November 3, 2010

WORD ANALYSISIN CONTENT AREAS

Take ten minutes to take a walking tour of a first floor hallway to observe Word Walls here at Buffalo Creek

Number of 1’s and 2’s1’s go walk south first floor hallway2’s go walk north 1st floor hallway

Walking fieldtrip

What is Word Analysis?

The identification and/or decoding of a word the reader does not immediately recognize.

This can include:DecodingSpelling patternsPrevious vocabulary knowledgeGreek and Latin root words as well as prefixes and

suffixes

This does not include:Copying the definition from the glossary or the

dictionaryRote memorizationLearning words out of context

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.

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 classroomsExplicit teaching of selected content-

specific wordsDirect 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

Word Analysis

What does Word Analysis look like in my content area?

Word Analysis

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.

Frayer Model

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

Frayer Model (continued)

DefinitionAn equation is a mathematical statement that shows that two expressions are equal. Facts/Characteristics

- always has exactly one equal sign- the left side is equivalent to the right side- some equations have 0, 1, 2 or more solutions- some equations contain only numbers

Examples3x – 2 = 4x + 7 (linear equation)ab = ba (an identity)F = 1.8C + 32 (a formula)5 + 6 = 11 (a number statement)P = 2l + 2w (a formula)

Non-examples2x + 3y

(expression)3 (number)perimeter

(word)x < y

(inequality)= 4.2 (has no

left side)

Equation

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

Concept of Definition Maps

Bill of Rights

Constitutional Amendment

What is it?

What is it like?

(Properties)

Comparison

What are some examples? (Illustrations)

Amendment 16 Income Tax

First 10 amendments

Protects individual rights

Added in 1791

Freedom of religion, press, speech, etc…

Right to bear arms

Right to a trial by jury

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?

What does Word Analysis look like in my content area?

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.

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

Word Stems

Word Webs

Tractpull, draw,

drag

subtract

retract

abstract

attract

tractor

contract

detract

distract

Other words include:• Retract• Extract• Protract• Detract• Contracti

on• Attractive• Traction• Tractable

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?

What does Word Analysis look like in my content area?

What types of things did you notice on your word wall walk?

Remember that word walls should:Build vocabularyReinforce understanding of content specific

terminologyHelp improve spellingProvide visual cluesEncourage independence

Word Walls

Please answer the following questions on either side of an index card

1. How do you use interactive word walls in your classroom?

2. How many words and how often?

Exit Slip