K-3 Literacy InstituteSession 4

January 2012

Vocabulary: Morphology, Contextual Analysis, and Cognate Awareness

2Introduction/Grounding/Framing the Day

3 Grounding

Read the excerpts from Simply Better, by Bryan Goodwin.

Underline/highlight key ideas related to Teaching with Intention.

Be prepared to share your insights.

Objectives/Outcomes4

1. Develop a common understanding of the concept of differentiation and it’s relationship to assessment.

2. Identify, practice, and apply strategies for Vocabulary instruction.

3. Develop learning progressions for instruction of Vocabulary.

4. Develop a lesson to teach Vocabulary.

Agenda5

Introduction/Grounding/Framing the Day

Differentiation and Assessment

Content Review:Vocabulary Strategies and

Philosophies

Learning Progressions:Vocabulary and

Assessment Results

Lesson Planning: Vocabulary Assessment

Results

Closure: Reflect and Facilitation Tools

9Content Review: Vocabulary Part 1

10 Building Blocks of Reading Instruction

Comprehension

Fluency

Phonemic Awareness

Vocabulary

Phonics

11

Shefelbine’s Framework 2007 California Reading/Language Arts Framework, page 23

Motivation

Decoding Comprehension

Word Recognition Strategies

Fluency Academic Language Comprehension Strategies

Concepts

about Print

Phonemic Awareness

Phonics

Sight Word

s

Automatici

ty

Background Knowledge

Vocabulary

Syntax/

Text Struct

ure

Comprehension

Monitoring

(Re)organizi

ng Text

12Preschool Learning Foundations

2.0 Children develop age-appropriate vocabulary. (Listening and Speaking)

2.3 Understand and use both simple and complex words that describe the relations between objects.

13 Vocabulary Part 1

Affixes and roots Word origins

and derivations Cognates

Synonyms and Antonyms

Homophones and homographs

Multiple meaning words

Shades of meaning Idioms

14 Grounding: Given an Outline, Fill in Details

Take 3 minutes on your own to list all of the strategies, principles, and information you already know about effective Vocabulary instruction.

Effective Vocabulary Instruction

Types of Vocabulary

Vocabulary

Oral

Listening Speaking

Print

Reading Writing

15

Acquiring Vocabulary

1. Direct instruction of words

2. Reading to children & oral discussions

3. Wide reading, especially reading that challenges children’s abilities

16

Direct Instruction of Vocabulary

Teach Vocabulary Learning Strategies

Teach Vocabulary through Word Consciousness and Language Play

Teach Specific Words Teach Concept-based

strategies

17

18 Vocabulary Learning Strategies

Morphemic Analysis or Word Part instruction

Contextual Analysis

Cognate Awareness

pro-tract-or

19 Partner Talk

What is morphology? What is the difference between a word

root and a root word?

20 Root Word vs. Word Roots

Root words (base words) can stand alone as words:correctreflect

Word roots cannot stand alone as words: bio ject

Both can have prefixes or suffixes added to them.

21 Most Frequent Affixes

The four most frequent prefixes account for 58% of prefixed words in printed school English.

dis-, in-, re-, un-

The four most frequent suffixes account for 72% of suffixed words in printed school English.

-ed, -es, -ing, -ly

22 FUSD’s Scope and Sequence

Kinder

First

Second

ThirdFourth-Sixth

23

How many words can you create?

national

24

How many words can you create?

-scrib or script

25 Inflectional Suffixes

Usually added to a base word to indicated tense, number, mood, person or gender

DO NOT change the part of speechExample 1 wish (n) to wishes (n)Example 2 dance (v) to dances (v)Example 3 hard (adj) to hardest (adj)

26 Inflected Endings

They indicate:…-possession: hers-gender: alumna-number: wishes,

crises… in nouns

They indicate…-tense: talked-voice: he was driven-mood: she could

have been driving… in verbs

27 Inflected Endings

They indicate…-comparison:

softer, softest…in adjectives

Inflectional ending DO NOT change the part of speech of the word to which they are added.

28 Derivational Suffixes

Usually added to roots or bases to form new words

Usually change the part of speech

Example philosophy (n)philosophize (v)

philosophical (adj)philosopher (n)

29 Let’s Practice with a Partner

Change the part of speech by adding a suffix:generous into a noundecide into a

adjectiveintend into an adverb

Derivational suffixes -ist --ity or -clan -ment -ive -ly

30 Let’s Practice- Word Parts

prehistoric

pre (before)

histor(y) (history)

ic (adjective)

Your Turn

With a partner, break apart the following words:

telescope disagreement

31

32 Syllabication and Morphology

Words can be divided syllabically or morphologically.

