vocabworkshophandouts

8/8/2019 vocabworkshophandouts

1/32

BUILDING ACADEMIC VOCABULARY

A workshop presented at Montgomery Complex 12/5/09

Highlighting Marzano strategies for direct instruction of academic vocabulary

MAIN IDEAS:

Marzano (2005) says the best thing teachers can do to help students understand the content is to

give them direct instruction for the vocabulary of the content area. When all teachers in a school

focus on the same academic vocabulary and teach in the same way, the school has a powerful

comprehensive approach. Its even more powerful if an entire district uses the same method.

Choosing critical words (not just any words) is key to developing the students background

knowledge.

Students from low socio-economic status neighborhoods tend to come to school without the

vocabulary that helps them to be successful in school. If students can learn 20 critical words in

each content area per year through direct instruction, they are very likely to indirectly learn

another 750 to 1500 words in those content areas. If you think thats too optimistic, halving or

quartering those numbers still offers the potential for great gain. Some studies show a 24% to

40% gain in general achievement after using Marzanos six-step process for direct instruction of

vocabulary. Without direct instruction, lower performing students tend to learn only 8% of the

vocabulary indirectly (through independent reading, for example). Higher performing students

may learn 16% of the vocabulary indirectly.

Research shows that a general education student requires about 12 encounters with a new word

for the student to really know that word. A special education student may require as many as 50

encounters with a new word. In addition, if students do not know the vocabulary, they really do

not know the content area. Therefore, if we want them to learn our content area, vocabulary is a

good place to start.

Some examples of activities and games are attached so that students can have a variety of

encounters and experiences with a word.

Refer to Classroom Instruction that Works (p. 123-129) for more vocabulary information.

Peggy Jackson, SLP

Rio Grande High School

March 3, 2010


2/32

[email protected]

CONTENTS:

Academic vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

The Marzano six-step process for vocabulary instruction . . . . . . . . . . . . . . . . . . . . . 2

Deepening Academic Vocabulary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

An example of vocabulary strategies for Social Studies . . . . . . . . . . . . . . . . . . . . . . .4

Forms that students can use to record their vocabulary words. . . . . . . . . . . . . . . . .5-12

including one rubric for knowledge level

Carousel Brainstorming, an example of an activity/game (one of the six steps) . . . . 13

Common Sense, a word game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Latin Roots and Greek Stems, ideas for using . . . . . . . . . . . . . . . . . . . . . . . . . . . 15-16

Common Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17-18

Vocabulary Sort . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Kangaroo Word . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Chart showing the Average Retention Rate after 24 hours . . . . . . . . . . . . . . . . . . . . 21

Lists of words by content area and grade levels (from other states) . . . . . . . . . . 22-25

Language Arts . . . . . . . . . . . . . . . . . . . 22

Math . . . . . . . . . . . . . . . . . . . . . . . . . . 23

Science . . . . . . . . . . . . . . . . . . . . . . . . 24

Social Studies. . . . . . . . . . . . . . . . . . . 25


3/32

Academic Vocabulary Resources (sites, books, etc. for activities/games). . . . . . 25-26

1

ACADEMIC VOCABULARY

What is Academic Vocabulary?

It is the vocabulary critical to understanding the concepts of the content taught in schools. In

identifying academic vocabulary for instruction, teachers must remember that not all terms are of

equal importance.

Some terms are critically important.

Some are useful but not critical.

Some are interesting but not useful.

Staff of U-46 developed a draft list of academic vocabulary words that students are expected to

understand and use at each grade level. You can find the list on the U-46 web site (www.u-

46.org/roadmap).

Why teach Academic Vocabulary?

According to Marzano (2005) the strongest action a teacher can take to ensure that students have

the academic background knowledge to understand the content they will encounter is providing

them with direct instruction in these terms. When students understand these terms, it is easier for

them to understand the information they will read and hear in class.

