Picture Prompt: “Do Now”

1. Picture Prompt: “Do Now” Basic: List all words and phrases that are associated with the picture. Intermediate: Write questions (Who? What? When? Where? Why?) about the picture Advancing: Make up a story about the picture: Include characters, and give them names Tell about the setting Describe the conflict (problem)

2. 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

3. 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

4. Words I’m ready to learn: Word Web ME

5. Morphology Chart

6. Morphology Chart

7. Morphology Chart

8. 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

9. Tier II Words Tier III Words ph __y__ ___sis Tier I Words: x chr___ ___ic Domain-specific terminology; “Glossary” words On-the-job words Language of academics, business, government “Vocab List” words Everyday Language: 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

10. Science English Everyday English: I • Which feature best distinguishes one • form of electromagnetic energy from • another? • Color • Wavelength • Surface temperature • Distance traveled • How can we tell the difference between • one form of electromagnetic energy from • another? • 1. color • 2. wavelength • 3. Temperature at the surface • 4. How far it has traveled 1. What do all four animals have in common? • How are all four animals the same? • Young frogs do not look like adult • Frogs. What name do we give to this • Kind of change?

11. 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.

12. Target Word: Vocabulary Chart: Visual: Draw or find a picture: Dictionary Definition: My guess: Definition in my own words: Complete sentence of at least 6 words: (Can be a few short sentences. Only one of the sentences has to contain the word.) Sentence has to tell a little story ( beginning, middle, end).

13. 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

14. Student Guide: Language Building Through Pictures Other words and phrases about the story Key word or phrase Illustration Developing visualization skills

15. Getting to Know the Words: Before Reading I may have heard of it or seen it. I recognize part of it. I’ve never heard of it or seen it. Word or Phrase I know it! Using prior knowledge

16. Getting to Know the Words: After Reading What I know: (reminds me of; what it might mean; what it’s about; what parts of it mean; if it’s good or bad, etc.) Word or Phrase Synthesizing

17. Finding Connections A great way to understand words is to connect them other words. When parts of words look alike, we should think about connections. Word: Possible Connected Words Creating Connections

18. Concept Ladder lupine: wolf vulpine: fox canine: dog feline: cat bovine: cow equine: horse aquiline: eagle porcine: pig piscine: fish avian: bird lapine: rabbit sexual reproduction breeding lupine evolution It is a product of… the animal kingdom; canids, our family, our law enforcement team, service team It is a part of… mammal, animal, carnivore, pet, companion quadraped It is a kind of… mongrel; mutt, pooch, dog, cur, bitch Word or Phrase: The parts of it are… paws, tail, snout,muzzle, fur The products of it are… bark, yip, howl, baying, baying, tail-wagging, unconditional love, loyalty, puppy kisses, Extending Knowledge ASCD, 2007: Vocabulary Action Tool

19. Word Pizza: Fill in the missing pieces of a word set Can be used for word groups: Similar meaning Similar topic Prefixes Roots Suffixes What words and phrases might fit into the missing slice? Creating Connections

20. Words of the Week: visualize: vis, vid : to see video visual vision, visionary television visible, invisible, invisibility envision divide; division, divisible, indivisible, individual advocate: ad (toward); voc, vok: to call advocate vocabulary, vocation, provoke, provocative evoke, invoke, invocation colloquial, revoke, revocation, vocal, vocalize omit

21. reassuringly

22. The Spider Model Opposites Images Target Word Descriptors Actions

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

24. Morphology Kit Adverb-making suffix: -ly

25. Determining Author’s Purpose: PIE Is the author’s purpose to persuade, inform, or entertain? Model:

26. Determining Author’s Purpose: PIE Is the author’s purpose to persuade, inform, or entertain? Directions: This is a two-person job. First person writes sentences that are either P, I, or E. Second person identifies the sentence as P, I, or E.

27. How do we know the author’s purpose? These are some of the common features of PIE.

28. Word Feature Analysis Can you express it in its negative form? (in, un, non, dis, mis, a, ab) Can you connect it to another language? Can you express it in an ing form? Does it have a base word? Is there a suffix on it? Word Is there a prefix on it?

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

30. 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-

31. 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-

32. 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

33. 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

34. 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”

35. Find the Word or Phrase that Means… Top of Page ____ Middle of Page___ Bottom of Page___ Looking for the word or phrase that means_______ Looking for the word or phrase that means_______ Looking for the word or phrase that means_______ Middle of Page___ Bottom of Page___ Top of Page ____ Looking for the word or phrase that means_______ Looking for the word or phrase that means_______ Looking for the word or phrase that means_______ Top of Page ____ Bottom of Page___ Middle of Page___ Looking for the word or phrase that means_______ Looking for the word or phrase that means_______ Looking for the word or phrase that means_______ Middle of Page___ Top of Page ____ Bottom of Page___ Looking for the word or phrase that means_______ Looking for the word or phrase that means_______ Looking for the word or phrase that means_______

36. Essential Word Components: New Word(s) Familiar Word(s) Prefix Meaning ab- away from bi- two co, con, com with, together de- from, reverse, down dis- not, opposite of em- in, into in- in, into, not post- after pre- before re- back, again sub- under

37. Essential Word Components: New Word(s) Familiar Word(s) Prefix Meaning super- over, greater than normal trans- across un- not Suffix -ble likely to be -er; or someone who does -ful full of -ian someone who is an expert -ist someone who does or believes in

38. Essential Word Components: New Word(s) Familiar Word(s) Suffix Meaning -ity quality of -less without -ly in the manner of -ment result of, act of -ness state of being -ous like, full of -tion act of

39. Identifying Complete Sentences It is true that…. Rule: If you can put these words in front of a group of words and have it make sense, then that group of words IS a complete sentence.

40. Because

41. A CONCRETE IMAGE OF HOW SENTENCES WORK

43. What’s a sentence? • Here are three sentences: • He smiles. • Autumn leaves twirled gently to the ground. • The park district will open an outdoor ice skating rink in November.

44. Length does not determine what is and is not a sentence. Regardless of how long or short a group of words is, it needs two parts to be a sentence: a subject and a predicate. • The subject tells us who or what. • The predicate tells us what about it.

45. Who or what? What about it? He smiles. Autumn leaves twirl gently to the ground. The park district will open an outdoor ice skating rink in November. These two parts connect to form a basic sentence, also known as an independent clause.

46. INDEPENDENT CLAUSE = SENTENCE What about it? (predicate) Who or what? (subject)

47. What about it? (predicate wheel) Who or what? (subject wheel) The subject + the predicate connect to form a stable structure.

48. What about it? (predicate wheel) Who or what? (subject wheel) We can have just one word in each wheel… Children play. Students studied.

49. What about it? (predicate wheel) Who or what? (subject wheel) But most of the time our ideas include more details. We add extra words to the wheels. The neighborhood children play basketball at the community center. Students in the biology lab studied cells under an electron microscope.

50. We can expand the wheels by adding adjectives: Which one? What kind? How many? Old magazines are stacked under the kitchen table. The weekend seminar explains how to start a small business. Meditation helps create a peaceful mind and healthy body.