The two are not always in agreement because different language structures are involved at each layer of language organization

Use a flexible approach to the decoding of longer words.

33 Syllables or Morphemes

competition-by syllables:

com/pe/ti/tion

-by morphemes

com+pet(e)+(i)+tion

Partner Up

1. scaling2. tractor

34 Contextual Analysis

Inferring the meaning of the word by examining the surrounding text

Cues from preceding and succeeding words, phrases, and sentences

Using appositives, definitions, antonyms, or examples that help clarify its meaning

35 Strategy Review

Using Word-Part

Clues

Using Context Clues

The Vocabulary Strategy

36 English Language Learners

Strategic pairing of students Represent the meaning of words in context

i.e., sentence, song, rhyme Use vocabulary already introduced from

other content area subjects Focus on words (pictures) students

already know Cognate awareness

37 Cognate Awareness

1. Cognates can be spelled identically

2. Cognates can be spelled nearly the same

3. Cognates can be pronounced nearly the same

4. False cognates

Routines and Procedures

Partner Share What are your expectations for

student behavior during vocabulary instruction? How will you communicate them to your students?

CHAMPS Voice level Eyes and ears Movement and participation

38

HM Reading Tool Kit39

Give One, Take One, Move On

Using the take one give one sheet, list all of the strategies you currently use to teach vocabulary.

Now, give one strategy with a table mate, and take one strategy from your table mate.

40

Finally, you have 5-7 minutes to move around the room and Give One, Take One, and Move On.

Vocabulary Part 1

Vocabulary is not a skill that you “master.” It evolves continually…

as we read more, and know more, our understanding of text is

enriched. It’s an on-going, life long process.

41

42

Vocabulary All Day,

Every Day!

Reflection Grid

X Complete the vocabulary

portion of the grid. What “aha’s” did you make? How might vocabulary

instruction look differently in your classroom?

43

44 Learning Progressions

Written Curriculu

m

Taught Curriculu

m

Assessed Curriculu

m

The Learned

Curriculum

Aligned Instructional System

45

Curriculum and Professional Learning

45

Learning Progressions46

Enabling Knowledg

e

Sub Skills

Conceptual

Understanding

Mastery of Grade-Level Standard

Learning Progressions ARE NOT…

A list of topics to be addressed. A list of activities or strategies students will

use to learn.

New to Learning Progressions?

1. There is no “one right way.”2. Less is More.3. Developing Learning Progressions is hard

work!

Articulated Learning Progressions

Reading Curriculum Timeline

Review your grade level. Review the previous grade

level. Review the grade following

yours.What did you notice about the instructional continuum?

49

50 Learning Progression Development

Work with your grade-level colleagues. Use the curriculum guide and your assessment

data to determine which standard you are going to develop learning progressions for.

Curriculum and Professional Learning

51 Learning Progression Development

Use the worksheet to develop your learning progressions.

Scribe your standard and your learning progression on the poster paper provided.

Your learning progressions should: Be derived from the grade-level standard. Be written in objective language.

Thinking verbs + content.

52 Gallery Walk

Reflection Grid

X

How will Learning Progressions help you in your planning?

53

54 Lesson Planning

Foundations for

Classrooms

Closure

Assessment

Objectives

Instruction Aligned to Objective

56 Lesson Planning

Using the Learning Progressions that you just developed, begin planning lessons to address those objectives.

Use the strategies from today, or any other planning materials you have brought.

Go/Foundations

57 Lesson Planning

Given that you are teaching for mastery, your lesson should answer the following questions aligned to Classroom Foundations… What will students know, understand, be able to do? (Objective) How do instructional activities align to objectives? (Instruction aligned

to objective) How do you close your lesson? (Closure) How do you determine if students are “getting it?” How do you

monitor and adjust? Other questions to consider in your lesson planning… Is this lesson aimed for whole group, small group, etc.? Is this lesson developed as a “first teach” or a “re-teach?”

58 Lesson Sharing

In your collaborative groups, designate a representative to share a one-minute summary of your lesson.

Reflection Grid

X

How did you incorporate today’s content in your lesson planning?

59

60 Next Steps

Teach the lesson(s) you developed today. Be prepared to reflect on how it went in the next

session. Try the planning processes learned today in your

Accountable Communities.

Agenda61

Introduction/Grounding/Framing the Day

Differentiation and Assessment

Content Review:Vocabulary Strategies and

Philosophies

Learning Progressions:Vocabulary and

Assessment Results

Lesson Planning: Vocabulary Assessment

Results

Closure: Reflect and Facilitation Tools

62 Language Arts K-6 Website

http://www.fresnounified.org/dept/CPL/langk6/default.aspx

63 Closure

Complete the FUSD Professional Learning Feedback form.

Thank You!