Factoids* Vocabulary assessed in first grade predicted over 30% of reading comprehension variance

in 11th grade (Cunningham and Stanovich, 1977).

* While four encounters with a word did not reliably improve reading comprehension, 12

encounters did (McKeown, Beck, Omanson, and Pople, 1985).

* One of the most critical services a teacher can provide, particularly for students who do not

come from academically advantaged backgrounds, is systematic instruction in important

academic terms (Marzano and Pickering, 2005).
http://www.u-46.org/roadmaphttp://www.u-46.org/roadmaphttp://www.u-46.org/roadmaphttp://www.u-46.org/roadmap


4/32

* The same student placing at the 50th percentile in reading comprehension, with no direct

vocabulary instruction, placed at the 83rd percentile when provided specific instruction in

academic vocabulary (Stahl and Fairbanks, 1986).

ELL Students and Academic Vocabulary

Marzano and Pickering (2005), emphasize, the importance of teaching ELL academic

vocabulary in a systematic approach. They suggest that vocabulary programs that

emphasize high-frequency terms fail to provide the background knowledge needed forstudent success in the content areas. Students learn high-frequency words through wide

reading of fiction and information text.

References

Cunningham, A. and Stanovich, K (1977). Earl reading acquisition and its relation to reading

experience and ability

10 years later. Developmental Psychology, 33, 934-945.

Marzano, R., and Pickering, D. (2005). Building academic vocabulary: Teachers manual.

Alexandria, VA: ASCD.

McKeown, M., Beck, I, Onanson, R., and Pople, M. (1985). Some effects of the nature and

frequency of vocabulary

instruction on the knowledge and use of words. Reading Research Quarterly, 20, 522-535.

Stahl, S. and Fairbanks, M. (1986). The effects of vocabulary instruction: A model-based meta-

analysis . Review

of Educational Research, 56, 72-110.

MARZANO SIX-STEP PROCESS FOR VOCABULARY INSTRUCTION 2

Step 1: DESCRIBE Provide students with a description, explanation or example (not

a dictionary definition) using common language.

Determine prior knowledge

What do they think they know about this term?Use imagery.

Step 2: RESTATE Students restate the description in their own words. Results are not as

strong if they copy the teachers or a classmates description.

Discuss with a partner.

Students record it on a form teacher provides.


5/32

Step 3: PICTURE Students represent the term nonlinguistically.

This is a critical step in learning new vocabulary. DO NOT SKIP THIS.

Graphic representation illustrating process

Draw the thing.

Draw a symbol.

Dramatize the term.

Students record the picture on the form teacher provides.

Step 4: ACTIVITIES Engage students periodically in activities that add to their

knowledge of the terms.

Identify synonyms or antonyms.

List related words.

Write reminders of common confusions.

Draw an additional graphic.

Write metaphors and analogies.

Compare terms.

Classify terms.

Discuss similarities and differences of two terms.

Students record this on paper and put in their vocabulary folder.

Step 5: DISCUSS Ask students to discuss terms with each other (or whole group)

Think-pair-share about targeted terms.

Add any pertinent info to the vocabulary folder.

Discuss terms that come up while reading in class.

Step 6: GAMES Play games with your terms.

Crossword puzzles

Concentration

See vocabulary packet from Peggy Jackson.

See Resource page in vocabulary packet from Peggy Jackson.

DEEPENING ACADEMIC VOCABULARY 3(Steps 4-5-6 in Marzanos Six-step Process)

Periodically review the terms and phrases; provide students with activities that add to their

knowledge base.

If students experience a new term or phrase only once, they will be left with their initial partial


6/32

understanding of the term or phrase. To develop deep understanding of the terms and phrases in

their academic vocabulary notebooks, students must be engaged in review activities.

Once a week or perhaps more frequently students might be offered activities that add to their

knowledge base about the terms and phrases in their notebooks. For example, they might make

comparisons between selected terms in a given subject area or between subject areas. They might

create analogies or metaphors for selected terms. They could simply compare their entries withthose of other students. Finally, they could be engaged in games that use the terms and phrases

from their academic vocabulary notebooks.

