Welcome to class 9Find your seat using the word play cues (Tompkins, page 223)

AlliterationOnomatopoeiaPalindromesPortmanteauHyperbole

RICA Review-9You know the drill!

Story/Learning Activity

The story this week is Miss Alaineus

by Debra Frasier

The Learning Activity is Vocabulary Parade

1. Each table has a vocabulary word.

2. Generate ideas for how you might dress up in costume to depict that word in a vocabulary parade. There are some

vocabulary parade ideas on the course website.

Click on the additional resources link for Class 9-15.

Popcorn Read our ABC’s of Academic Vocabulary

from Tompkins, Chapter 7

Academic Vocabulary

VocabularyExpanding Academic Vocabulary

3 Tiers of words… How do we know which words to teach?

8

Three tiers of words

Tier 1: Everyday Words

Rarely require direct instruction

Typically don’t have multiple meanings

dog, sad, girl, orange, laughing CCSS L.2.6

Tier 2: Academic Words

Most important words for direct instruction

High frequency words – across domains

Can change meaning with use (context)

Used more in writing than in oral language masterpiece, fortunate, measure, benevolent, and

gallop (instead of run) CCSS L.3.6; L.4.6; L.5.6 and L.6.6

Tier 3: Content-Specific Words Low frequecy words that occur in

specific content domains

Revolutionary War, isotope, asphalt, economics, amino acid, crêpe, algorithm, denoument, drought, suffrage, osmosis

CCSS L.3.6; L.4.6; L.5.6 and L.6.6

Application

List several words for each tier that are appropriate for the students you are teaching. Tier 1 words Tier 2 words Tier 3 words

Bonus: In what tier are the words that Danielle and Ann are dressed as?

Word Play!The “nyms” and other conundrums

Word Play! Alliteration Eponyms Hyperbole Onomatopoeia Oxymorons Palindromes Personification Portmanteau Spoonerisms

Words with figurative meanings:

Idioms Hundreds of idioms in English

Used daily to create word pictures that make language more colorful

Explicit instruction

English Language Learners

Book list in Tompkins, page 222

She was green with envy.

It was a piece of cake.

She gave him the cold shoulder.

He has a chip on his shoulder.

I’m going to go catch some Z’s.

She drives me up the wall.

Words with figurative meanings:Idioms

CCSS: L.3.5a, L.4.5a, L.5.5a, L.6.5a; L.5.5b and L.6.5b

Idiom Books

Words with figurative meanings:

Idioms Each table group has received a different

list of idioms

Each person chooses one idiom from the list

Using the graphic organizer, draw the literal meaning, write what the idiom actually means & draw a picture of what the idiom means.

Time to take a break!Can you locate a homophone in the previous sentence?

Can you find a homonym in the sentence?

“nym” words

Synonyms

Antonyms

Homophones

Homographs

Homonyms

CCSS: L.K.5d, L.1.5d, L.2.5b, L.3.5c, L.4.5c L.5.5c, and L.6.5c

Words with multiple meanings CCSS: L.K.4a, L.1.4a, L.2.4a, L.3.4a, L.4.4a, L.5.4a, and L.6.4a

Claws/Clause & Paws/Pause:Homograph, Homonym, Homophone?

“Nyms” books

Word StudyKnowledge Rating ScaleWord MapsMorphemes

Knowledge Rating ScaleHow much do you know about these words?

Word Maps

Word maps provide a framework for organizing conceptual information in the process of defining a word.

Word Maps

What’s it like? What is the definition?

A confusing and difficult problem or question

What are some examples?

• multiple meaning words• figures of speech• homophones

What does it look like?

Word Maps

SynonymsWhat is the definition?

loud discordant sounds

How is it used in a sentence?

Our classroom sometimes reminds me of the cacophany of a pet store full of animals. I can hardly think for all the noise!

What does it look like?

Word Maps

What it is What it isn’t

Teaching MorphemesRoots and Affixes

What is a morpheme?

“I am a Bear of Very Little Brain and long words Bother me.

-Winnie the Pooh by A.A. Milne

Morphemes

Four prefixes account (un-, re-, dis-, in-) account for 58% of prefixed words read in school materials, grades 3-9.

62% suffixes are common inflectional endings: -s, -es, -ed, -ing

29% are derivational endings: -able, -ible, -ness, -ly

CCSS: L.K.4b, L.1.4b and 4c, L.2.4b and 4c, L.3.4b and 4c, L.4.4b, L.5.4b and L.6.4b

Morphemes

Once you have taught the meaning of prefixes and suffixes, manipulate the words to increase learning by:

Prefix/suffix removal

Further analysis of root words

Adding affix meanings back to root words

Morphemes

read misread

reader misreading

reading reread

readable rereading

readability post-read

pre-read post-reading

pre-reading

Word Sprouting

decide

decidedly

deciding

undecideddecisions

decided

decision

decisive indecisive

Morpheme Sort

Identify the number of morphemes

in the following words:

sits discordant

vaccinated geranium

reactivate artistic

unreasonable players

insurmountable cartography

Reinforcing and extending vocabularyWord TheaterConcept CirclesList-Group-LabelSemantic Feature Analysis

Word Theater With your partner, decide who will be

the actor and who will be the “guesser” for Round One.

Guessers, turn your backs to the teacher. Actors, face your partner and the teacher.

Word Theater The teacher will show a list of 3 words

from the story to the actors.

Actors will act out each word on the list. You may use gestures and body language, but no talking.

As soon as your partner guesses the word, act out the next.

Word Theater When your partner has guessed all 3

words, you can enjoy watching the others finish.

Switch roles for Round Two. Whisler & Williams, Pathways to Literacy

(1990)

Concept Circles

Name the concept:

blue orange

yellow red

Concept Circles

Shade in the section that doesn’t

relate to the other words.

Then, name the

concept.blue orange

yellow red

Concept Circles

Shade in the section that doesn’t

relate to the other words.

Then, name the

concept.

LRRH

wolf

elves

Granny

Concept Circles

Add an additional example to the circle then name the concept.

setting character

conflict ?

Concept Circles

Create your own!

? ?

? ?

Semantic Feature Analysis

Select a category familiar to the students.

The teacher provides words that name concepts or objects related to the category.

The teacher decides which features (traits, characteristics) are to be explored.

Semantic Feature Analysis

Students are guided through the feature matrix to decide whether or not a particular item possesses each of the features.

Students may generate new words to add to the chart, followed by new features to be analyzed.

Students complete the expanded matrix.

Semantic Feature Analysis

CaliforniaAnn attended school here

> 1 million residents

Santa Barbara

√ √

Los Angeles √ √ √

Phoenix √ √

Semantic Feature Analysis

prosody environmental print

cross checking

Emergent Readers √Beginning Readers √ √Fluent Readers √ √ √

Category: Characteristics of Readers

Due tonight *OPTIONAL* CLS draft – chart or lesson

plans

For Next Class… READ:

Tompkins Chapter 9: Comprehension Text Factors

TO DO: HW Reading Guide – Chapter 9 Lit Assessment CH3 Draft (optional)

Reading Guide – Chapter 9