WORD ANALYSIS IN CONTENT AREAS

1. WORD ANALYSISIN CONTENT AREAS November 3, 2010

2. Word Analysis • What is Word Analysis? • The identification and/or decoding of a word the reader does not immediately recognize. • This can include: • Decoding • Spelling patterns • Previous vocabulary knowledge • Greek and Latin root words as well as prefixes and suffixes • This does not include: • Copying the definition from the glossary or the dictionary • Rote memorization • Learning words out of context

3. Word Analysis • Why do we need to focus on Word Analysis? • Across the State of Florida, students are scoring low in Word Analysis in the FAIR at all grade levels. • FAIR has proven to be a strong predictor of FCAT success so we must focus on the instructional implications of this assessment.

4. Word Analysis • In order for students to experience success in understanding specific content areas, some words must be explicitly and intentionally taught. • Research indicates that good instructional practices, driven by data on levels of word knowledge include • Developing word conscious classrooms • Explicit teaching of selected content-specific words • Direct teaching of useful strategies that enable students to independently learn new words (context clues, analyze structure and morphology, and consult a variety of references) Lehr et al; Moore et al, 2003

5. Word Analysis • That’s the formal “why” – Here’s the practical “why.” • Activity: • Turn to your shoulder partner and determine: • How to pronounce each word • The meaning of each word

6. Word Analysis • Why did we conduct this activity? • When does our need for word analysis skills end? • What implications does this have for your instructional practices?

7. Word Analysis • What does Word Analysis look like in my content area?

8. Frayer Model The Frayer Model is a graphic organizer used for word analysis and vocabulary building. This four-square model prompts students to think about and describe the meaning of a word or concept by . . . • Defining the term, • Describing its essential characteristics, • Providing examples of the idea, and • Offering non-examples of the idea.

9. Frayer Model (continued) The Frayer Model stresses understanding words within the larger context of a reading selection by requiring students, • to analyze the items (definition and characteristics) and, • to synthesize/apply this information by thinking of examples and non-examples. TSR, p. 124

11. In your content area groups, complete this graphic organizer.

12. What does Word Analysis look like in my content area? • Choose one person to share from each content area group. • What did you notice about the word? • Why would it be important to teach this word in each content area? • Why would it be important to teach this word in all contexts in each content area? • What implications does the example of this word have on your instruction for ESOL and ESE students?

13. Concept of Definition Maps • Students often have a narrow conception of what the meaning of a word encompasses. Student definitions tend to be simplistic, imprecise statements lacking in elaboration and personal comment. • Concept of Definition Maps encourages students to develop a broader definition – one that explores the qualities and components of a definition. CRISS, p. 197

14. What is it? Constitutional Amendment What is it like? (Properties) First 10 amendments Bill of Rights Protects individual rights Amendment 16 Income Tax Comparison Added in 1791 Freedom of religion, press, speech, etc… Right to a trial by jury Right to bear arms What are some examples? (Illustrations)

15. Concept of Definition Maps… • In your content area groups, choose a concept word that students have difficulty learning or applying. • Fill out the chart on the following slide.

16. What is it? What is it like? (Properties) Comparison What are some examples? (Illustrations)

17. What does Word Analysis look like in my content area? • Choose one person to share from each content area group. • What did you notice about the concept word? • How many words are important enough to receive this amount of instructional time? • How many concept words do you teach in each unit? • What implications does this example have for your instruction?

18. Word Stems • Skilled reading depends on knowing words, but also on dealing effectively with new words. • One independent word learning strategy is knowing word stems or morphemes (the smallest units of meaning). • Morphemes can stand on their own or be a part of a word (prefixes, roots, suffixes). Affixes (prefixes and suffixes) modify the meaning of morphemes.

19. Word Stems • 20 common prefixes account for 97% of the prefix words in printed school English, while the most common four account for 58% of all prefixed words! • Suffixes are less stable, so less instructional time should be devoted to them than roots or prefixes. • Word Webs can help students see connections across multiple words. FCRR, 2010

20. Word Webs • Other words include: • Retract • Extract • Protract • Detract • Contraction • Attractive • Traction • Tractable contract abstract attract Tract pull, draw, drag detract tractor subtract retract distract

21. In your content area groups, fill in the following Word Web. Son sound, noise

22. Word Webs • Other words include: • Resound • Person • Sonata • Sonorous • Parson sonar unison resonate Son sound, noise assonance consonance sonic dissonance sonnet

23. What does Word Analysis look like in my content area? • Choose one person to share from each content area group. • What did you notice about the word web? • How many roots and/or affixes are important enough to receive this amount of instructional time? (This can be different in each content area.) • How many root words and affixes do you teach in each unit? • What implications does this example have for your instruction?

24. Word Walls • How can we use Word Walls to support vocabulary growth? • 3 Groups: • Group 1: I have never heard of Word Walls being used in my content area or I’ve never used them. • Group 2: I have tried Word Walls, but still have questions. • Group 3: I use Word Walls.

25. Word Walls • Group 1: Read the handout about the benefits of using Word Walls in your content area. Then determine how you will put them up in your classroom and what words you will focus on in your content area. • Group 2: Determine what words you will put on your Word Walls . Find two activities to use with your Word Walls. • Group 3: Since you already have Word Walls, use the reference guide to help you find 3-4 new activities to use .

26. Word Analysis • 3-2-1 3. List three reasons to teach word analysis in your content area. 2. List two word analysis strategies. 1. List one activity to use with word walls.

27. Word Analysis • We never outgrow our need for word analysis skills or our need to learn new vocabulary. A key difference between people who will be fluent readers and those who will struggle with reading throughout their lives is the ability to successfully encounter new words and to increase their vocabulary. Torgesen, 2000