After each of these activities students should be asked to make corrections, additions, and changes

to the entries in their notebooks. In this way, students knowledge of the academic terms and

phrases will deepen and become a sound foundation on which to understand the academic content

presented in class.


7/32


8/32

Word:

In my own words:______________________________________

________________ isthe same (synonym).

________________ isthe opposite (antonym).

Picture:

Word:

In my own words:______________________________________

________________ isthe same (synonym).

________________ isthe opposite (antonym).

Picture:


9/32


10/32


11/32


12/32


13/32


14/32


15/32


16/32

CAROUSEL BRAINSTORMING 13.

Post newsprint or poster board showing questions, quotes, or concepts related to the weeks

learning.

Divide students into groups of 4-6.

Place each group with a poster.

Each group adds its ideas about the topic. They might list attributes, an opinion, or compare one

thing to another.

Groups are timed. They travel from one poster to the next until all posters have been visited.

Groups visit their original poster, read the comments, and write a short summary.

COMMON SENSE 14.

This is a card game for use in a small group of students or with the entire class divided into teams.

The game allows students practice with word associations and main idea. Given four words (from

your content area) that have something in common, the students must determine what the

commonality is. If a correct answer is given, the student or team keeps the card. If an incorrect

answer is given, the card is returned to the bottom of the pile. The winner is decided by the

student or team who has the most points.

DIRECTIONS

Prepare cards from poster board or card stock. Clip off one corner. This allows for easy sorting.

With permanent marker write the four common words on the front of the card. Remember to

make one card for the title of the game. Some prefer to use a database and label making software


17/32

for this entire step. The finished cards look professionally made.

With the marker, write the answer on the back of the card. Laminate the cards for durability if

you choose.

LATIN ROOTS/GREEK STEM 15.

Knowing some Latin and Greek will help any student with vocabulary.

I do this activity in two segments: a unit for the Latin roots and a unit for the Greek stems.

1. First I present the list of roots or stems and their meanings by using an overhead projector.

2. Next I assign each student one of the roots or stems. He/she is to research words containing this

root or stem and make a list of as many words as possible, noting the words definition and how

the roots meaning pertains to it.

3. I then ask each student to select ten words from his/her list with which everyone should become

familiar. They write these words on an index card, along with their definitions and turn them into

me.

4. I compile these words into a master list from which I select 20-25 per week as a combined

spelling/vocabulary list. I have enough words to make lists for an entire grading period.

5. Finally, I have my students create a visual display of all the words they have found for their

root or stem: a tree for the Latin roots and a flower for the Greek stems. I supply the colored

construction paper; the students supply their imaginations.

* They cut out a tree trunk from black paper and write the Latin root with

white crayon.

From green or autumn-colored paper, they cut leaves on which they write with


18/32

marker all the words they have found for that root, using one leaf per word.

Have them glue the leaves to the trunk and display the trees on a bulletin board.

For the Greek stems, have them cut a flower stem from green paper on which they

write the Greek stem with black marker.

From brightly colored paper, they are to cut flower petals on which they write all

the words they have found for their stem.

Attach the petals to the stem and display their completed flower on a bulletin board.

From the Teachers Desk

16

LATIN ROOTS GREEK STEMS

Aqua (water) astro (star)

Audi (hear) auto (self)

Cent (hundred) bio (life)

Creat (make) geo (earth)

Equ (same, even) gram (something written)

Fract (break) graph (something that writes)


19/32

Gress (step, go) meter (measure)

Ject (throw) micro (small)

Liber (free) mono (single, one)

Loc (place) ology (study of)

Manu (make) phone (sound)

Mem (keep in mind) photo (light)

Mare (sea) tele (far away)

Miss/mit (go, send) phobia (fear)

Oct (eight)

Ped (foot)

Port (carry)

Scrib (write)

Script (write

Uni (one, single)

Vis (see) From The Teachers Desk

COMMON WORDS 17

This is a card game designed for an individual student to give him/her practice with synonyms for

common words.

