Words, Words,
Words!
María Elena Argüelles, Ph.D.
Swift Current - May 2013
Shallow vs. Deep
Languages
gronard
Copyright (2013) Maria Elena Arguelles
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Say It and Move It
Elkonin Boxes
c o k l b
A
B
C
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Elkonin Boxes
t g i a t s h r
Building Words and
Manipulating Letters
a
m
ff
ll
p
c
u
ii
Jo Robinson, 2005
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Building Words: Center Activity
a
n
f
l
p
s
t
i
Words We Made
Real Word: Y/N
1) plant
2) tafs
3) pan
4) pans
5) plan
Y
N
Y
Y
Y
Word Sorts
ai
a_e
ay
outlaw
make
Texas Center for Reading and Language Arts (2002). Teacher Reading Academies. Austin, TX: TCRLA
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Word Sorts: OUGH
as in
off
uff as
in puff
ought
drought
o as in
go
oo as
in too
enough bough
bought
aw as ow as
in saw in cow
cough
sought
fought
trough
brought
thought
plough
rough
though
through
dough
tough
Copyright (2013) Maria Elena Arguelles
although
5
Sound Board
s
t
m
a
a
m
s
t
s
a
t
m
Sound Board
through people
sign
listen
through
listen
sign
listen
people
sign
through
listen
people
sign
through
people
sign
through
listen
people
sign
through
listen
people
sign
Copyright (2013) Maria Elena Arguelles
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Sound Board
have to go
he has been
they did not
they did not
have to go
he has been
have to go
they did not
they did not
he has been
have to go
he has been
they did not
have to go
he has been
Building Words
l
Copyright (2013) Maria Elena Arguelles
t
n
a
p
7
Building Words and
Manipulating Letters
a
m
f
l
p
c
u
ii
Jo Robinson, 2005
Building Words: Center Activity
a
n
f
l
p
s
t
i
Words We Made
Real Word: Y/N
1) plant
2) tafs
3) pan
4) pans
5) plan
Copyright (2013) Maria Elena Arguelles
Y
N
Y
Y
Y
8
Word Sorts: Long A
ai
a_e
ay
outlaw
pain
make
say
said
tail
sale
day
eight
maid
tame
pay
plaid
Texas Center for Reading and Language Arts (2002). Teacher Reading Academies. Austin, TX: TCRLA
K-2 Vocabulary Development
True or False
•
Literature and trade books read TO students
are excellent sources for vocabulary
instruction
•
Texts read by students in K, 1st and the
beginning of second grade are the best
source of rich vocabulary words
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Spelling, Vocabulary, and Sight Words
TYPE OF
WORD
Words
that ….
Spelling
Sight Words Vocabulary
Common
orthographic
pattern;
decodable. Can
read/write and
apply
High frequency
words (many
irregular), should be
read within one
second. Students
can read/write.
Are related in
meaning, theme.
(Read-alouds,
content area).
Students may not be
able to read/write
Are taught
by ….
Word families,
sound-letter
correspondences,
syllable patterns,
morphemes
Memorization,
multiple practice
opportunities,
building
automaticity
Pictures, actions,
SFE, discussions,
artifacts, graphic
organizers,
morphemic analysis
Sample
activities
Word sorts, word
ladders, writing
words, reading
words
Clapping, chanting,
writing, reading,
speed games, Word
Walls
Overheard
conversations,
word scaling, word
lines, word sorts, I
have…Who has…?
Choosing Words to Teach
• What is the difference between vocabulary
words, spelling words, and sight words?
• BE ALERT: Often your core reading
programs will confuse these.
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Choosing Words to Teach
• What is the difference between vocabulary
words and spelling words?
• BE ALERT: Don’t limit vocabulary words to
students’ reading ability
Prefix Activity
abdicate, cooperate, abduct,
coauthor, coincidence, absent
togetherness
Copyright (2013) Maria Elena Arguelles
separateness
11
Word Parts
• It is estimated that students can figure out
the meaning of about 60% of the new
words they encounter by analyzing word
parts (Nagy, Anderson, Schommer, Scott, & Stallman, 1989).
• Between first and fifth grade students
learn approximately 4,000 root words,
however, during the same period, the
number of derived words increases by
about 14,000
Word Parts: Instruction
“During the primary years new root words are learned primarily
from explanations by others”
-Biemiller, 2004
•
•
•
•
When you teach a word, also gradually teach its
derivative forms.
When you teach an affix, introduce it on words that carry
its most common meaning first; later present other
meanings
When you teach a word that has meaningful parts,
deconstruct and reconstruct the word with your students,
pointing the meaning of each part
Instruction should be restricted, at least initially, to words
in which the affix removal results in an intact English
word (Graves, 2004)
Mountain, 2005
Copyright (2013) Maria Elena Arguelles
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Teaching Word Parts
Beth took her camera out of its case and placed it on a tripod.
What does the underlined word tripod mean?
a. workbench
b. desk with two drawers
c. three-legged stand
d. round table
Mountain, 2005
Teaching Word Parts
prefixes
roots
suffixes
Prefix
Root
Suffix
New Word
Real Word
re-
appear
-ed
reappeared
Yes
Sentence: The ghost in Mike’s closet reappeared in the evenings
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Teaching Word Parts
reBACK
AGAIN
Mountain, 2005
Word Parts: Posters
Thinking About Prefixes
Removing un from unhappy leaves
happy, which is a word.
This means that un is a prefix
Removing un from uncle, leaves cle,
which is not a word.
