Vocabulary Word Vocabulary Word Scaffolding—Scaffolding—

the Snow Leopard way! the Snow Leopard way!

Visible collaboration in scaffolding Visible collaboration in scaffolding core content vocabulary wordscore content vocabulary words

Core Content VocabularyCore Content Vocabulary

Unique words for each subject –we as Unique words for each subject –we as teachers have to scaffold understanding teachers have to scaffold understanding of them to students in each of our content of them to students in each of our content areas. areas. It’s difficult, really impossible, to It’s difficult, really impossible, to use the same words in different subjects. use the same words in different subjects. However… However…

Many of these different words use the Many of these different words use the same Greek/Latin prefixes, roots, same Greek/Latin prefixes, roots, suffixes.suffixes.

Core Content VocabularyCore Content Vocabulary

As teachers, we now individually point out the As teachers, we now individually point out the Greek/Latin prefixes, roots, and suffixes of Greek/Latin prefixes, roots, and suffixes of many of our “tough” vocabulary words.many of our “tough” vocabulary words.

Why don’t we come up with a list of some of Why don’t we come up with a list of some of these prefixes, roots, and suffixes that we have these prefixes, roots, and suffixes that we have in common—in common—

And show everybody examples of them being And show everybody examples of them being “scaffolded” in our classes? “scaffolded” in our classes?

Core Content Vocabulary ScaffoldingCore Content Vocabulary Scaffolding

Research shows that every time that a student is Research shows that every time that a student is presented with what common Greek/Latin presented with what common Greek/Latin prefixes/roots/suffixes mean, the more he/she will prefixes/roots/suffixes mean, the more he/she will internalize that meaning.internalize that meaning.

That student will be more able to use that That student will be more able to use that knowledge on his/her own to accurately assess knowledge on his/her own to accurately assess other new words that have the same word part.other new words that have the same word part.

Since it takes up to 10 times for a student to Since it takes up to 10 times for a student to internalize, why not display examples for them to internalize, why not display examples for them to see every day to help them?see every day to help them?

Displaying scaffolding examplesDisplaying scaffolding examples

A graphic organizer known as a A graphic organizer known as a vocabulary vocabulary treetree shows the interconnection of very shows the interconnection of very different words to the same prefix/root/suffix.different words to the same prefix/root/suffix.

Students can see how the vocabulary words Students can see how the vocabulary words they learn in science, math, language arts and they learn in science, math, language arts and social studies are interconnected!social studies are interconnected!

Vocabulary TreeVocabulary Tree

What is a vocabulary tree?What is a vocabulary tree? As you would imagine, it is a diagram that As you would imagine, it is a diagram that

shows the common word part (prefix, root, or shows the common word part (prefix, root, or suffix) on the bottom (the tree trunk) and suffix) on the bottom (the tree trunk) and words that use that word part on different words that use that word part on different branches of the tree.branches of the tree.

We could show the word boxes bordered on We could show the word boxes bordered on different colors to show each core content different colors to show each core content area.area.

Vocabulary “Bare” Tree ExampleVocabulary “Bare” Tree Example

Prefix/Root/

Suffix: definition

We can put a series of these “bare trees” up in our common hallway- each with a common word part in the trunk.

A common word & definition is added in whatever color goes with that core subject.

Other words are added in color assigned to core subject area.

Vocabulary Tree ExampleVocabulary Tree Example LALA (border in red(border in red)) adds 1 adds 1stst

word plus definitionword plus definition MathMath (border in purple(border in purple))

adds 2adds 2ndnd word plus word plus definition plus source definition plus source locationlocation

Social StudiesSocial Studies (border in (border in

gold)gold) adds 3 adds 3rdrd word plus word plus definition plus source definition plus source locationlocation

ScienceScience (border in green)(border in green) will add 4will add 4thth word plus word plus definition plus source definition plus source locationlocation

LA will add 5LA will add 5thth word wordsym/syn:

along with, together; at the same time

SYMBOL: a letter or sign that

stands for something else; means the same

SYNONYM: A word with almost the same meaning

as another definition

We use “=” in an equation as a symbol that means “is equal to”.

Math poster in Mr. Solendar’s

room

PHOTOSYNTHESIS: process where plant cells put together light & nutrients to make energy.

Photosynthesis takes place in plant cells that have chloroplasts.