DIRECTIONS:

1. On index cards, write the words from the first column of the table below. These are the

common words.


20/32

2. On smaller cards made from poster board, oak tag, or card stock, write the words from the

second column of the table below. These are the synonyms to the common words.

3. On the back of the smaller cards, write the common word. Thus the activity can be self-

checking.

4. A database and label making software to print the words on removable labels can be used.

These get affixed to the cards. Then laminate. The final product looks professionally

made.

5. The cards are ready to use

6. Store in Ziploc bags or mailing envelopes on which the games name is written.

TO PLAY:

Spread the common words on a table or desk so all can be seen easily.

Shuffle the smaller cards.

Match the words on the smaller cards to the common word for which they are a synonym.

When all the smaller cards have been matched, turn them over to check the answers.

COMMON WORDS SYNONYMS 18

LAUGH chortle, chuckle, grin, guffaw, crow, titter, cackle, hoot,

giggle, snicker

CRY whimper, wail, blubber, howl, weep, moan, whine, bawl, sob, sniffle

HAPPY tickled, elated, thrilled, lighthearted, delighted, ecstatic,

blissful, jovial, overjoyed, jubilant


21/32

SAD pitiable, downhearted, woebegone, forlorn, dispirited, miserable, wretched, dejected,

disheartened, depressed

WALK swagger, trek, saunter, shuffle, plod, meander, amble,

trudge, step, stroll

RUN dash, speed, dart, race, scramble, chase, scamper, bolt, trot, scoot

www.teachersdesk.org/vocabcommon.html

VOCABULARY SORT 19

Vocabulary sort is an activity designed to get students actively involved with nonfiction or fiction

genres prior to reading a selection. It engages the students in group activity that requires them to

utilize prior knowledge, dictionary skills, and prediction.

DIRECTIONS:

1. Identify eight to ten words from your students upcoming reading selection that will

provide a clue as to what the selection is about. More can be utilized once your students

are familiar with the procedure.

2. Write or print the words on a sheet of unlined paper. Divide your students into

groups of three or four. Make enough copies of the words for each group.
http://www.teachersdesk.org/vocabcommon.htmlhttp://www.teachersdesk.org/vocabcommon.html


22/32

3. Distribute the word lists and have your students cut them apart. Tell them to glue the

words in any order they choose on another sheet of paper. They must have a reason for

their choices. Write the reason on the back of the paper.

4. Next they are to write the definition next to each word.

5. At the bottom of the paper they are to write what they think the selection will be about

based on the vocabulary words. They are also required to tell why they think this

prediction is so.

6. Allow the groups to share their definitions, order of words, and predictions.

Points are awarded for the quality of work and how well the students worked as a group. The

work is saved to refer to them after reading the selection to see how accurate the predictions were.

www.teachersdesk.org/vocabsort.html

KANGAROO WORD 20.

This is a fun, challenging way to practice working with synonyms. It can be played by individual

students, small groups, or the whole class.

Directions:

1. From heavy card stock, oak tag, or poster board, make a set of flashcards, approximately

2x4.

2. On one side of the card write the starting word, the longer word of the pair.

3. Place an asterisk in front of this word indicating that it is the starting word.

4. On the back of the card, write the kangaroo word, the shorter of the pair.

To play:


23/32

Read the first word. Find a synonym for it by using some of the letters in the first word. Start

with the first letter, and like a kangaroo, hop over letters that you dont need.

