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Vocabulary through Morphology

Vocabulary through Morphology. Amy Moreland, Julia Fossati , Janell Cooke, Christy Shaver, & Shyla Middelton. AGENDA: Overview/Research Layers of Language Lesson Design Break (5 min) Model Lesson (I do, We do) Collaboration Time (You do) Additional Resources/Conclusion. Welcome!.

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Vocabulary through Morphology

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  1. Vocabulary through Morphology Amy Moreland, Julia Fossati, Janell Cooke, Christy Shaver, & ShylaMiddelton

  2. AGENDA: • Overview/Research • Layers of Language • Lesson Design • Break (5 min) • Model Lesson (I do, We do) • Collaboration Time (You do) • Additional Resources/Conclusion Welcome! GOAL: Give you a framework for how to integrate 10 min a day of morphological practice into your reading block to support students’ vocabulary acquisition.

  3. Raise your hand if you can think of a student who decodes like the wind but does not understand a bit of what they have read ???? (aka – the dreaded Word Caller!)

  4. Scarborough’s Reading Rope (2001)

  5. The 4th grade SLUMP…(Chall, J. & Jacobs, V. , 2003) • Students from low income backgrounds often succeed in achieving strong decoding fluency, but suddenly “slump” on academic tasks of reading in about 4th grade. WHY? Because students don’t have the vocabulary and background knowledge to make sense of what they decode.

  6. But we teach vocabulary…

  7. The Importance of Vocabulary 350-400 words • Students need to learn at least 2,000 to 3,000 words per year (Graves, M.) Unknown… BUT, perhaps when paired with… AMAZING!!! Few more…

  8. Teaching Word Learning Strategies:MORPHOLOGY • Morpheme = smallest piece of meaning within words. • Morphological awareness (MA)= awareness that words are made up of meaningful parts and that we can manipulate those parts to make new words. • If we teach MA and teach what these parts mean – we give students keys (along with context clues) that will help them unlock words as they read independently.

  9. Why focus on MORPHOLOGY? RESEARCH Says… (Kieffer & Lessaux, 2007): • “When it comes to teaching vocabulary, a little knowledge of root words, prefixes, and suffixes goes a long way.” • For both Spanish-speaking ELLs and English speaking students. • “Students’ understanding of morphology was a better predictor of reading comprehension than their vocabulary level.”

  10. Why focus on MORPHOLOGY? IMPACT on Real Life: • About 50% of the words in a basic 3rd grade DIBELS passage are multisyllabic. • The CCSS specifically dictate the teaching of morphology: • 1st = inflected endings • 2nd = compound words and more prefixes and suffixes • 3rd = Latin root words • 4th/5th = Latin & Greet root words

  11. Layers of Language S. Hall VIDEO CLIP

  12. Some Definitions: • BASE word – used in Anglo Saxon words, can stand alone • i.e. – branch/branches, pop/popcorn, brotherhood • Affixes – refers to the full family of prefixes, suffixes, & inflected endings (something that can be added to a word) • i.e. – re, un, ion • ROOT word – used in Latin words, that often cannot stand alone – must have 1 or more affixes attached. • i.e - contradiction, dictate, description • Greek Words – made of two or more meaningful parts that often cannot stand alone. • I.e. – microbiology, photograph, aquarium

  13. 5 minute BREAK

  14. Lesson Design • PREPARING TO TEACH: • Select 2 vocabulary (or spelling words) from Journeys to teach via morphology each week. • Identify the origin of these 2 words and break it into it’s morphological units. Teach the words using a 5 day lesson plan, about 10 min a day, that incorporates the use of manipulatives

  15. 5 Day Lesson Plan • Day 1 = Uncover the Meaning: • Create a chart = clues from context, working definition, & certified definition • Provide the target words in context-based sentences • Day 2 = Deepening the Meaning: • Model how adding/changing affixes changes the meaning of a word • Students record words on a Vocabulary Tree

  16. 5 Day Lesson Plan • Day 3 = Word Multiplier: • Have students work in pairs using manipulatives (the two root or base words and 6-8 affixes) • Have students record words that check out against a dictionary. • Day 4 = Demonstrate Meaning: • Select 2 or 3 words from list generated on Day 3 and as a class use morphology to help determine the meaning of the word (can add branches to the Vocabulary Tree.

  17. 5 Day Lesson Plan • Day 5 = Review & Practice: • Jeopardy! • Morpho-Bingo • Pictoscrips

  18. Blaring Combination Model Lesson: 4th Grade L. 21

  19. Time to Collaborate

  20. Additional Resources: • Vocabulary Surge program by 95% Group Inc.: • http://www.95percentgroup.com/index.aspx • Flocabulary – educational hip-hop songs/vocab videos • http://www.flocabulary.com/ • Powerpoint & Handouts available to download: • misscookesclass.weebly.com

  21. Thank you! • Please complete a session feedback form

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