Inner Circle :aka Fishbowl

1. Inner Circle :aka Fishbowl Purposes: To discover universal themes in books of choice To converse about literature To listen attentively to peers http://www.henhudschools.org/webpages/mbarthelmes/reading.cfm

2. How have other teachers making it work? Melissa Barthelmes’ Classics Project http://www.henhudschools.org/webpages/mbarthelmes/reading.cfm Melissa Barthelmes’ Free Reading Project http://www.henhudschools.org//webpages/mbarthelmes/resources.cfm?subpage=144782 Tara Artuso’s Banned Book Project: http://www.henhudschools.org/webpages/tartuso/files/banned%20bookproject.doc

3. How It Works • You compose a list of literature from which students can choose • Can be same author • Can be stories with a common theme • If choices are uneven in length, you can have them choose a combination

4. What Students Do Now: • Find their literature on their own • Read on their own • Complete a generic study guide • Take a generic reading-check test

5. Story-Talks: Inner Circle/Outer Circle Set-Up • Arrange desks in a circle or U • Set up an island for the inner circle • Each student has tent card with name of story he/she read

6. How the Seminar Works • Students take turns going into the inner circle • Inner circle should be a mixed group, representing various stories • Outer circle also participates

7. Seminar Topics • Setting • Narration • Themes • Symbolism/Irony • Language • Plot and Structure • Historical Background

8. Literature Circles Look Like This: Roles: Illustrator Vocab master Motivator Backgrounder etc. Same book, different roles

9. The Fishbowl Book Talk Looks Like This: setting Climax; resolution plot conflict Characters: protagonist, antagonist

10. Secondary School Reading How reading expectations change in the secondary grades

11. Reading: The extraction of meaning from text Revising How We Think of Reading and Instruction

13. 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

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

15. 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-

16. 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-

17. 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

18. 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

19. Part One: Vocabulary Instruction that Makes a Difference!

20. Of Limited Value… Lists alone Context alone Definitions alone Dictionaries and Glossaries alone Teacher-selected words 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 Student-selected words (differentiation)

21. Multiple Exposures • Connections to other subjects • Morphology chart: How does the word morph into other forms? • Cumulative use

22. Richness Use both verbal and non-verbal modes Make connections to related words

23. Selecting a Target Word • Will be frequently used • Links to known words • Can be key to multiple related words

24. Concept First Describe the meaning of the wordconcept) to allow students to connect new knowledge (the word) to existing knowledge (the concept) “Did you ever…?” “Well, there’s a name for that. It’s called…”

25. Find the word that means… Middle of page 14: Find the word that means “mocking, in a cruel way” Bottom of page 16: Find the word that means “violation of a rule” Top of page 17: Find the phrase that means “became prepared to face hardship”

26. exempted petulantly ironic audible somber palpable weary jeering sinuous flailing enhance fretful reflective carnage assuage Why have students select their own words to learn from the text? The Student

27. Different levels of familiarity with words Never heard of it, but I’m interested in it. Never heard of it; not likely to use it if I knew it Might know what it means never used it Heard of it; don’t know what it means, not interested The Student Have used it, but not in this context Never heard of it, but it will be soon be used a lot around me Heard of it, don’t know what it means, but am interested

28. Tier II Words Tier III Words Tier I Words: Domain-specific terminology; “Glossary” words Language of academics, business, government “Vocab List” words Basic conversational words: 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 Code-switching

29. Three-Step Demystification Process • Reword the questions into Tier I to understand • the meaning. • 2. Go back to the original language (Tier II) • now that you understand it. • Answer the questions. • 3. Create your own questions, using Tier II and III.

30. Semantic Maps and Charts Visual representations that create associations, deepen, and extend word understandings

31. Synonym Set Antonym Set Notional Set: (The Neighboorhood) Other words that go with this topic Grammatical Set: The way in which this word is used in a sentence; the words that may surround it: Morphological Set: The other forms that this word can take by using suffixes and prefixes Connotative Set Positive, Negative, or Neutral Technical/Scholarly or Conversational/Informal Metaphorical or Literal Etymological Set: Root; combining forms Target Word: A word to be used as bait for other words The Fishing Model

32. The Quadrant Model Complete sentence of at least 12 words: Use an action verb Include a visual Breakdown: Prefix (or combining form) Root: Suffix: Synonym:___________ Antonym:___________ Target Word: My guess: Dictionary or glossary definition: Noun form: The___________ Verb form: To____________ Adjective/Adverb form: very________ very________ Visual:

33. The Multiple Meaning Model Meaning (for this class) word conversational meaning: Sentence (for this class) Visual: conversational sentence:

34. 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,graph, median, mode, equation, equal, similar, balance The Multiple Meaning Model math/science meaning word conversational meaning: math/science sentence: Visual: conversational sentence:

35. The Spider Model Opposites Images Target Word Descriptors Actions

36. Morphology Chart

37. Morphology Kit Adverb-making suffix: -ly

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

39. 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-

40. 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-

41. 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

42. 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

43. Engaging Grammar: Practical Advice for Real Classrooms Presented by Amy Benjamin www.amybenjamin.com November 5-9 Patchogue and Rocky Point Schools “ I’ve never known a person who wasn’t interested in language.” -Steven Pinker, The Language Instinct

44. Morphology: Mords is plural Bordled is in past tense Slom modifies don Slobly is derived from slob Parts of Speech: Nouns: mord, don, nox Verb: bordle Adjective: slom Adverb: slobly Grammar: Your Remarkable Ability to Understand LanguageThe mords slobly bordled a slom don in the nox. Who did it? How many of them were there? What was done? Who or what was it done to? How many of them were there? How was it done? Where was it done? When was it done? What was the don like? Sentence Constituents: Subject: The mords Predicate: slobly bordled a slom don in the nox Direct Object: a slom dom Prepositional Phrase: in the nox Object of the preposition: nox

45. The Basics Group of words, either noun + modifiers or verb + modifiers; not both Phrase A noun + verb unit that may or may not be a sentence Clause Sentence An independent clause (noun + verb unit that can stand alone)

46. What is owned is in the backpack. A Visual for Understanding the Possessive Apostrophe We use an apostrophe to put it in the backpack!

47. Possessives his books Michael ‘s books Michael

48. Possessives his books James ‘s books James OR: James’ books

49. Possessives Their troubles Their school Their mother Their mothers The boys The boys’ troubles; the boys’ school; the boys’ mother; the boys’ mothers

50. Possessives Their troubles Their school Their mother Their mothers The men The men’s troubles; the men’s school; the men’s mother; the men’s mothers