Possible word pairs:

Starting Word Kangaroo Word Starting Word Kangaroo

slithered slid joviality joy

perimeter rim container can

indolent idle rampage rage

prattle prate curtail cut

evacuate vacate matches mate

encourage urge regulates rules

prosecute sue splotches spots

calumnies lies diversified diverse

rapscallion rascal respite rest

perambulate amble pinioned pinned

www.teachersdesk.org/vocabroo.html

Page 21


24/32


25/32

LANGUAGE ARTS VOCABULARY 22

6th grade 7th grade 8th grade

employ interaction w/texts allusion

foreign phrases paraphrase antecedent

genre etymology bias

hyperbole semantic change clincher sentence

imagery connotation coherent order

inference denotation composition

mnemonic devices stress cross-reference

writing modes pitch debate

multiple meanings juncture derivation

personification onomatopoeia dramatization

rhyme accent elaboration

rhythm repetition facilitator (role

point of view foreign phrases identification/groups)

propaganda internal rhyme gerund

relevant irony inferring

relevancy mood jargon

sequential order foreshadowing inductive reasoning

sidebars flashback deductive reasoning

simile tone inflection

symbolism inferences enunciation

text features viewpoint rate

thesis statement epilogue pitch

stressed assonance participles

unstressed consonance persuasive writing

syllables nuance preface

clauses climax reliability

double-negative sensory detailshades of meaning

tension

thesis statement

mood/tone

acronyms

sidebars

footnotes


26/32

endnotes

www.jc-schools.net/tutorials/vocab/index.html

from Jefferson County Schools in Tennessee

MATH VOCABULARY 23

6th grade 7th grade 8th grade

base (of exponent) absolute value angles:

Cartesian coordinate system additive inverses - adjacent

Circumference box & whisker plot - alternate exterior

compound event coefficient - alternate interior

degree (angles) cube root - complementary

dependent events function - corresponding

dilation function notation D=RT (distance =

equiangular greatest common rate X time)

equilateral divisor function families

experimental probability greatest common hypotenuse

inequality theorem factor infinite

integers histograms legs of

interior/exterior angles intercepts triangle

isosceles interquartile range line of best fit

negative least common multiple (conceptual)

odds linear equation monomial

percent negative exponents nonlinear equation

pi perfect square perfect square

poll property Pythagorean theorem

power proportional relationships quadratic equations

prime factorization quartile sequence

protractor scatter plots slope intercept form

pyramid scientific notation supplementary angles

qualitative graph slope transversal

random square root vertical anglesunit rates vertical line test

rate

ratio

repeating decimal

sample bias

sample space

sample, sample data
http://www.jc-schools.net/tutorials/vocab/index.htmlhttp://www.jc-schools.net/tutorials/vocab/index.html


27/32

scalene

similarity

simple event

simulation

theoretical probability

triangle

www.jc-schools.net/tutorials/vocab/index.html

SCIENCE VOCABULARY 24

6th grade 7th grade

abiotic acceleration transverse wave

atmospheric connection amplitude trough

adaptive engineered asexual reproduction velocity

technologies cell division

assistive engineered cell organelles 8th grade

technologies ribosome

asteroid mitochondria acid

bias chloroplast atom (electron, neutron,

biome vacuole proton)

biosphere lysosome atomic mass, atomic number

biotic chromosome base

cause & effect crest biodiversity

chemical potential diffusion chemical change

energy dominant trait chemical equation

climate change gene class

conductivity genetic characteristic compound

control genetic engineering density

criteria genotype dichotomous key

design constraint igneous diffusion

elastic potential longitudinal wave domain

electrical conductor mechanical advantage electromagnetenergy transformation metamorphic electron

gravitational potential minerals element

energy mitosis endothermic

hygrometer momentum exothermic

meteorological data monohybrid cross family

ocean current organ system genus

protocol osmosis gravitation (universal law)
http://www.jc-schools.net/tutorials/http://www.jc-schools.net/tutorials/


28/32

prototype phenomenon kingdom

psychrometer phenotype magnetic field

scavengers Punnett square neutral

simple circuits recessive trait neutron

tides respiration order

variable rock cycle particle motion

sedimentary physiological adaptationwww.jc-schools.net/ semi-permeable phylum

tutorials/vocab/index.

html sexual reproduction product

simple machines proton

speed reactant

synthesize species

tissue variation

SOCIAL STUDIES VOCABULARY 25

6th gr. 7th gr. 8th gr.

