Morphology: Start Your Engines! (NCRA 2014)
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Morphology: Start Your Engines! (NCRA 2014)
- 1. Morphology: Start your Engines! Kenneth McKee Buncombe County Schools Elizabeth Swaggerty East Carolina University
- 5. Word Tiers Tier 1 Tier 2 Tier 3 Basic words that require little to no instruction. Precise or sophisticated words that appear across domains. Low-frequency words that appear in specific domains. Book, girl, sad, run, etc. Adjust, translation, depend, structure, etc. Allegory, monarchy, hypotenuse, mitosis, etc.
- 6. Academic Language: Bricks & Mortar Bricks = Tier 3 - Technical words specific to a discipline Mortar= Tier 2 - General but sophisticated words used to communicate complex thoughts (process and conceptual words & phrases, common in complex texts and test language)
- 8. Generative Morphology Prefixes Suffixes Roots Students generate “known” words to link to “new” words.
- 9. Impact of Explicit Generative Vocabulary Instruction on 10th Grade Biology Students’ Tier 2 Vocab Knowledge 0 2 4 6 8 10 12 14 PreTest Class Mean Posttest Class Mean General Academic Vocabulary Knowledge
- 10. Let’s do this!
- 11. genotype Definition: the genetic makeup of an organism or group of organisms with reference to traits. Although we cannot visibly see all of our traits physically (phenotype), they can be found within our DNA (genotype). (gen) o (typ)e
- 12. Morpheme Web Activity “gen” – birth, kind
- 13. So, how did we get here?
- 14. Generative Vocabulary Routine 1. Introduce/define a morphologically complex content word. 2. Prompt students to break down words into morphemes. 3. Introduce the target morpheme, and explain how it relates to the meaning of the content word. 4. Have groups of three or four students generate all the words they know that include the morpheme.
- 15. Generative Vocabulary Routine 5. Circulate to prompt groups who need help. 6. Use a whole-class format to discuss words and create the class morpheme web. 7. While discussing words, emphasize the spelling-meaning connection. Identify “false” roots by “taking the route back to the root.” 8. Extend students’ word knowledge by introducing new words and their meanings to the web.
- 18. M. E. E. P. Morpheme (prefix, root, or suffix) Examples (from students) Explanations (whole class or small group) Picture (individual student association) Mal- -Draco Malfoy (Harry Potter) -Malificent (Sleeping Beauty) -Malpractice -Malevolent Bad Pens- , pend- Cap-
- 19. Dinner Party Find the “guests” who have place cards similar to yours. Sit down at a table for your “dinner party.” Discuss what you have in common.
- 20. Work backward
- 21. Word Hunting
- 24. Brainburst 1. Select a root. Set a timer for two minutes. Each team generates as many words as possible derived from that root. 2. When timer goes off, each group draws a line under their last word and counts the total number of words. 3. The group with the longest list reads the list aloud. If any other group has the word, it is crossed off from all lists. Any words that are not on another list are crossed off.
- 25. Brainburst 4. Each group in turn reads any words that have not been called to determine if they have a unique word. Disputes can be settled with the help of a dictionary. 5. The team with the most unique words are the winners of the round.
- 26. References Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2012). Words their way: Word study for phonics, vocabulary, and spelling instruction. (5th ed.). Upper Saddle River, NJ: Pearson. Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York, NY: Guilford. Coxhead, A. (2000). A new academic word list. TESOL Quarterly, 34(2), 213-238. doi: 10.2307/3587951
- 27. References Flanigan, K., Templeton, S., & Hayes, L. (2012). What’s in a word? Using content vocabulary to generate growth in general academic vocabulary knowledge. Journal of Adolescent & Adult Literacy, 56(2), 132-140. doi:10.1002/ JAAL. 00114 Kieffer, M. J., & Lesaux, N. K. (2010). Morphing into adolescents: Active word learning for English language learners and their classmates in middle school. Journal of Adolescent & Adult Literacy, 54(1), 47-56. doi:1598/JAAL.54.1.5
- 28. References National Governors Association Center for Best Practices & Council of Chief State School Officers. (2010). Common Core State Standards for English language arts and literacy in history/social studies, science, and technical subjects. Washington, DC: Authors. Retrieved from http://www.corestandards.org/ELA-Literacy/W/9-10 Zwiers, J. (2008). Building academic vocabulary: Essential practices for content classrooms, grades 5-12. San Francisco, CA: Jossey-Bass.
- 30. Elizabeth Swaggerty swaggertye@ecu.edu East Carolina University Kenneth McKee kennethcmckee@gmail.com Buncombe County Schools
Notas del editor
- Elizabeth: Welcome. I am Elizabeth Swaggerty, a reading professor at ECU and this is Kenny McKee, a high school instructional coach in Buncombe County Schools. Kenny conceptualized and carried out an action research project related to morphology as a requirement of the MAEd READ program at ECU. Our presentation today is based on his work. Driving force of this presentation: Knowledge of the processes of word formation in English – how prefixes, suffixes, base words, and greek and latin word roots combine – is the engine that generates students’ learning about thousands of words (Templeton, 2004).
- First we’d like to know our audience. Raise your hand if you are a high school classroom teacher, English/Language Arts classroom teacher, content area teacher (Science, math, etc.), coach, administrator, other…
- We encourage you to respond, react, and ask questions during and after the presentation to continue the conversation.
- Pre-Assessment with Kahoot!: Find one or two others to work with. One of you will need to have a device that can access the wi-fi.Go to kahoot.it and await instructions. What is the question we are asking? Is this link correct?
- This analogy will probably require some critical thinking from participants. Let the definitions above sink in for a moment after you read them. Can you also provide an example (I know you just provided examples in the previous slide, but provide another?) and then explain how the bricks and mortar work together?
- Spotlight on tier 2 knowledge. Why is tier 2 knowledge important? Why is it difficult to teach?
- Generative morphology study – a key to enhancing Tier 2 word knowledge! Prefixes,Suffixes,Roots.Have students generate “known” words to link to “new” words. Does the chain analogy work here? Not sure if it is ok to focus on the link part. Wanted to focus on generate – think – but couldn’t think of an analogy besides something like a light bulb. Would you rather do that?
- Title and abstract of AR paper: Enhancing Morphological Knowledge of Domain-Specific Vocabulary To Improve General Academic VocabularyThe purpose of this action research study was to determine whether explicit generative vocabulary instruction using the morphemes of domain-specific (or Tier 3) vocabulary in a biology class would increase students’ general academic (or Tier 2) vocabulary knowledge. The sample included 14 tenth-grade students who participated in generative vocabulary mini-lessons and embedded vocabulary activities for a period of three and a half weeks. Pretest and posttest mean scores compared using a correlated t-test indicated a significant impact on general academic vocabulary knowledge (p=0.012).
- Find a difficult Tier 2 word and have students use word generation to work backward.
- Define word hunts. Students moderately agreed that word hunting helped them expand vocabularies; however, students spontaneously word-hunted during the word generation phase. More study here should be explored.
- Students stonglyagreed that game play helped them learn. Technological games that motivated students included quizlet.com games and PowerPoint Games for UNCW professor, Jeff Ertzberger’s site. Games from Words Their Way included Word Study Uno and Quartet, a variation of Go Fish!
- Close: Back to the start your engines theme … Focus on Knowledge of the processes of word formation in English – how prefixes, suffixes, base words, and greek and latin word roots combine – to help students learn vocabulary words – this kind of learning is the engine that generates students’ learning about thousands of words (Templeton, 2004).