april 2007 copyright © 2007 mississippi department of education 1 teaching the new frameworks 4 - 8...

April 2007 Copyright © 2007 Mississippi Department of Education 1

Teaching the New Frameworks4 - 8

Competency One

Word Recognition and Vocabulary


Competency One

The student will use word recognition and vocabulary (word meaning) skills to communicate.


Progression of Skills

Word Recognition

Word Study

Vocabulary Development

K 1st 2nd 3rd 4th 5th 6th 7th 8th


Scope and Sequence

• While competencies for grades K-8 remain identical, objectives require an extension of knowledge and broader, deeper application of skills.

• Each competency and objective assumes the student has mastered the competencies and objectives in the previous grades. New skills and objectives are bold-faced throughout the document; however, teachers should review previously taught skills and objectives with a focus on increasing complexity. State level assessments may reflect skills and objectives covered in Kindergarten through Grade Eight.


Fourth – Eighth Grade Word Recognition

• Do we see objectives for this? • By the end of third grade most students

should have moved from working on word recognition skills to word study skills.

• Interventions for students who have not mastered word recognition skills should be developed based on competencies and objectives for Kindergarten through Grade Three.


Word Study Objectives

a. The student will use syllabication types (e.g., open, closed, r-controlled, vowel team, vowel -consonant + e, consonant + le) for decoding words. (DOK 1)


Six Syllable Types

• Closed at, cats

• Open Ri- pen

• Consonant –le Ap- ple

• Vowel Team Teeth, teach

• Vowel – R Car, bird, her

• Vowel-Consonant-e Slide, cute, skate


Sort the SyllablesClosed, Open, Consonant-le, V-team, Vowel-r, Vce

boe lin tor pro flute gan gle chor duce

bone tle horn vi us ket di cym trum

bu or rec bal drum pet ist o er

sic mu lead harp trom


Word Study Objectives

a. The student will apply knowledge of roots and affixes (e.g., non-, trans-, over-, anti-. inter-, super, semi-, com-, ex-, il-, mid-, under-, sub-, en-, em-, fore-, de-, after-, auto-, con-, mid-, -tion, -or, -ion, -ity, -ment, -ic, -ian, -ist, -ous, -eous, -ious, -ance, -ence, -ive, -en, -ative, -tive, -ible, -ty, -ation, -ition, -al, -ial) to infer meaning of unfamiliar words in novel texts. (DOK 2)


Structural Analysis

• Word family – A group of related words whose roots are either identical or of the same origin.

• Root – The smallest unit in which the meaning shared by the members of a word family exist.

• Base – A synonym for root

• Affix – A prefix or suffix.


Structural Analysis - Affixes

• Suffix – A unit of one or more letters added to the end of a root that affects its meaning or grammatical function. Suffixes are of two kinds: inflectional and derivational.

• Prefix – A unit of one or more letters placed before a root to form a word with a different meaning than the root.


Structural Analysis - Suffixes

• Inflectional suffix – A unit of one or more letters added to the end of a root to form a word that retains the inherent meaning of the root but alters its grammatical function: changes its number, gender, tense, or voice; or indicates possession or comparison.

• Derivational suffix – A unit of one or more letters added to the end of a root to form a word with a different meaning than the root.


Identifying Roots and Affixes

Prefix Root Suffix

chatty chat y

scarves scarf es

unselfish un self ish

happiest happy est

recaptured re capture d


Identifying Roots and Affixes

Root

I work puzzles easily. easy

The children played happily. happy


Examples of Structural Analysis

Root

(Base)

Inflected Word

Compound Word

Derived Word

name named namesake nameless

hair hairs hairbrush hairy

draw drawing drawbridge redraw

button buttons buttonhole unbutton


Structural Analysis - Prefixes

indirect prefix

index syllable

infant syllable

inactive prefix

indecisive prefix


Content Area Connections

Math Prefixes – bi (two). Example: bisectcent (hundred). Example: centimetercircu (around). Example: circleco, con (with). Example: coefficientdec (ten). Example: decimaldia (through). Example: diameterequi (equal). Example: equilateral


Content Area Connections

Math Prefixes Continuedinter (between). Example: intersectkilo (thousand). Example: kilometermilli (thousand). Example: milligramperi (around). Example: perimeterpoly (many). Example: polygonquadr (four). Example: quadranttri (three). Example: triangle


Assessment Considerations

What is the root word in the word nonvoting?

A. Nonvoting

B. Voting

C. Nonvote

D. Vote



The Consumer Reports magazine tries to keep people informed about substandard items, whether those items are children’s toys or safety features in cars.