Ancient colonization altruism

Civilizations demographics antebellum

Irrigation urbanization absolute

Middle Ages impact exchange

Monarchy prime meridian commerce

Nomadic International Date Line congressional

Technological time zone civic efficacy

Empire GPS/GIS constitutional

Epics capitalism contract

Feudalism communism consumption

Renaissance socialism autocracy

Anthropology free enterprise oligarchy

Republic tributary dictatorship

Caste topography diplomacy

cultural diffusion physical processes domesticarchaeologists spatial doctrine

theocracy federalism

philosophy holocaust

geologist human impact

polytheism infrastructure

cuneiform insurrection

globalization interdependence


29/32

interdependence international

class map projections

dynasty nationalism

hieroglyphics Magna Carta

Dark Ages recession

Classical relative

Cartouche RepublicanismPlague social norms

Mythology totalitarian

Medieval vernacular

From Jefferson County Schools in Tennessee

(www.jc-schools.net/tutorials/vocab/index.html)

ACADEMIC VOCABULARY RESOURCES

Books

Bringing Words to Life: Robust Vocabulary Instruction by Beck, McKewon & Kucan; The

Guilford Press, 2002, ISBN: 978-1572307537

Rational for teaching vocabulary, how to choose words for RTI (response to intervention), how to

teach vocabulary

Building Academic Vocabulary: Teachers Manualby Marzano & Pickering; Association for

Supervision and Curriculum Development, 2005, ISBN: 978-1-4166-0234-7

How to create a list of academic vocabulary, how to teach vocabulary, word lists for content areas

Building Background Knowledge for Academic Achievement: Research onWhat Works in Schools

by Robert J. Marzano, Association for Supervision and Curriculum Development, 2004, ISBN

978-0-87120-972-6Rationale for building background knowledge, how to build background knowledge, word lists for

content areas

Research-Based Methods of Reading Instruction for English LanguageLearners, Grades K-4 by

Linan-Thompson & Vaughn; Association for Supervision and Curriculum Development, 2007,

ISBN: 978-1-4166-0577-5 Field-tested

classroom lessons for ensuring English fluency, chapter on vocabulary

Teaching Basic and Advance Vocabulary, A Framework for Direct Instruction by Robert J.
http://www.jc-schools.net/tutorials/vocab/index.htmlhttp://www.jc-schools.net/tutorials/vocab/index.html


30/32

Marzano, Heinle Cengage Learning, 2010, ISBN: 978-1-4240-6713-8

Framework for direct instruction in basic terms, those words critical to understanding and using

the English language

Words, Words, Words, Teaching Vocabulary in Grades 4-12 by Janet Allen, Stenhouse Publishers,

1999, ISBN: 978-1571100856

How to develop effective practices in vocabulary instruction, graphic organizers to use

Vocabulary Websites

www.u-46.org/roadmap/dyncat.cfm?catid+246

Examples for all grade levels in English and Spanish

Literacytoolbelt.tripod.com/The%20FAB%20Five/The%20Fab%20Five%20Power

%20Points.htm Links

www.teachersdesk.org/spell_plans.html

spelling and vocabulary games

www.jc-schools.net/tutorials/vocab/TN.html

Tenn. Academic vocabulary games K-8, high school

Note: use the links in the left margin to access games.

www.mckinneyisd.net/departments/curriculum/MISD/Secondary/Language

%20Arts/support_for_academic_vocabulary.htm

Support links, game templates, concept maps, etc.

www.speedofcreativity.org/2007/07/10/building-academic-vocabulary-robert-marzano/

