Word Analysis Strategies

1. Word Analysis Strategies Helping Students Surmount the Major Obstacles to Vocabulary Development

2. Word Parts Part 1

3. DO NOW: Match the word with its correct definition. You do not have to copy the words and definitions. _____1. cinemuck a. the actions of two people maneuvering for one armrest in a movie theater _____2. mittsquinter b. the small strap that holds an umbrella in place _____3. spirobits c. the unpopped kernels at the bottom of the bag _____4. umbrace d. the combination of popcorn, soda, and chocolate which coves _____5. fetchplex the floors of movie theaters _____6. flopcorn e. the frayed bits of left-behind paper in a spiral notebook _____7. cubelo f. the one cube left by the person too lazy to refill the ice tray _____8. conagraphs g. the position of one’s head while biting into a taco _____9. tacoangle h. a ballplayer who looks into his glove after missing the ball _____10. elbonics i. state of confusion in a dog whose owner has faked throwing a ball and has it hidden behind his back j. the raised relief squares on an ice cream cone

4. Debrief • How were you able to match the words with the correct definitions since they are not real words? • Support your responses with specific examples from the Do Now

5. Creating a “Sniglet” SNACK MOSPHERE

6. Your Turn • With your partner, make up a “Sniglet” of your own. • Join another pair to see if they are able to figure out the definition of your “Sniglet.” • Share your “Sniglets” with the class.

7. Learning Target • I will learn to use word parts as a tool to determine the meanings of words I don’t know. • It is important for me to be able to do this because using word parts to determine the meanings of words I don’t know will increase my vocabulary and improve my reading comprehension. • I will show that I can do this by predicting the meaning of vocabulary words in “Planning Ahead” and then by reading the excerpt and using context clues to confirm or revise my prediction.

8. “re” means to do again “ed” is to indicate past tense “iterate” means to say or do again and again To have said again

9. Context Clues Part 2

10. Do Now • Read “Test Day” and fill in the blanks with appropriate words.

11. Test Day Gwendolyn and Sharrie were about to take the _____ test of their lives. It was a long _____ test and they had to be able to divide a 4 digit by 1 digit number. _____ of them had been working hard on this skill. Gwendolyn was _____ in Math and Sharrie was _____ at reading and writing skills.

12. Debrief • How were you able to fill in the correct word without a word bank? • Support your response with examples from the passage.

13. Learning Target • I will use context clues as a tool to determine the meanings of words I don’t know. • It is important for me to be able to do this because using context clues to determine the meanings of words I don’t know will increase my vocabulary and improve my reading comprehension. • I will show that I can do this by reading “Planning Ahead” and using context clues to confirm or revise my predictions. I will also identify the type of context clue I used.

14. Context Clues Sort • In groups, match the types of context clues to their corresponding examples.

15. Debrief • Share your sorts with the class and provide reasons to support your pairings.

16. “re” means to do again “ed” is to indicate past tense “iterate” means to say or do To have said again

17. “Planning Ahead” • Read the first three paragraphs of “Planning Ahead.” • While you are reading, use your context clues to figure out the definitions for the first two words on your graphic organizer. • Highlight the context clues that you used and make a note in the margin as to which type of context clue was used. • Complete columns three and four on the graphic organizer. • Discuss responses with a partner.

18. It was late when Marco finally got to the store. He'd been planning this surprise party for weeks, but somehow time was running out! "I can handle it all by myself," he'd told his mom when he first suggested a surprise party for his cousin's birthday. "I mean, how hard it is to throw a party?" "It can be very time-consuming. There's a lot to do," replied his mom. But Marco reiterated, "I can handle it all myself!" Marco did all the mundane, tedious things first, like making a list of who to invite, buying the invitations, and addressing and mailing them out. He found it somewhat irritating when people called to RSVP right in the middle of his favorite TV show, but he thanked them and checked their names on the list so he'd know who would and wouldn't be attending the party.

19. Debrief • Share your definitions based on context and identify the context clues you used.

20. Exit Slip • Directions: After reading “In Sight,” circle the letter of the correct answer.

21. Synonyms, Antonyms, and Connotations Part 3

22. Do Now(distribute index cards as students arrive) • Use the dictionary from your handheld device to complete the denotation section of the Connotation Graphic Organizer. • Explain the connotation of the word and mark it as positive or negative. • Find the student who has a word with a similar denotation but a different connotation. • Compare graphic organizers.

23. Connotation Word Pairs • CLEVER • THIN • PROBLEM • SELF-CONFIDENT • INQUISITIVE • RELAXED • ASSERTIVE • INEXPENSIVE • CAREER • ELDERLY • CHEF • GIGGLE • SMILE • SLY • SCRAWNY • DISASTER • CONCEITED • NOSY • LAZY • PUSHY • CHEAP • JOB • OLD • COOK • CACKLE • SMIRK

24. SMIRK SMILE

25. Debrief • Share the words you matched and explain why.

26. Flocabulary Word Choice Video

27. Learning Target • I will learn to use synonyms and antonyms as a tool to determine the meanings of words I don’t know and to recognize that synonyms may have connotations. • It is important for me to be able to do this because the connotation of a word impacts the meaning of the text. • I will show that I can do this by identifying synonyms with appropriate connotations for selected words in “Planning Ahead.”

28. Identifying Positive and Negative Connotations • Using the lyrics from the video, highlight words with negative connotations one color and words with positive connotations another color. • Students will discuss their highlighting with a partner and why they classified them as having either a positive or a negative connotation. • Volunteers will explain their highlighting choices.

30. To have said again “re” means to do again “ed” is to indicate past tense “iterate” means to say or do

31. Culminating Assessment • Multiple Choice Practice • In paragraph _____, the word _____ means– • Which word from the story comes from the root that means “_____”? • TEI Practice • Which two words are synonyms for _____ in this sentence from paragraph ____? • In these sentences from paragraph _____, which three words have the most positive connotation? • Which meaning of _____ is used in paragraph _____?

32. Disclaimer • Reference within this presentation to any specific commercial or non-commercial product, process, or service by trade name, trademark, manufacturer or otherwise does not constitute or imply an endorsement, recommendation, or favoring by the Virginia Department of Education.