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United Arab Emirates University nalsheikh@uaeu.ac.ae

A Vocabulary Builder as a Divider and Conqueror: The Bliss of Latin, Greek Roots and Arabic Words Origins. United Arab Emirates University nalsheikh@uaeu.ac.ae. “ The time has come, the Walrus said , “to talk of many things: Of shoes and ships and sealing wax ,

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United Arab Emirates University nalsheikh@uaeu.ac.ae

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  1. A Vocabulary Builder as a Divider and Conqueror: The Bliss of Latin, Greek Roots and Arabic Words Origins United Arab Emirates University nalsheikh@uaeu.ac.ae The Languages Forum, April, 2016

  2. “The time has come, the Walrus said, “to talk of many things: Of shoes and ships and sealing wax , Of cabbages and kings” - Lewis Carroll (1832- 1898), “The Walrus and the Carpenter” The Languages Forum, April, 2016

  3. Words, Words, Words Background knowledge manifests itself as vocabulary knowledge. Words are labels for our knowledge packets; the more words we have, the more packets of knowledge, the more background knowledge. Robert Marzano, 2004 Words form the thread on which we string our experiences. Aldous Huxley The Languages Forum, April, 2016

  4. The Importance of Vocabulary Knowledge • Quran -Al-baqara (The Cow, 31) “And He taught Adam all the names, then showed them to the angels, saying: Inform Me of the names of these, if ye are truthful” • ]وعلم آدم الأسماء كلها ثم عرضهم على الملائكة فقال أنبئوني بأسماء هؤلاء إن كنتم صادقين[ • Vocabulary knowledge and reading achievement are related ( Krashen, 1992 ). • Students with larger vocabulary are capable readers. • Capable readers have large repertoire of strategies for figuring out meanings of unfamiliar words. The Languages Forum, April, 2016

  5. Complexity of word knowing Nagy and Scott (2000) The Languages Forum, April, 2016

  6. Be strategic • Keep it personal  • Keep it active  • Be flexible  The Languages Forum, April, 2016

  7. Memory • Attention • Speed • Flexibility • Problem-Solving The Languages Forum, April, 2016

  8. Remembering words after encountering them • Relate new learned words to visual patterns • Use Mnemonic devices • Skimming a text using mental directions • Learning new words quickly and accurately • Entering words into your mental dictionary The Languages Forum, April, 2016

  9. Concentrating on new challenging words • Focusing on key words • Use productive habits of mind • Pronouncing with accuracy and automaticity • Training on accuracy and automaticity • Avoiding long list and distractions • Use mental images The Languages Forum, April, 2016

  10. Reaction time to pronunciation and meaning • Use time wisely (key words and concepts) • Avoiding gluing to the print • Story grammar and directionality • Use other sense to connect new concepts • Adapting to changing environments The Languages Forum, April, 2016

  11. Strategic planning (flexibility in training and mastering) • Multitasking quickly and efficiently • Thinking outside the box • Avoid mispronunciation and spelling mistakes • Communicate clearly • Facial expression and body language The Languages Forum, April, 2016

  12. Performing mental images and make connections • Choosing the best method of learning words • Make connections to synonyms, antonyms • Comparing different words • Have a positive attitude towards learning new vocabulary • Dissecting nuances among words The Languages Forum, April, 2016

  13. 1. Phonology: The sound system of a language • Children who grow in a language rich environment can learn (articulation, pronunciation, intonation (pitch, stress, & juncture) • 2. Syntax: The structure system of a language • Syntax helps children understand what they hear and what they read (sentence patterns, sentence transformation, negative, passive, embedding) • 3. Semantics: The meaning of language: • Content Words: carry meaning in themselves • Functions Words: No meaning in themselves (prepositions, conjunctions, determiners The Languages Forum, April, 2016

  14. There cuing system: • Syntactic Cues (grammatical structure) • Semantic Cues (meaning of word & sentences) • Graphophonic Cues (visual print and sounds) Figuring Out Words: • Word Study Skills: (decoding, context & syntax, sight vocabulary, configuration, structural analysis, prefix, suffixes, etc.) • Phonemic Awareness • Phonological Awareness The Languages Forum, April, 2016