Notes from Marzano presentation at OK State Dept. of Education July 2007

www.jc-schools.net/tutorials/vocab/strategies.html

strategies outline

Academic Vocabulary Games/Activities Websites

www.teachersdesk.org/spell_plans.html

spelling and vocabulary games

www.readwritethink.org/student_mat/index.asp

International Reading Association and NCTE site, collection of online student materials for K-12,

interactive literacy tools incorporating technology

www.jc-schools.nettutorials/vocab/wordo.html

Wordo template

www.jc-schools.net/tutorials/vocab/wordgames-vocab.html

PowerPoint template and 2-fold game board template

www.jc-schools.net/tutorials/PPT-games/

PowerPoint Games (including Password, 20 Questions, Who Wants to be a Millionaire).

www.quia.com/web

Click on Tour Quia Web in the upper right hand corner. Click on shared activities to explore
http://www.u-46.org/roadmap/dyncat.cfm?catid+246http://www.teachersdesk.org/spell_plans.htmlhttp://www.jc-schools.net/tutorials/vocab/TN.htmlhttp://www.mckinneyisd.net/departments/curriculum/MISD/Secondary/Language%20Arts/support_for_academic_vocabulary.htmhttp://www.mckinneyisd.net/departments/curriculum/MISD/Secondary/Language%20Arts/support_for_academic_vocabulary.htmhttp://www.speedofcreativity.org/2007/07/10/building-academic-vocabulary-robert-marzano/http://www.jc-schools.net/tutorials/vocab/strategies.htmlhttp://www.teachersdesk.org/spell_plans.htmlhttp://www.readwritethink.org/student_mat/index.asphttp://www.jc-schools.nettutorials/vocab/wordo.htmlhttp://www.jc-schools.net/tutorials/vocab/wordgames-vocab.htmlhttp://www.jc-schools.net/tutorials/PPT-games/http://www.quia.com/webhttp://www.u-46.org/roadmap/dyncat.cfm?catid+246http://www.teachersdesk.org/spell_plans.htmlhttp://www.jc-schools.net/tutorials/vocab/TN.htmlhttp://www.mckinneyisd.net/departments/curriculum/MISD/Secondary/Language%20Arts/support_for_academic_vocabulary.htmhttp://www.mckinneyisd.net/departments/curriculum/MISD/Secondary/Language%20Arts/support_for_academic_vocabulary.htmhttp://www.speedofcreativity.org/2007/07/10/building-academic-vocabulary-robert-marzano/http://www.jc-schools.net/tutorials/vocab/strategies.htmlhttp://www.teachersdesk.org/spell_plans.htmlhttp://www.readwritethink.org/student_mat/index.asphttp://www.jc-schools.nettutorials/vocab/wordo.htmlhttp://www.jc-schools.net/tutorials/vocab/wordgames-vocab.htmlhttp://www.jc-schools.net/tutorials/PPT-games/http://www.quia.com/web


31/32

activities currently available. Sign up for a free 30-day trial membership.

www.jc-schools.net/tutorials/read6-12/word/htm

Links to vocabulary activities and games for middle and high school

www.mckinneyisd.net/departments/curriculum/MISD/Secondary/Language

%20Arts/support_for_academic_vocabulary.htm

Game templates for secondary

www.murray.k12.ga.us/teacher/kara%20leonard/Mini%20Ts/Games/Games.htmClassroom Game Templates and More includes game templates, music, sound clips and directions

www.4teachers.com

tools and online resources for integrating technology into the classroom

www.wordle.net

Generate word clouds from text

www.quia.com/rr/37717.html

QUIA Rags to Riches, prefixes

www.vocabulary.co.il/

Learning Vocabulary Fun, Test Preparation and Vocabulary Building, learn basic words from

189 topics, play games (matching, hangman, quizzes, word searches, crossword puzzles).

www.eslfflow.com/gamesl.html

ESL vocabulary games

Vocabulary building was boring, unfortunately, dull and dry task. The good news is that

there is not one of them. And 'one of the most interesting. The only thing is the adoption

of the correct method so that the vocabulary is a joke. Fortunately, linguists have found

that with mastery of a handful of Latin roots, you can create a vocabulary that will

impress all found. Below is a list of only 25 of Latin roots easier, opening the

doorHundreds of new English words in a few minutes.