Based on the use of the prefix sub-, what is the meaning of the word substandard?A. Below what is a standard for all peopleB. Under the regulations that apply to all peopleC. Below an acceptable established standard*D. Under the authority of the agency that sets standards


K-8 Vocabulary Objectives

The student will develop and apply knowledge of words and word meanings to communicate. (DOK 1)


What do children in K-8 need to know about vocabulary?

• The meanings of most of the words in a text so they can understand what they read

• How to apply a variety of strategies to learn word meanings

• How to make connections between words and concepts

• How to accurately use new words in oral and written language


How do we teach vocabulary?

• Provide opportunities for students to receive direct and explicit instruction in the meanings of words and in word learning strategies.

• Provide many opportunities for students to read in and out of school.

• Encourage students in daily interactions that promote using new vocabulary in spoken and written language.

• Enrich and expand the knowledge of English language learners.

• Actively engage students in making connections between new words and concepts.


National Reading Panel Findings

• Vocabulary instruction does lead to gains in comprehension, but methods must be appropriate to the age and ability of the reader.

• Techniques such as task restructuring and repeated exposure appear to enhance vocabulary development.

• Substituting easy words for more difficult words can assist low-achieving students.


Which Words Should Be Taught?

Teachers should select words for study that meet the following criteria. High frequency Importance and Utility Conceptual Understanding


Guidelines for Using the 3-TiersAsk yourself:

•Is this a basic word students are likely to know?

•Is it on the Dale-Chall List (Chall and Dale 1995)

Examples: between, mother, food, night, walk

Ask yourself:

•Is this a word whose meaning students are unlikely to know?

•Is it a word that is generally useful – that students will encounter across a wide variety of domains?

•Can the meaning of the word be explained in everyday language?

•What is the word’s instructional potential?

Examples: balcony, murmur, splendid

Ask yourself:

•Is it a word students are unlikely to know?

•Is it a specialized word that does not appear frequently in oral or written language?

•Is the word specific to a particular content area or subject matter?

Examples: anthracite, shoal


Selecting Words for Study


Multiple Meanings of Words

friend


Teaching Students the Meanings of Words

A ___________ is (a) ___________ that (is, does) __________________.

critical features

Use this formula to write a definition of the word “river.”


Semantic Feature Analysis

FEATURES tornado tsunami hurricane

high winds

large waves

destructive

low pressure

form over water

form over land


Categorical Features

How are these groups of words similar and yet different?

hippopotamus, elephant, rhinoceros vs. tortoise, crocodile, python

companion, partner, confidant vs. associate, contact, acquaintance

sanctuary, refuge, harbor vs. cave, den, burrow


Record New Words

Students should keep a written record of words that are studied in class. Vocabulary notebooks Journals Word walls


Teacher Created Contexts

• Last year we had a tornado warning. When the siren went sounded in our neighborhood, my family took shelter in the hallway. We were able to seek refuge there.

• My dog is a special friend. He is waiting for me each day when I get home. He loves to go riding with me in the car. He is a true companion.


Have you ever?

• Describe a time when you had to find refuge from something…

• Describe a person you consider to be a true companion…


Assessment Considerations In which sentence below is the underlined word

NOT used correctly?A. Trains provide useful transportation for people in

rural areas to travel quickly to large cities.B. My Uncle Jack loves passing over the ocean

when he takes the transatlantic flight from New York to London.

C. Patricia transplanted the flowers by breaking them off the stem and putting them in a vase of water for her grandmother. *

D. The transcontinental railroad that connects the east coast of the United States with the west coast took many years to build.


Synonyms, Antonyms, and Homonyms

d. The student will identify and produce grade level appropriate synonyms, antonyms, and homonyms. (DOK 2)


Synonyms, Antonyms, and Homonyms

The student will apply knowledge of synonyms, antonyms, and homonyms to evaluate word choices in a variety of texts (e.g., analyzing author’s craft, revising writing, peer editing). (DOK 3)


Synonyms

1. Cut out stories from the newspaper. Have students change as many words as possible to synonyms. Evaluate how the meaning of the story changes.

2. Provide students with paragraphs containing simple basic sentences. Ask students to substitute synonyms for basic words in the paragraph.