This means that un is not a prefix
Mountain, 2005
Copyright (2013) Maria Elena Arguelles
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Word Parts: Posters
If you know the word clear, you
also know:
clearest
clears
clearer
clearly
cleared
unclear
clearing
unclearly
Mountain, 2005
Teaching Word Parts
1. Divide the unknown word into meaningful parts.
2. Think what each part means
OR
Think of other words that contain that part. From
those words formulate a meaning of the unknown
part.
3. Combine the meanings of the word.
4. Try the possible meaning in the sentence
5. Ask yourself, “Does it make sense?”
Archer, 2005
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Teaching Word Parts
The most frequent affixes in printed English
1.
un- (not; reversal of)
Suffix
%
26 -s, -es (more than one)
2.
re- (again, back, really)
14 -ed (past; quality/state)
20
3.
in-, im-, il-, ir- (not)
11 -ing (when you do)
14
4.
dis- (away, apart, negative)
7
-ly (how something is)
7
5.
en-, em- (in; within; on)
4
-er, -or (one who)
4
6.
non-, (not)
4
-ation, -ition, -sion (state)
4
7.
pre- (before)
3
-able, -ible (able to be)
2
8.
over- (above and beyond)
3
-al, -ial (related to)
1
9.
mis- (wrong)
3
-ness (state; quality of)
1
10.
sub- (under)
3
ity, -ty (condition of; quality)
1
Rank
Prefix
%
31
Texas Center for Reading and Language Arts. (2002). Teacher Reading Academies. Austin, TX: TCRLA
Word Map
Word
Prefix
Root
Suffix
Meaning
Meaning
Meaning
M Step
A Step
Definition
P Step
Definition
S Step
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Word Mapping Strategy
Map the word parts
Attack the meaning of each part
Predict the word’s meaning
See if you’re right!
Word Map
WORD
prediction
Prefix
M Step
pre
Meaning
A Step
before
Root
dict
Meaning
say or speak
Suffix
ion
Meaning
act, result, or
state of
Definition
P Step
the act of speaking before
Definition
S Step
something foretold; a prophecy
Copyright (2013) Maria Elena Arguelles
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tele- and -graph Web
bibliography
telephone
telecast
choreographer
choreographer
graphics
televis
televise
e
seismograph
teleconference
teleconference
TELEGRAPH
telethon
paragraph
telecommunication
telecommunication
geography
epigraph
telepathy
telepathy
telegra
telegram
m
telecourse
digraph
digraph
graphite
telephoto
telescop
telescope
e
orthography
cinematography
cinematography
Teaching Morphemes
• Spend ten minutes each day teaching one or
two new morphemes or reviewing prior
lessons.
– Teach the spelling, meaning, and usage or function of
each morpheme.
– Give numerous examples.
– Write a new morpheme on the board.
– Have students brainstorm words that are comprised of
that morpheme.
– Then, help them deduce what the morpheme means.
Ebbers (2004). Language Links to Latin and Greek
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Teaching Morphemes
--ish
childish, greenish, brutish, mannish, mulish
•
-spectspectator, spectacles, specter, introspection, circumspection.
hospit (Latin stem)
hospital, hospitality, hotel, host, hostess, hostel, and hospice
Ebbers (2004). Language Links to Latin and Greek
Teaching Morphemes
• Have students keep a morphology notebook
–
–
–
–
Record the new root or affix, its meaning and function.
Write several words with the same morpheme.
Underline the prefix and suffix and circle the root.
Beneath the word, write what the prefix, root, and suffix
denotes.
intractable = in tract able
not to pull capable of (adj.)
synchronize = syn chron ize
same
time
to make (verb)
Ebbers (2004) Language Links to Latin and Greek
Copyright (2013) Maria Elena Arguelles
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Teaching Morphemes
• Compare and contrast two similar words to
pinpoint the meaning.
How are dermatology and psychology the
same?
same
different
Ebbers (2004). Language Links to Latin and Greek
Using Analogies
• conclude: begin:: include: _______
(antonyms-opposites)
• morpheme: meaning:: phoneme: _______
(definition-description)
• funeral: solemnity :: birthday: ___________
(causal relationship)
• glad: ecstatic:: sad: ___________
(degree of intensity)
Ebbers (2004). Language Links to Latin and Greek
Copyright (2013) Maria Elena Arguelles
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Teaching Morphemes
• The origin of a river might be a spring high up in the
mountains. An original story is completely new, not
copied or based on something else. The first or
native people of a place are aboriginal tribes.
– Latin root for beginning: __ __ __ __
• A negative answer to a question is “no”. To renege
on a promise is to go back on your word and not do
what you promised to do. A renegade is someone
who chooses not to follow the laws and customs of a
group or society.
– Latin root for no: __ __ __
Anglo-Saxon Suffix -er
“one who” “that which”
teacher
Copyright (2013) Maria Elena Arguelles
curler
“more”
stronger
21
Greek suffix –ist
Latin suffixes –ian, -or
Definition
-or
-ist
-ian
1. one who practices science
scienceor
scientist
sciencian
2. one who practices music
musicor
musicist
musician
3. one who practices biology
biologor
biologist
biologian
4. one who professes
professor
professist
professian
5. one who studies diets
dietor
dietist
dietician
6. one who practices politics
politicor
politicist
politician
7. one who educates
educator
educatist
educatian
8. one who navigates
navigator
navigatist
navigatian
9. one who donates
donor
donatist
donatian
10. one who works in the Senate
senator
senatist
senatorian
Ebbers (2004). Language Links to Latin and Greek
¡Gracias!
[email protected]
Copyright (2013) Maria Elena Arguelles
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