Latin root: meaning examples from English

: Another change alter ego, alternative, change

Altus: high altitude, altimeter

Soul life, soul breath, spirit animals, animistic, animosity

Aqua: water water, aqua regia, aqueous

Avis: Bird aviation, aviary, avian flu

War, war, war rebellious, bellicose, belligerentWell, well nice, good

fall: Autumn cascade, cadaver,decadent

CIDE cut: kill Cutting, insecticide, murder, suicide

capitis: head capital beheaded

carnis: Meat carnal carnival embody Carnivore

Centre: Centre eccentric, concentric, concentrated

Dentis: tooth dentures, endodontics, tooth
http://www.jc-schools.net/tutorials/read6-12/word/htmhttp://www.mckinneyisd.net/departments/curriculum/MISD/Secondary/Language%20Arts/support_for_academic_vocabulary.htmhttp://www.mckinneyisd.net/departments/curriculum/MISD/Secondary/Language%20Arts/support_for_academic_vocabulary.htmhttp://www.murray.k12.ga.us/teacher/kara%20leonard/Mini%20T's/Games/Games.htmhttp://www.4teachers.com/http://www.wordle.net/http://www.quia.com/rr/37717.htmlhttp://www.vocabulary.co.il/http://www.eslfflow.com/gamesl.htmlhttp://www.jc-schools.net/tutorials/read6-12/word/htmhttp://www.mckinneyisd.net/departments/curriculum/MISD/Secondary/Language%20Arts/support_for_academic_vocabulary.htmhttp://www.mckinneyisd.net/departments/curriculum/MISD/Secondary/Language%20Arts/support_for_academic_vocabulary.htmhttp://www.murray.k12.ga.us/teacher/kara%20leonard/Mini%20T's/Games/Games.htmhttp://www.4teachers.com/http://www.wordle.net/http://www.quia.com/rr/37717.htmlhttp://www.vocabulary.co.il/http://www.eslfflow.com/gamesl.html


32/32

Of: worship God deity, deism

dict object to speak to dictate, diction, edict, predict

leading to duc: to bring bear result, produce, reduce

Congress wander on foot progress,overcome

Project increase: eject, inject objected project rejected, unless

ELP to drive: for strength to scatter, drive, push out

pend to hang: append, depend threaten, pendant, pendulumPort: Wear behavior -, deport, export, import, report, support

Sanitas health, health sanitation, Sanatorium

Write to Scrib: Scripting report setting out the description, prescription, subscribe,

write subscribe

intestinal tract to move to: gain, contract, detractdrag extract, withdraw, extend,

Traction, draw

vert convert to rotate: reverse call forwarding, again

Although the above list is very short, but there is an idea of the reader about the

importance of mastering the Latin roots, and also shows how easy it is to understandmany of the words, if you know, is the root. This list is not definitive and you can have

as many roots and think of the word, according to the rules. In this way, enrich your

vocabulary will be arewarding experience.

See Also : Accounting and Law ServiceElectronic Company banking

CompanyBusiness publications
http://www.small-businessmarketinginfo.com/accounting/http://www.small-businessmarketinginfo.com/electronic/http://www.small-businessmarketinginfo.com/banking/http://www.small-businessmarketinginfo.com/banking/http://businesspublications.small-businessmarketinginfo.com/http://www.small-businessmarketinginfo.com/accounting/http://www.small-businessmarketinginfo.com/electronic/http://www.small-businessmarketinginfo.com/banking/http://www.small-businessmarketinginfo.com/banking/http://businesspublications.small-businessmarketinginfo.com/

Documents

vocabworkshophandouts