Vocabulary: The Key to Reading Comprehension Presenter: Amy Benjamin

1. Vocabulary: The Key to Reading Comprehension Presenter: Amy Benjamin Today’s Presentation: How are we teaching vocabulary now? What would be the ideal? Deciding what words to teach How words are learned and remembered Words of Academic Discourse Effective processing of a vocabulary list Useful word roots and prefixes Various processing devices that lead to durable learning You may access today’s visuals at www.amybenjamin.com (Recent Presentations)

2. Current Practice: How are weteaching vocabulary? What words do we select to teach explicitly? How do we teach the words? How do we introduce them? explain them? get students to engage with them? manipulate them? reinforce them? How do we assess our students’ vocabulary knowledge and growth? What would be the ideal?

3. Vocabulary and Reading Comprehension A determination of involvement of lipid-linked saccharides in the assembly of oligosaccharide chains of ovalbumin in vivo was the principal aim of this study. In vitro and invivo studies utilizing oviduct membrane preparations and oviduct slices and the antibiotic tunicamycin were undertaken to accomplish this.

4. Best Practices in Vocabulary Instruction: Depth of processing: Multiple exposures Multiple meanings Multiple contexts Multiple forms of a word Opportunity to communicate Purposeful repetition Treating phrases as words Verbal and Nonverbal processing

5. Of Limited Value… Lists alone Context alone Definitions alone Dictionaries and Glossaries alone Of Durable Value… Words in clusters Multiple exposures in various contexts Chances to speak, hear, write the words Manipulation of forms of words Classify and categorize word lists Word games

6. “Information Closet”

7. “The Ransom of Red Chief” Typical vocabulary list of words extracted from literature: bellowing cauterized depredation extortion forlorn impudent palatable precipice proclivities ransom reconnoiter seedy somnolent spendthrift sylvan • Frequency outside of the story • Importance in understanding this story • Leverage to learn related words • Individual student’s curiosity and proximity

8. What do we know when we know a word? Definition Spelling Grammatical application (how to use it in a sentence) Components: prefix, root, suffix Synonyms Morphology (other forms that the word can take) Other words that are related to it (having same root) Connotation (positive, negative, neutral) Register (formal or informal) Collocations (words that tend to go with it) Lesser-used definitions

9. Rule of Thumb New learners need SIX (meaningful) exposures to a new word during the initial lesson and at least THIRTY additional exposures during the ensuing month.

10. Tier II Words Tier III Words Tier I Words: Domain-specific terminology; “Glossary” words On-the-job words Language of academics, business, government “Vocab List” words Everyday Language: Ask Dead Name Find out; figure out Answer Rain Use Sharp Get Take apart and put together balance Photosynthesis Cytoplasm Metamorphosis Asymmetrical Bathysphere Rhetoric Deoxyribonucleic acid Artifact Habeas corpus Diaspora Polysyndeton Adjective Interrogate Deceased Designate; designation; identify, identification Ascertain; determine Precipitate, precipitation Utilize; employ Acute Acquire Analyze; synthesize equilibrium x chr___ ___ic ph __y__ ___sis Code-switching Prefix/root/suffix

11. High-Incidence Academic Word List (AWL) 570 words Comprise 10% of the words in academic discourse Are outside of the 2,000-3,000 words that are necessary for basic social communication in English CALP: Cognitive Academic Linguistic Proficiency 570 words on the AWL 2,000-3,000 words for basic social communication BIC: Basic Interpersonal Communication

12. AWL is arranged in 10 sublists, in order of frequency 65% of the words on the AWL have Latin/Greek word components The words on the AWL can be used to form about 3,000 words (by adding prefixes and suffixes)

13. Sampling from the Academic Word List (AWL) Subset 1: analyze approach area assess assume authority Subset 2: maintain obtain perceive potential primary range Subset 3: alternative scheme sequence technique valid volume Subset 4: access hypothesis implement option output regime Subset 5: enforce entity transit trend whereas fundamental Subset 6: abstract acknowledge ministry nevertheless underlie Subset 7: adapt advocate dynamic hierarchy intervene mode Subset 8: offset prospect radical via fluctuate induce Subset 9: refine subordinate duration compatible passive Subset 10: adjacent albeit compile straightforward undergo

14. How can students benefit from a vocabulary list? Classify Analyze Morph Synthesize Build Students break words down into prefixes, roots, suffixes (Word Study) Students build words into phrases; phrases into simple sentences; simple sentences into complex Sentences AAAWWUUBBIS: Although, as, after, While, when, until, unless Before, because, if, since Students use their words to generate ideas for a writing piece: Purposes: To inform, To entertain, To persuade, To socialize Students think of ways in which the words on their lists can be classified (sorted, arranged, organized) Students manipulate the words into different parts of speech by adding endings

15. Do you know these words? I’ve heard of these, but I don’t know them well: I almost know these: I know I know these: I don’t know these words at all:

16. Word Components: Level 1 (usually known in elementary grades) Prefixes ex- pre- re- un- dis- non- im- mis- mini- maxi-

17. Word Components: Level 2 (usually known in intermediate grades) Prefixes co-; con-; com- syn-; sym- in-; en- (into) sub-; sup- e- a-; ab- inter- intra- mono- uni- bi-; tri-; quad-, etc. cent-; milli-; mega- poly-; multi- omni- trans- semi- bio-; geo-; eco-

