Get Back to Your Roots ppt WABE 2013

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Get Back to Your

Roots!

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Rationale

• _{English language has 1,200,000 –}

2,000,000 words!

• _{Estimated that technology is}

contributing 20,000 new words a year

• _{90% of English words with more than 1}

syllable are Latin based

• _{Most of remaining 10% are Greek}

based

• _{Single root can help us understand}

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Rationale, cont.

Reading Comprehension “Decades of research have

consistently found a deep connection between vocabulary knowledge,

reading comprehension, and academic success…vocabulary [is] a bridge

between the word level processes of

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Five Common

Misconceptions

• _{Misconception 1: Definitions do}

the trick

• _{Misconception 2: Weekly}

vocabulary lists are effective

• _{Misconception 3: Teachers should}

teach all hard words, especially those printed in bold or italics.

• _{Misconception 4: The study of}

Latin and Greek roots is too hard for young learners

• _{Misconception 5: Word learning}

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• _{Determine or clarify the}

meaning of unknown and

multiple-meaning words and

phrases by using context clues,

analyzing meaningful word

parts, and consulting general and specialized reference materials, as appropriate.

• _{(CCSS L4)}

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Vocabulary Acquisition and Use

•L.3.4.

•Use a known root word as a clue to the meaning of an unknown word with the same root

•(e.g., company, companion).

•L.4.4.

•Use common, grade-appropriate Greek and Latin affixes and roots as clues to the meaning of a word

•(e.g., telegraph, photograph, autograph).

•L.6.4.

•Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word

•(e.g., audience, auditory, audible).

•L.7.4.

•Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word

•(e.g., belligerent, bellicose, rebel).

•_L.9-10.4_.

•Identify and correctly use patterns of word changes that indicate different meanings or parts of speech

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• _{Demonstrate understanding of}

figurative language, word

relationships, and nuances in

word meanings.

• _{(CCSS L5)}

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• _{Acquire and use accurately a}

range of general academic and domain-specific words

and phrases sufficient for

reading, writing, speaking, and

listening at the college and career readiness level; demonstrate

independence in gathering vocabulary knowledge when encountering an unknown

term important to

comprehension or expression.

• _{(CCSS L6)}

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The earliest Greek civilizations lived around 3,000+ years ago. Some historians put the earliest dates of Greek society around the

time of the first Olympic games – 776 B.C.

Others extend the beginning to circa 1000+ years B.C.

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GREEK INFLUENCE

The Greeks loved philosophy

and art , were interested in

science and medicine,

and were deep thinkers

who loved to discuss

politics. English absorbed

words from ancient Greek

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Historical side note on

Greek influence…

The probable origin of the caduceus to

symbolize the

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The Roman Influence…

The Roman Empire circa 44 B.C.

… lasted until circa 1453 A.D.

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Romans, who spoke Latin, came from Rome

(now Italy).

Romans conquered and

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Those who have the power

determine the language.

The people of the conquered lands had

to learn many Latin words to be able to communicate

with the people who ruled over them.

Latin became the language of religion, medicine, business, and

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Kinds of Roots

• _{Base root words}

• _Affixes

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Roots

bases

affixe

s

prefixe s

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Broadening the Cognate

Approach

English

Innovative

Spanish

Inovador

nov

Nuevo

Nueva

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Base Root

• _{“vis/vid” examples as base}

roots – vis/vid are not words

by themselves, but they are

roots that mean “see”.

• _{Experience the Consensus}

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Some examples…

• _A_vis_ionary_{sees ahead to how the project could} unfold.

• _A_vis_or_{protects your eyes from the sun.}

• _The_viv_id_{colors were so bright, we could see them} clearly from far away.

• _{Readers with a good imagination}_vis_ualize_the action or setting of the story.

• _{Because it was so foggy, the}_vis_ibility_{was very} poor.

• _{It is so fun to watch YouTube}_vid_eos_{of the} screaming goats!

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Prefixes

• _{Prefixes – give direction, negate,}

or intensify

• _{Most English prefixes derived}

from Latin (about 25)

• _{The four most frequent prefixes}

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ir-Parallel Latin and Greek

Roots

Parallel Latin and Greek prefixes

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Directional Prefixes

• _{Most of the prefixes students}

encounter in school texts are directional in nature.

• _Examples:

• _{at-, ad- = to, toward, add to}

• _{de - = down, off}

• _{dis - = apart, in different directions}

• _{con- = with, together}

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Suffixes

• _{Least important component in}

terms of understanding a word’s meaning

• _{Usually used to indicate a part of}

speech

• _{Only a few suffixes merit intensive}

scrutiny

• _{- ology = “study of”}

• _{-er = “more”}

• _{-est = “most”}

• _{-ful = “full of”}

• _{-less = “without, lacking”}

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Instructional Routine

• _{10- 15 minutes, 3 – 5 times}

per week

• _{Routine – allows focus on}

content with a predictable

set of activities, that

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And if you’re into

Marzano…

The first three steps are to assist the teacher in direct instruction.

• _{1. Describe} • _{2. Restate}

• _{3. Draw/Sketch}

The last three steps are to provide the learner practice and reinforcement

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Divide and Conquer

• _{Word dissection – helps students see}

the root in the context of words so they can learn how to identify it and use its meaning to determine the

meaning of an unfamiliar word

• _{Focus on new root and connect to}

familiar

• _{Scaffold conversation through}

examples you provide

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Activity

• _Construct

• _Construction • _Obstruct

• _Deconstruct • _{Infrastructure} • _Reconstruct

(Latin base stru, struct; prefixes

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Wor

Other words

with this prefix with this rootOther words

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Extend & Explore

• _{Students practice with}

game-like activities

• _{Word Theater (charades)}

• _{Odd Word Out}

• _{Wordo (like Bingo)}

• _{Scattergories}

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Word Sort Activity

• Structure

• Construct

• Construction

• Obstruct

• Deconstruct

• Infrastructure

• Reconstruct

• _Instructor

• Instruction

• Instruct

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Getting Started

• _{Early elementary – start with}

compound words and show how they can be broken apart

• _{Then add negating words with prefixes}

(un-, in-)

• _{Then add directional words with}

prefixes (pre-, re-)

• _{Then add easy suffixes (er, est,}

-able)

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Considering what we have

discussed today, what

routines might you establish

in your classroom, even as

you go back to your classes

next week?

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References

• _{Beck, I. L., McKeown, M. G., & Kucan, L. (2013).}_{Bringing words to life:} Robust vocabulary instruction (2nd ed.). New York, NY: The Guildford

Press

• Honig, B., Diamond, L., and Gutlohn, L. (2000). Teaching Reading Sourcebook: For Kindergarten Through Eighth Grade (Core Literacy Training Series). Novato, CA: Academic Therapy Publications

• Marzano, R. J. (2010). Teaching basic and advanced vocabulary: A framework for direct instruction. Boston, MA: Heinle Cengage Learning

• _{Overturf, B. J., Montgomery, L. H., Smith, M. H., (2013).}_{Word nerds.}

Portland, ME: Stenhouse Publishing

• _{Padak, N., Bromley, K., Rasinski, T. V., & Newton, E. (2012).}

Vocabulary: Five common misconceptions. Educational Leadership, 69.

Retrieved from

http://www.ascd.org/publications/educational-leadership/jun12/vol69

/num09/Vocabulary@-Five-Common-Misconceptions.aspx#figure1

• _{Rasinski, T. V. , Padak, N., Newton, J., Newton, E. (2011). The}

Latin-Greek connection: Building vocabulary through morphological study.

The Reading Teacher, 65 (2), 133 -141.