Survival Words: Building Vocabulary Collaboratively

1. Survival Words:Building Vocabulary Collaboratively Peter Whalen LTM 621

2. Survival Words • Designed to build vocabulary in an inquiry-based, collaborative setting • Teaches students that they can comprehend a text without knowing every word • Teaches students to identify key words • Teaches students to use other readers and resources like the dictionary • Allows students to feel like experts, while reinforcing the learning community WORD KNOWLEDGE

3. I Hear America Singingby Walt Whitman I hear America singing, the varied carols I hear, Those of mechanics, each one singing his as it should be blithe and strong, The carpenter singing his as he measures his plank or beam, The mason singing his as he makes ready for work, or leaves off work, The boatman singing what belongs to him in his boat, the deckhand singing on the steamboat deck, The shoemaker singing as he sits on his bench, the hatter singing as he stands, The wood-cutter's song, the ploughboy's on his way in the morning, or at noon intermission or at sundown, The delicious singing of the mother, or of the young wife at work, or of the girl sewing or washing, Each singing what belongs to him or her and to none else, The day what belongs to the day—at night the party of young fellows, robust, friendly, Singing with open mouths their strong melodious songs.

4. Steps 1 Teacher and students select 6-10 words they should know to comprehend the text, then make a chart with the following columns: Word A B C D Meaning

5. Step 2 In the first column, students copy each word down. Then, in columns A, B, C, and D they will categorize each word. A= I know the meaning and use the word. B= I know the meaning but don’t use the word. C= I’ve seen the word before but don’t really know it. D= I’ve never seen the word. Word A B C D Meaning Carols x Blithe x Mason x Ploughboy x Fellows x

6. Step 3 After categorizing, write down as many meanings as you know: Word A B C D Meaning Carols x songs at x-mas Blithe x Plank x a board Mason x Deckhand x works on ship deck Hatter x Ploughboy x Intermission x a pause in action Fellows x dudes Robust x

7. Step 4 & 5 Students break into groups and share the meanings they are most confident about. Then, the teacher goes over the charts, answers any questions, and helps clarify any words that remain difficult.

8. Let’s Try This Strategy Ourselves • Look at handout • Read the words in the “Words” column • Categorize the words in columns A,B,C,& D • Write down any meanings that you know • Get in groups and complete the chart • Ask me any questions • Use dictionary if necessary • Apply meanings to the Freire paragraph • What is Freire saying?

9. Common Core Standards Reading Standards for Literature: Craft and Structure Grades 9-10 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). Grades 11-12 4. Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

10. Common Core Standards cont. Reading Standards for Informational Texts: Craft and Structure Grades 9-10 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). Grades 11-12 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).

11. Common Core Standards cont. College and Career readiness anchor Standards or Speaking and Listening Comprehension and Collaboration 1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. College and Career readiness anchor Standards for Language Vocabulary Acquisition and Use 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. 5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. 6. Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

12. Learning Styles • Auditory • Reading • Visualization • Hands-on • Linguistically smart • Problem Solving • Independent learning • Collaboration

13. APA Citations Strategy Source Unknown Freire, Paulo. (1972). The Pedagogy of the Oppressed. (M.B. Ramos, Trans.). New York, NY: Herder and Herder. (Original work published 1968) Wisconsin Department of Public Instruction. (2011). Common Core Standards for English Language Arts. Madison, WI. Retrieved October 4, 2013 from http://standards.dpi.wi.gov/files/cal/pdf/ela-stds.pdf