18. Word Components: Level 3 (usually known in high school) Prefixes pseudo- demi- endo-; ecto- pro- per- peri- hemi- ob- bene- mal- photo- nom- ig- muni- contra- philo-

19. Common Word Roots for Academic Subjects: Basic: -ject (to throw) -port (to carry) -scrip, scribe (to write) -vert, vers (to turn) -pos, pon (to place) -tract (to draw) -pel, pul (to drive) -struct (to build) -grad, gress (to step) -plic, plex (to fold) -flic, flex (to bend) -fic, fac (to make) -miss, mit (to send) -sid, sed (to sit) -spec (to see) -voc (to call) -dict (to say) -rupt (to break) Often combine with: sub- re- pro- ex- ob- per- de- a-; ab- co- con- e- trans- ex- Often end with: -ive -ation; sion -ate -able; ible -or

20. Common Word Roots for Academic Subjects: Advanced: -cad, -cas,-cid (to fall) -dyna (force; power) -magn (great; large) -quir, -quis (to seek) -gen (race, kind origin) -cham, -cam (vault) -cen (to judge) -doc, -dox (to think) -greg (to flock) -cau (to burn) -ess, -sent (to exist) -close, -clud, -clus (to close) -mand, -mend (to order) -junct (to join) -jur, -jus (to swear) -lith (stone) Often combine with: sub- re- pro- ex- ob- per- de- a-; ab- ne- con- e- trans- ex- Often end with: -ive -ation; sion -ate -able; ible -or -ize -ence, ance -ary

21. Words with High Leverage Value: INTERMITTENT REFLECT SUBTRACT COMPLIANCE CORRESPONDENT PROPELLER TRANSPORTATION DESTRUCTIVE PERSPECTIVE intermittent transmit admit commit remit submit missive admissible submissive commission mission permission

22. <Slide 13: Print as full page> Word Components Chart I Write the words that you’ve heard of that would logically fill in the chart: (Note: Not all the blanks should be filled in.)

23. Word Components Chart II <Slide 14: Print as full page> Write the words that you’ve heard of that would logically fill in the chart. (Note: Not all of the blanks should be filled in.)

24. Word Components Chart II <Slide 14: Print as full page> Write the words that you’ve heard of that would logically fill in the chart. (Note: Not all of the blanks should be filled in.)

25. Strength Training: Vocabulary • Here are a few things you can do that will take just a few minute of class time to • build your students’ vocabulary: • Analyze word prefixes and roots of key words to show how they are related • to words that students may already know. • 2. Embed the target word in a cluster of words related to the topic. • 3. Introduce key words that the students will meet in their upcoming readings. • Repeat new words in various contexts. • 5. Show the word. Emphasize its spelling and how it looks like related words. • 6. Give students opportunities to use new words in conversation. • 7. If you can, make connections between new words and words in other languages. • 8. Give students opportunities to use new words in informal writing. • 9. Indulge in word games and crossword puzzles to reinforce new word. • 10. Give students opportunities to use non-verbal ways to express meanings • (drawing, gestures, skits, charades).

26. RE DUCE PRO VOKE Word Components: Perfect Squares Model: Students are given two squares having prefixes and two others having roots. Any combination of these squares (prefix + root) will produce a word. Then, given a cloze paragraph, students supply the appropriate word. Example: Four words: reduce, revoke produce, provoke Mrs. Benjamin was vexed. “My students,” she declared_______ me when they are late to class. They_________one excuse after another. I want to ________ the number of lateness to class, so I’ll _______ the privilege of using the lavatory pass to any student who arrives late.” Mountain, Lee. “Flip-a-chip to Build Vocabulary. Journal of Adolescent and Adult Literacy. 46:1. September 2002.

27. RE DUCE PRO VOKE Word Components:Perfect Squares Interplay replay Interject reject Contract extract Contend extend Prefix undo redo unwind rewind Project progress Reject regress Play: Each pair of students is given a baggie, two squares, markers, and an index card. Given a list of prefixes and roots, students come up with two prefixes and two roots that will combine to form four words with every prefix + root combination. Students then write a paragraph on the index card, leaving blanks for the four words. Students then put the squares and index cards (with their names on the back) on the baggie and pass along to another pair.

28. president resident preview review compel, repel comport, report universe inverse uniform inform subtract, detract subject, deject receive perceive retain pertain dismiss remiss distort retort distract, extract dispel, expel absolve resolve abject reject suppose expose support export pretend, intend prevent, invent prescription description perceive deceive transmit submit transcribe subscribe comply, imply comport, import retract, attract retain attain commit permit complex perplex obtain detain obstruct destruct reflect deflect renounce denounce contract attract contain attain

29. Polysemes: Words whose meanings change from one domain to another Examples: function, property, reaction, origin, tangent, variable, solve, mean, graphic, base, extreme, factor, fact, imaginary, rational, Irrational, determine power, prime, product, multiple, operation, radical, remainder, range, regular, proof, difference, cell, value, area, cube, root, plot, complementary, common, depression, digit, operation, frequency…

30. Social Studies Math Science English