  15. Strategies For Figuring out Words • Kindergarten through 3 Grade should be able to: • Know letters and their sounds • Segment & blend sound (phonemic awareness) • Read words with more than one syllable • Figure out irregularly spelled words patterns • Recognize high frequency words • Read with accuracy and fluency • Have self correcting and self monitoring strategies The Languages Forum, April, 2016

  16. Learning about print: direct, meaningful & functional • Explain and give rationale for what is being taught • Model and demonstrate how to use the skill and when to use the skill • Give students the opportunity to practice the skill taught with the teacher guidance • Encourage the students to practice and apply the skill The Languages Forum, April, 2016

  17. Grasping the meaning is an essential element • Flashcard Games • Pointing (Point to the relevant card) • Clapping ( students clap their hands to the right picture) • Touching cards (The first one of the group touches the word or the picture gets the point) The Languages Forum, April, 2016

  18. Pictionary (guessing what the student is drawing) • Tell us about you (Guess whether they were is True or False) • The dictionary game/ miming game (Instead of providing an oral definition, ask SS to mime the word) • The detective (the detective ask personal question) • Discussions (use the vocabulary items written on 3 cards) • Story makers (Yesterday I ……….) The Languages Forum, April, 2016

  19. Do You Know? • Do you know that 90% of English words with more than one syllable are Latin based and most of the remaining 10% are Greek based? • Do you know that a single root can help us understand 5–20 related English words? Rasinski,T, Padak,N. Newton, R, Newton, E. (2008). Greek & Latin Roots: Keys to Building Vocabulary. The Languages Forum, April, 2016

  20. Some Strategies Meet the Root Students “divide and conquer” a list of English words as they identify the prefi x, base, and/or suffi x. Combine and Create Students compose English words built from the root. Read and Reason Students read short paragraphs and poems as they encounter the word parts in context. The Languages Forum, April, 2016

  21. Extend and Explore • Students work individually and in groups to create applications for the new vocabulary. Go for the Gold Students enjoy word games as they review the words and concepts for the week. The Languages Forum, April, 2016

  22. K –T B -Base meaning: "write" The Languages Forum, April, 2016

  23. Unresolved Vocab Instructional issuesKamil and Hiebert (2005) How many words should be taught; Which words should be taught; How we should teach students for whom reading is difficult and/or English is a second language; How independent reading supports vocabulary learning The Languages Forum, April, 2016

  24. Mot = “move.” • A motor makes things move. • A motorcycle moves down the street. • A locomotive moves on tracks. • Some outdoor lights are triggered by motion detectors. • Some classrooms have a lot of commotion. • We all were promoted last year and moved ahead to the next grade. • Who lost the remote control to the television? The Languages Forum, April, 2016

  25. Can you figure out the “movement” in emotion? What motivated you to do that? What were your motives for saying this? What emotions did you feel when you learned the news? What is a motif in music? Do promotion gimmicks really work? Who wants to make a motion that we end this meeting? My brother was demoted because of his unruly conduct. Why is it hard to get to remote locations? The Languages Forum, April, 2016

  26. Rupt= break or Burst The Languages Forum, April, 2016

  27. What Does a Prefix Do? • directional prefixes • negative prefi xes • intensifying prefi xes • reviews of coming attractions “draw” us “to” the theater. • The ugly building detracted (“pulled down”) from the beauty of the neighborhood. • Noises in a school hallway are distracting because they “draw” our attention “away” from the lesson. • Muscles contract when they “pull together” and tighten. • A dentist extracts a bad tooth by “pulling” it “out.” • A protracted war is one that is “drawn forward.” When we subtract, we “draw” the number “below” its amount by taking away from it. The Languages Forum, April, 2016

  28. Vocabulary Practice Activities • Word Spokes • Odd Word Out • Word Theater • Wordo • 20 Questions • Root Word Riddles • Card Games • Word Puzzles • Cloze • Scattergories • Word Sorts The Languages Forum, April, 2016

  29. Even More Fun!!!!English words of Arabic Origin https://en.wikipedia.org/wiki/List_of_English_words_of_Arabic_origin • Admiral :  أمير amīr • Adobe: الطوبة al-tūba • Alcohol: الكحل al-kohl • Algebra: الجبر al-jabr • Lemon: ليمون līmūn • Arsenalدارالصناعة • Magazine:مخازن • zeroصفر The Languages Forum, April, 2016

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