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Word Study!

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by

Shira Carroll

on 12 December 2016

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Transcript of Word Study!

Word Study!
The How and Why
Learning Targets
Define word study and its implications in classrooms
How to provide word study instruction
Make your lives easier

Why?
Our mind is a connector and pattern-finder

We learn new words by CONNECTING to known words and concepts
We organize and store words by patterns and in groups/clusters (all words that mean “happy” – delighted, elated, joyful, ecstatic)

Why not?
Traditional “Word Study”

Weekly spelling lists
Sight word spelling lists
Word of the Day
Daily Oral Language
Basal programs

Reading vocabulary of a high school graduate?
40,000
Lake Wobegon School District
20 words per week
X 36 weeks per year
720 words per year
X 13 years
9,360 words
Uh oh . . . .


Word Study Lesson Plan
Demonstrate – Introduce the sort using key pictures/words (model and think aloud)

Sort and Check – individually or with a partner

Reflect – Compare and declare (what is the pattern?)

Extend – Activities to complete at seats, centers, or at home


About 80 percent of the entries in any English dictionary are borrowed, mainly from Latin. Over 60 percent of all English words have Greek or Latin roots. In the vocabulary of the sciences and technology, the figure rises to over 90 percent. About 10 percent of the Latin vocabulary has found its way directly into English without an intermediary (usually French). For a time the whole Latin lexicon became potentially English and many words were coined on the basis of Latin precedent. Words of Greek origin have generally entered English in one of three ways: 1) indirectly by way of Latin, 2) borrowed directly from Greek writers, or 3) especially in the case of scientific terms, formed in modern times by combining Greek elements in new ways. The direct influence of the classical languages began with the Renaissance and has continued ever since. Even today, Latin and Greek roots are the chief source for English words in science and technology.

Questions – the starting point for great discussions and deep thinking
What do you notice about these words?
What about these words look the same?
What about these words sound the same?
Where is the pattern in the words? (Beginning, Middle, End)
How are the words in this column different from the words in that column?

ELL Considerations
Include time to discuss & ask questions about vocabulary
Provide opportunities to partner with English learners
Ensure students are reading aloud
Repeat sorts for automaticity
Record words in notebooks for future use
Explore patterns (sufficiently) before introducing oddballs
Compare spellings to primary language (e.g., vowel sound comparisons may not happen in native language – more important that they hear the difference not pronounce differently

Word Study 6 Day Plan
Day 1: Teacher goes over rule/root. Students cut and sort words.
Day 2: Students fill out word spokes
Day 3: Students play "I have, who has?" OR complete a Rainbow Sort
Day 4: Students create new words following the rule or pattern.
Day 5: Students review for quiz with a partner.
Day 6: Quiz

Homework: Sort and practice words each night
Full transcript