English SOL Institute Secondary Vocabulary & Nonfiction Reading Workshop
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Transcript of English SOL Institute Secondary Vocabulary & Nonfiction Reading Workshop
English SOL InstituteSecondary
Vocabulary &Nonfiction Reading
Workshop
Sarah Crain, Literacy CoachHilary Loftus, Reading SpecialistStafford County Public Schools
ObjectivesParticipants will be able to: Select and analyze vocabulary using
a variety of strategies Examine common elements of non-
fiction found in text books and primary source documents
Compose a one sentence summary for a paired reading
Vocabulary Provide students with opportunities to
study vocabulary in authentic texts (newspapers, labels, advertisements, etc.) and words from reading material
Studying vocabulary from authentic texts strengthens nonfiction reading skills
VocabularyStudents Scan text for new,
interesting, unfamiliar words
With a partner, try to determine meaning
Be able to explain how you arrived at that meaning
Teachers Scan the text to
anticipate words students will select
Consider: High impact/frequency
words Content specific
vocabulary Any word over three
syllables
Vocabulary“We have also come to this hallowed spot to remind America of the fierce urgency of now. This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism. Now is the time to make real the promises of democracy. Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood.”
Vocabulary Divide and conquer: Greek and Latin
roots!
According to the Oxford English Dictionary, the English language has over 250,000 distinct words!
Vocabulary Over 60 percent of all words in the
English dictionary are based on Greek or Latin roots.
90 percent of English words with more than two syllables come from Latin and Greek.
VocabularyA word can consist of three parts:1. Root: contains the basic meaning of
the word2. Prefix: comes before the word;
provides direction, negates, or intensifies
3. Suffix: comes after the word; usually modifies grammatical function
VocabularyExample: segregation1. Root: greg – meaning “gather” or
“flock”2. Prefix: se – meaning “apart”3. Suffix: ion – meaning “act or
process; condition” “The act or process of gathering something apart; separating”
Vocabulary Model context clues. Give plenty of
practice opportunities. Use acronym SAID
Synonym Antonym Inference Definition
Vocabulary Synonyms, antonyms, and
definitions are going to be found in the text near the vocabulary word.
Example:“Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood.”
Vocabulary Inference requires background
knowledge plus the text
Example:“We have come to this hallowed spot to remind America of the fierce urgency of now.”
Vocabulary Inference requires background
knowledge plus the text
Example:“Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice.”
Vocabulary Connect vocabulary instruction to
the text through text-dependent questions.
Example:“Based on the text, what are possible meanings of this word.”
VDOE Resources
VDOE Resources
Nonfiction ReadingUse content text books to create: nonfiction paired passages reading comprehension questions vocabulary questions usage/mechanics questions constructed response questions research connections paired passages
Nonfiction Reading
Text features Boldface
Italics
Color
CaptionsHeadings & Subheadings
GraphicsK-12 English SOL Institute
October 2013
Nonfiction Reading
Organizational Patterns
K-12 English SOL InstituteOctober 2013
Pairing Passages Students should be able to think
critically about and make connections across texts from a variety of genres.
Pairing PassagesAt your seat:1. Read both text selections2. Organize and record your thinking
in the T chart diagram3. Use a sentence frame to respond to
your assigned question
Theme
The authors of both the “I Have a Dream” speech and the poem, “The Cold Within,” develop a theme throughout their pieces. Using the T-chart below, please list evidence from the text to support your understanding of each theme.
T Chart Example I Have a Dream The Cold Within
T Chart ExampleI Have a Dream The Cold Within
The whirlwinds of revolt, the tranquilizing drug of gradualismBlow off steam fierce urgencyNow be content lift our nationRude awakening fatalWarm threshold InvigoratingNeither rest nor tranquilityGaining our rightful place
Bleak and bitter cold dying fire tattered clothes Couldn’t bring himself toKeep what he had earnedFace bespoke revengeSaw one not of his churchDid nought except for gainProof of human sinDied from the cold within
Sentence Frame
The theme of the speech tells us__________________________________ while the poem
________________________________________. Although they are similar in that they both _____________________________________, the speech
___________________________________, whereas the poem
______________________________________________.
Sentence Frame
The theme of the speech tells us that racial injustice can no longer be tolerated and that the “whirlwinds of revolt” are getting so hot that, unless urgently addressed, things will soon be too hot to handle, while the poem illustrates the shame of prejudice and the shame and ultimate death of the soul of a person who refuses to see the humanity in his fellow man . Although they are similar in that they both address the inhumanity of prejudice, the speech uses the symbolism of an impending explosion, whereas the poem uses the imagery of a dying fire.
Contact InformationSarah Crain
Stafford County Public [email protected]
Hilary LoftusStafford County Public [email protected]
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