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REVIVING VOCABULARY “GRACIOUS WORDS TO REVIVE…DROOPING THOUGHTS” JENNA GARDNER & DR. MARIETTA MALONE MEADOWCREEK HIGH / NCTE 2016

NCTE 2016 Reviving Vocabulary

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Page 1: NCTE 2016 Reviving Vocabulary

R E V I V I N GV O C A B U L A R Y

“ G R A C I O U S W O R D S TO R E V I V E … D R O O P I N G

T H O U G H T S ”

J E N N A G A R D N E R & D R . M A R I E T TA M A L O N E

M E A D O W C R E E K H I G H / N C T E 2 0 1 6

Page 2: NCTE 2016 Reviving Vocabulary

GUIDING PRINCIPLES FOR GENUINE AND GENERATIVE VOCABULARY INSTRUCTION

• Teaching vocabulary for production requires different

strategies from teaching vocabulary for recognition.

• Production requires knowledge of meaning and use.

• Creating conditions for both acquiring and learning

vocabulary is necessary.

• Word lists don’t work; multiple exposure to targeted

vocabulary items does.

• Active involvement with the targeted words is crucial.

• Both oral and written production matter.

Page 3: NCTE 2016 Reviving Vocabulary

APPROACHES FOR GENUINE AND GENERATIVE VOCABULARY

INSTRUCTION• Direct instruction of individual words: (production over

simple recognition)

• Teaching word learning strategies

• Multiple exposure through a variety of methods

• Promoting varied, extensive, and close reading

• Fostering of word consciousness

Page 4: NCTE 2016 Reviving Vocabulary

VISUALIZING VOCABULARYCONCEPTS SUCH AS HAMARTIA & FORESHADOWING

Page 5: NCTE 2016 Reviving Vocabulary

VISUALIZING VOCABULARYCONCEPTS SUCH AS CONTRARIAN & WELTER

'WELTER'

A confused mass; a jumble; turmoil or confusion.

Page 6: NCTE 2016 Reviving Vocabulary

VISUALIZING VOCABULARYDIGGING INTO WORDS TO CREATE ANALYSIS

Page 7: NCTE 2016 Reviving Vocabulary

VISUALIZING VOCABULARYWORDS TO ANALYSIS

Page 8: NCTE 2016 Reviving Vocabulary

ART TO EXPLORE TONE WORDS

Ulysses and the Sirens by Herbert Draper, c. 1909.

Ulysses and the Sirens by John William Waterhouse,1891

Students look at words such as seductive, threatening, urgent, obsequious,pleading, provocative and apply them to the painting they feel these words describe.

Students them move on to a poem on

this subject—Atwood’s “Siren Song”.

Students explore the poem examining

for the diction the ‘colors’ the poem.

The compare the poem to the two

paintings and discuss which image

best mirrors the tone that Atwood

employs in her poem.

Page 9: NCTE 2016 Reviving Vocabulary

LINEAR ARRAYS: SHADES OF MEANING

Paint chips from home building and

paint stores are great tools for

students to work visually with

vocabulary and investigate shades of

meaning in synonyms.

For example, students work with

words that suggest different

intensities of fear— scared, startled, anxious, insecure, overwhelmed, frightened, terrified, etc.

This is a great way to explore the words in depth through group work and

discussion.

Page 10: NCTE 2016 Reviving Vocabulary

CONCEPT ATTAINMENT

oppressive

dreary

insufferable

melancholy

Using the Concept Circle students determine the meaning of words or phrases, analyze the connections between them, and hypothesize the relationship that binds them together.

Students then read the opening of Edgar Allan Poe's “The Fall of the House of Usher.”Student then hypothesize what this tone suggests about what will happen in Poe’s tale.

Page 11: NCTE 2016 Reviving Vocabulary

SEMANTIC FEATURE ANALYSIS TO CONNECT VOCABULARY INSTRUCTION

Willy Linda Biff Younger

Biff

Happy Younger

HappyApprobation (giving or seeking)

jovial

mercurial

crestfallen

surly

subdued

evasive

befuddled

agonized

philandering

insecure

trepidatious

Page 12: NCTE 2016 Reviving Vocabulary

SEMANTIC MAPPING

Tone

Literature

musicart

a musical or vocal sound

with reference to its pitch,

quality, and strength.

the general character or attitude of a

place, piece of writing, situation, etc.

Tone in an artistic context refers to

the light and dark values used to

render a realistic object, or to create

an abstract composition.

Instruction that involves activating prior knowledge and comparing and contrasting word meanings is likely to be more powerful than simple combinations of contextual information and definitions

The best known and most widely researched techniques falling in this category are semantic mapping, and research indicates that semantic mapping leads to significantly higher comprehension scores than more traditional vocabulary instruction.

Page 13: NCTE 2016 Reviving Vocabulary

USING FOCUSED CLOZE AS VOCABULARY DEVELOPMENT AND LITERARY ANALYSIS PRIMER

The goal is for students

to analyze HOW these

devices are used and use

terms as apt vocabulary

describing the author ’s

choices and their impact

on meaning.

In order to help my

students in engaging in

analysis, we read a short

passage and poem. We

annotate and discuss the

text as a class. In

discussion, I use the

vocabulary that I will

give student as a Word

Bank to use in their

Forced Cloze.