7th grade Science textbook, p. C48

ASSIMILATION: a process by which a minority group gradually adopts the customs & attitudes of the dominant culture

French colonialists in western Africa tried to assimilate the population by forcing all to use the French language.

7th grade Social Studies textbook

Vocabulary TreesVocabulary Trees

Add more vocabulary trees to show examples Add more vocabulary trees to show examples of Greek/Latin prefixes AND roots AND of Greek/Latin prefixes AND roots AND suffixes used in most, if not all, of the content suffixes used in most, if not all, of the content areasareas

Why should we bother?Why should we bother?

Research has long shown that:Research has long shown that: mastery of the “technical” vocabulary within mastery of the “technical” vocabulary within

content areas is essential to student success in content areas is essential to student success in comprehension of content concepts. comprehension of content concepts. (Fisher & Frey)(Fisher & Frey)

the ability to distinguish morphemes is a long the ability to distinguish morphemes is a long process for students, starting with early years and process for students, starting with early years and continuing through adolescence—with the biggest continuing through adolescence—with the biggest jump being made in the adolescent years! jump being made in the adolescent years! (Larsen & (Larsen & Nippold)Nippold)

Why should Why should wewe bother? bother? Students will see the word parts on a more frequent Students will see the word parts on a more frequent

basis by going by them multiple times in a day,basis by going by them multiple times in a day, so so they might be more likely to internalize the they might be more likely to internalize the meanings.meanings.

Team collaboration will be visibleTeam collaboration will be visible—never a bad —never a bad thing.thing.

We can foster student participation in recognizing We can foster student participation in recognizing common Greek/Latin prefixes/roots/suffixes common Greek/Latin prefixes/roots/suffixes – – and and tap into healthy competition between students to tap into healthy competition between students to identify common word parts…if we allow identify common word parts…if we allow themthem to to add additional words/definitions?add additional words/definitions?

Vocabulary Trees –Vocabulary Trees –Where did that Where did that idea come from?...What does it look like, idea come from?...What does it look like,

anyway?anyway?

Diagram for vocabulary tree seen in Diagram for vocabulary tree seen in When When Kids Can’t ReadKids Can’t Read, by Kylene Beers., by Kylene Beers.

Idea for hall display is from class discussion in Idea for hall display is from class discussion in ECI 306 class—Middle School Reading in ECI 306 class—Middle School Reading in Content Areas– that Celia Best took this past Content Areas– that Celia Best took this past summer.summer.

Template will be available on our team shared Template will be available on our team shared directory in a word document.directory in a word document.

Vocabulary Tree Hall DisplaysVocabulary Tree Hall Displays

Questions, Concerns?Questions, Concerns? Do we want to do this?Do we want to do this? Some logistics if we do want to do this:Some logistics if we do want to do this:

- How do we implement?- How do we implement?

- Do we put one teacher in charge… or do as - Do we put one teacher in charge… or do as team… or add as words come up in our classes? team… or add as words come up in our classes?

- How long do we keep up individual displays…short - How long do we keep up individual displays…short term or long term? term or long term?

ReferencesReferences

Beers, Kylene, Beers, Kylene, When Kids Can’t Read, What Teachers Can When Kids Can’t Read, What Teachers Can Do: A Guide for Teachers 6-12Do: A Guide for Teachers 6-12, Portsmouth, NH: Heinemann, , Portsmouth, NH: Heinemann, 2003.2003.

Fisher, Douglas and Nancy Frey, Fisher, Douglas and Nancy Frey, Improving Adolescent Improving Adolescent LiteracyLiteracy, 2, 2ndnd edition, Upper Saddle River, New Jersey: Pearson edition, Upper Saddle River, New Jersey: Pearson Education, Inc., 2008.Education, Inc., 2008.

Larsen, Jennifer A., and Marilyn A. Nippold. "Morphological Larsen, Jennifer A., and Marilyn A. Nippold. "Morphological Analysis in School-Age Children: Dynamic Assessment of a Analysis in School-Age Children: Dynamic Assessment of a Word Learning Strategy." Word Learning Strategy." Language, Speech & Hearing Language, Speech & Hearing Services in SchoolsServices in Schools 38.3 (2007): 201-212. 38.3 (2007): 201-212. Academic Search Academic Search PremierPremier. EBSCO. Web. 29 July 2011.. EBSCO. Web. 29 July 2011.