Synonym Diamante

Synonym 1

Two adjectives describing Synonym 1

Three –ing words describing Synonym 1

Two nouns related to Synonym 1; two nouns related to Synonym 2

Three –ing words describing Synonym 1

Two adjectives describing Synonym 1

Synonym 2


Synonym Diamante

Friend

Affectionate, attached

Snuggling, tickling, needing

Mzee, orphan, Owen, protector

Mothering, loving, willing

Attentive, helpful

Companion


Antonyms

• Gradable antonyms express the degree to which an attribute characterizes a person or object.

• Complementary antonyms are dichotomous. There are no gradations between the opposite conditions.


Antonyms

Complementary Gradable

dead - alive

friend - enemy

alone - together

safe - vulnerable

enormous - minute


Antonym Diamante

Antonym 1

Two adjectives describing Antonym 1

Three –ing words describing Antonym 1

Two nouns related to Antonym 1; two nouns related to Antonym 2

Three –ing words describing Antonym 1

Two adjectives describing Antonym 1

Antonym 2


Antonym Diamante

Disaster

massive, powerful

Surging, devastating, sea swelling

tsunami, death, friendship, a home

Prevailing, bonding, loving

Rare, phenomenon

Miracle


Beyond the Classroom

Give students the assignment of watching the news on television one night for examples of how target words could be used to describe things that are reported.

For example: Watch the television news for a story in which a disaster has occurred. Write a summary of the story and explain how this story is an example of a disaster.



Which word is an antonym for splendid?

A. Grand

B. Dreadful*

C. Excellent

D. Wonderful


Context Clues

e. The student will use definitional, synonym, or antonym context clues to infer the meanings of unfamiliar or multiple meaning words. (DOK 2)

Students who are more skilled at reading and more knowledgeable about word meanings are those

most likely to learn word meanings from context. -Scott,

2005


Types of Context Clues

Definition The author provides a direct definition of an unfamiliar word right in the sentence.

Synonym The author uses another word or phrase that is similar in meaning to the unfamiliar word.

Antonym The author uses another word or phrase that means the opposite of the unfamiliar word.

Example The author provides several words or ideas that are examples of the unfamiliar word.


Context Clue Objectives

The student will use context clues to infer the meanings of unfamiliar words or phrases in unfamiliar grade level appropriate text.


Assessment Considerations Read the sentences in the box. Early settlers celebrated the red fox for its speed and

cunning. With its beautiful red-gold coat and white-tipped tail, the red fox relied on its fast legs and bagful of tricks to survive.

Which word group below helps the reader to understand the meaning of cunning?

A. Beautiful red-gold coatB. White-tipped tailC. Its fast legsD. Bagful of tricks*


Figurative Language

The student will apply knowledge of figurative language (e.g., simile, metaphor, personification, hyperbole, idiom, humor) to evaluate author’s intent.


Assessment Considerations Read the sentence in the box below.

My Aunt Benecia’s green thumb always wins her first place in the annual spring flower show for the tulips that she enters from her own garden.

Based on the sentence, the reader can determine that the idiom

“green thumb” means which of the following?

A. The ability to grow plants that are especially healthy*B. The ability to select pretty plant entries for a flower showC. The ability to grow plants that are green in a spring gardenD. The ability to find the right kind of plants for a flower show


Reference Material Objectives

The student will apply knowledge of reference materials (e.g., dictionary, glossary, thesaurus, electronic dictionary, teacher or peer as a resource) to evaluate word choice in a variety of texts (e.g., revise writing, peer editing) and to determine and infer meaning.


http://www.m-w.com/

www.dictionary.reference.com

www.thesaurus.reference.com


Reference Materials


Assessment Considerations Examine the dictionary entries for the word luminous

in the box below. luminous – adj. (1.) reflecting light. (2.) lighted up,

well lighted. (3.) brilliant intellectually, enlightened. (4.) clear; intelligible. Which entry gives the definition for luminous as used

in the following sentence? Even though the power was out, the candle made the

room luminous.A. Entry 1B. Entry 2*C. Entry 3D. Entry 4


Formal and Informal Language

The student will analyze and evaluate vocabulary usage based on appropriateness for context and purpose (e.g., formal and informal language).



A factory near Northwood Middle School dumps poisonous waste into a nearby stream.

Which of the following sentences is appropriate to include in a letter to the factory from students at Northwood Middle School?A. Your factory is messing up our stream.B. We do not like your factory dumping its garbage in

our stream.C. If you had kids, you would not be pouring your

waste materials in our water.D. Our school is concerned about the effects of toxic

waste seeping into our water. *


Think – Pair - Share

april 2007 copyright © 2007 mississippi department of education 1 teaching the new frameworks 4 - 8...

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