There is a striking amount of _____________ throughout the poem, especially

within the first section in that each of the first four lines contains _____________ as

seen in the following examples: “We…world,” “coyness...crime,” “we would”/

“which way,” and “long love’s.” The first stanza continues to utilize _____________

in lines 16 and 18 to continue his playful wooing by showing off his intellect before

his argument _____________ to a manipulative approach in the second stanza. For the

most part the speaker abandons the device of _____________ until returning to it with

a flourish in the last two lines emphasizing is further with the _____________ of the

“m” sounds in “make”. This use of _____________ with the increased tempo of the

_____________ ends his ‘seize the day’ argument with an impressive, energetic, and

yet violent finale. Marvell has his speaker use _____________ to make his words

more alluring when wooing his lover, but he dispenses with it when contemplating the

reality of death in order to make his words more chilling. Life is after all fleeting.

Page 14: NCTE 2016 Reviving Vocabulary

FORCED ASSOCIATION TO BUILD DEEPER UNDERSTANDING

Vocabulary evince encroach obviate compel kindle meddle

Misanthropist

Boor

Miser

Rustic

Hypocrite

Reprobate

As a gifted instructional strategy, Forced Association, pushes

students to find similarities between items or concepts that

seem unrelated. By utilizing this technique with vocabulary

instruction, students can gain a deeper understanding of

vocabulary or a concept, and explore the function of literary

devices.

Page 15: NCTE 2016 Reviving Vocabulary

FORCED ASSOCIATIONGENERATING GYRE

• Concept is placed in the center: character, setting, imagery, tone, etc.

• Vocabulary is placed in the

radiating segments

• Through forced association and

sentence combining students

create a sentence using the two

words to create a sentence on

the concept.

• Students use sentence to create

paragraphs and essays.

Page 16: NCTE 2016 Reviving Vocabulary

BUILDING VOCABULARYSCAFFOLDING CLOSE READING THROUGH VOCABULARY DEVELOPMENT

Text Structure

Predict

content and function

Check your predictions

Summarize

Add

example sentences

Title: What will the text be about?

Read the text and mark your predictions as true or false. Modify your false statements so they adequately reflect the text you have read.

Part 1:(vocabulary,phrases)

What will the author do? What will the author discuss?

Part 2:(vocabulary,phrases)

What will the author do? What will the author discuss?

Part 3: (vocabulary,

What will the author do? What

Page 17: NCTE 2016 Reviving Vocabulary

VIGOROUS VOCABULARY TH R OUGH STR ATEGIC PR EFIX , R OOT, A ND SUFFIX W ORD I NSTRUCTION

Root Meaning English Examples Spanish Example

ACRI, ACER sharp, bitter acrid, acid, acerbic acido

ACT do action, enact, activate acto

AMICUS friend amiable, amicable amigo

AUD hear audible, audience, auscultation audible

CHRON time synchronize, chronic, chronological cronico, cronológico

CORP body corpse, corporeal, corpulent

incorporate

cuerpo

CRED believe credence, credit, credulous, credito, creencia

DIC speak edict, dictate, contradict dictar, dictado

FID trust, have

faith

fidelity, confidant, diffident fiel

FLU to flow fluid, affluent, influence, fluency,

mellifluous

fluido

GREG flock, herd gregarious, congregate, segregate congregarse

LUC, LUMEN light lucid, elucidate, luminous lúcido, lucir, iluminar

MAN hand manufacture, manipulate, manifest mano

MIN less, small diminish, minimal, minimize menos

NOV new innovative, novice, renovate nuevo

PATHOS feeling pathetic, pathogen, apathy, sympathy patético

PUG fist pugilistic, repugnant, repugnant repugnante

PLAC make calm placate, placid, complacent aplacar

SPEC, SPIC to see,

observe

speculate, spectacle, conspicuous especular

TRACT pull, drag extract, distract, intractable, protracted extraer

UTIL useful utilitarian, utilize, utility útil

to come convene, contravene, coven, revenue venir

Many of our students are second

language learners or are first

generation students who hear a

language other than English as

their home language. Frequently

that language is Spanish. The

connection of Latin roots to high-

frequency Spanish language

cognates can be an effective way

to allow students to connect

meaningfully with language

through building on existing

knowledge base.

Page 18: NCTE 2016 Reviving Vocabulary

EXTENSIVE READINGPROMOTING INDEPENDENT READING

College Prep Senior Language Arts

Independent Reading

https://drive.google.com/open?id=0B-

QMCgMD-WsdUE9hd0ZEVEpXUHM

Honors Senior Language Arts

Independent Reading

https://drive.google.com/open?id=0B-

QMCgMD-WsdUkd2M0F1VTdwNEE

AP English Literature

Independent Reading

https://drive.google.com/open?id=0B-

QMCgMD-WsdNENhdlRvS0tDWkk

Choice is key!

Page 19: NCTE 2016 Reviving Vocabulary

EXTENSIVE READINGPROMOTING INDEPENDENT READING

Page 20: NCTE 2016 Reviving Vocabulary

GO TO WEBSITE FOR COPIES OF HANDOUTShttp://jennagardneraplit.wixsite.com/room4212/resources-lessons

CONTACT US

Twitter: @JennaGLit

Email

Jenna Gardner: [email protected]

Dr. Marietta Malone: [email protected]