the students to use the target word in the response.
3. Guided practice - Continuing asking students questions that either contain the target word or the require the students to use the target word in the response.
4. Repeat with second target word.
5. Guided mixed practice - Students will now practice both target words.
6. Practice using the target words - Ask students questions that either contain the target word or the require the students to use the target word in the response.
7. Practice using the target words - Provide a picture and ask students questions about the picture that either contain the target word or the require the students to use the target word in the response.
8. Independent practice - Have the students practice using the words and asking and answering questions containing the target words with partners.
   

Contextualized Vocabulary - Method for Independently Read Text

This lesson is based on research based methods developed by Isabel Beck.  This is a way to develop in - depth knowledge of word meanings while students independently pre-selected text.  This activity is perfect for grade 2 and up.  This can be used with the whole class, small group or pairs.

This can be used to develop student’s knowledge of 3 - 5 pre-selected target words.   

The components of independently reading are the following:

1. Before Reading the Selection - Introduce the meanings of the target words.
2. Introduce the first target word.
1. Read and pronounce the word - Write the word on the board and have the students read and pronounce it.  I sometimes type the word and project it onto the smartboard so that I can refer to it at a later date.
2. Give student friendly explanation - Explain the word’s meaning in everyday language that is clear and accessible to students.
3. Provide a different context - To ensure a clear and explicit concept of the word, develop a sentence with scaffolded questions.  Use the target word in a context that is similar but different from the story context.
4. Engage actively with the word - Provide playful opportunities for students to interact with the word and process its meaning.
1. Questions - Ask questions that require students to apply the target word’s meaning.
2. Finish the idea - Sentence starters require students to use and apply the meaning of a target word in a different context.  Start a sentence and have the students think of an ending.
3. Have you ever…? - The students describe their own experiences using the target words.
3. Repeat with the other target words.
4. Read the selection - Students read the text independently, silently or aloud.
5. After reading the selection - Provide instructional activities that get students actively involved in using and thinking about the words.
1. Discussion prompts - Use story contexts as a basis for discussing word meanings with students.
2. Examples and nonexamples - Have students differentiate between two descriptions, one is an example of the target word and one is a non-example.
3. Juxtapositions - Challenge students to answer a yes or no question containing two juxtaposed target words.
4. Choices - Making choices enables students to apply the meaning of a target word.  Name situations and if the situation is an example of the target word they say “Wow” and if it isn’t they don’t say anything.
5. Missing words - Read and discuss cloze sentences and agree on how to complete each one.
6. True/False - Allow students to respond to true - false statements.
7. Word associations - Ask students to associate one of the words with a sentence or phrase.
6. Assess word knowledge - Give students a quiz at the end of the week.
7. Extend word use beyond the classroom.  Developing an in - depth, extensive, and permanent understanding of new vocabulary comes from multiple exposures in more than one context.  I use the following sheet in my classroom to promote my students to use and listen for vocabulary words in a multiple of settings.   Vocabulary by Being a Teacher | Teachers Pay Teachers 
   

Contextualized Vocabulary - Text Talk

Text talk is a research based method developed by Isabel Beck and Margaret McKeown.  Text talk is a read aloud method that will help students develop in - depth knowledge of word meanings.  This activity is perfect for grades kindergarten through second grade.  Text talk can be done in a whole group, small group or pairs.

In text talk, text specific vocabulary is extensively introduced after a story has been read aloud to students.

The components of text talk are the following:

1. Preread text and select target words.
2. Read the story aloud - As you are reading, pause and give a brief explanation for each target word when you come to it, as well as for any words that are likely to affect comprehension.  Explanations should not interrupt the flow of the story, target words will be fully explained after reading the story.  
3. After reading the story -
1. Contextualize the word - The context of the story provides a familiar situation within which to introduce the word.
2. Say the word - Create a phonological representation of the word.
3. Give a student - friendly explanation - Explain the word’s meaning in everyday language - language that is clear and accessible to students.
4. Provide a different context - Show how the word can be used in a context different from the story context.
5. Engage actively with the word - Provide playful opportunities for students to interact with the word and process its meanings right away.
1. Finish the idea - Sentence starters require students to use and apply the meaning of a target word in a different context.  Give students the beginning of a sentence and have think of an ending.
2. Choices - Making choices enables students to apply the meaning of a target word.  Name some situations and if it is an example of the target word students should say the target word and if it isn’t they shouldn’t say anything.
3. Questions - Ask questions that require students to apply the target word’s meanings.
6. Say the word again - Reinforce the word’s meaning and phonological representation.
4. Repeat for all other target words.
5. Bring the target words together - After introducing the words one at a time, provide opportunities for students to use all words together.
1. One Question - Using all the target words, develop one thought - provoking question and then challenge students to answer it.
2. Questions: Two Choices - Develop a question in which students must choose the target word that best describes a particular situation.
3. Questions: One Context - Using a single context, develop a question for each of the words.  
4. Questions: Same Format - Using a uniform format, develop a question for each of the words.
5. Prompts - Develop an open - ended discussion prompt for each of the words.
6. Extend word use beyond the classroom - Developing an in - depth, thorough and permanent understanding of new vocabulary comes through multiple exposures in more than one context. I use the following sheet in my classroom to promote my students to use and listen for vocabulary words in a multiple of settings. Vocabulary by Being a Teacher | Teachers Pay Teachers