Mighty Peace Teachers’ Convention 2014

Vocabulary

Acquisition

For further conversation about any of these topics:

Rick Wormelirwormeli@cox.net

703-620-2447Herndon, Virginia, USA(Eastern Standard Time Zone)

Twitter: @RickWormeli

Why English is Hard to Learn(Author Unknown)

The bandage was wound around the wound.The farm was used to produce produce.The dump was so full that it had to refuse more refuse.We must polish the Polish furniture.He could lead if he would get the lead out.The soldier decided to desert his dessert in the desert.Since there is no time like the present, he thought it was time topresent the present.A bass was painted on the head of the bass drum.I did not object to the object.The insurance was invalid for the invalid.They were too close to the door to close it.The buck does funny things when the does are present.A seamstress and a sewer fell down into a sewer line.To help with planting, the farmer taught his sow to sow.The wind was too strong to wind the sail.After a number of injections my jaw got number.Upon seeing the tear in the painting I shed a tear.I had to subject the subject to a series of tests.The Native American took a bow after tying a bow in the string of his bow.

q

c d

p

Which letter does not

belong, and why?

“… long-cultivated dislikes and resentments, combined with a general expectation of coming apocalypse. He talked about these topics in a manner that managed to be tight-lipped and loquacious at the same time.”

—Ian Frazier, New Yorker, 22 & 29 Dec. 2003 (as quoted in Merriam Webster On-Line Dictionary)

Loquacious Synonyms

talkative, voluble, communicative, expansive, garrulous, unreserved, chatty, gossipy, gossiping, blabby, chatty, conversational, gabby, garrulous, talkative, motormouthed, mouthy, talky, demonstrative, effusive, gushing; free-spoken, outspoken, articulate, fluent, glib, well-spoken, long-winded, verbose, windy, wordy

So, what does it mean? Tending to talk a great deal; talkative.

The single best way to boost students’ vocabulary:

Increase their time spent reading.Make reading inviting,

compelling, transformative.

For great ideas on how to make reading motivating to students: Check out the work of: Kelly Gallagher, Donalyn Miller, Ruth Culhum, Cris Tovani, Steven Layne, Kylene Beers

For research behind this idea, check out the work of Steve Krashen

It’s the same with writing, too: Increased time spent writing means increased vocabularyacquisition.

‘Great new book on students’ writing

conversations: The Best-Kept Teaching Secret by Daniels and Daniels (2013)

“To a person uninstructed in natural history, his country or seaside stroll is a walk through a gallery filled

with wonderful works of art, nine-tenths of which

have their faces turned to the wall.”

-- Thomas Huxley, 1854

Expertise aids metaphor genesis and understanding.

Chance favors the prepared

mind. -- Pasteur

‘Put another way:

• Chess masters can store over 100,000 different patterns of pieces in long term memory. Chess players get good by playing thousands of games!

• Experts think in relationships, patterns, chunks, novices keep things individual pieces.

• Physics experiment in categorization…• Solid learning comes from when students make

the connections, not when we tell them about those connections.

The Brain’s Dilemna:What Input to Keep, and What Input to Discard?

• Survival• Familiarity/Context

• Priming• Intensity• Emotional Content• Movement• Novelty

-- Summarized from Pat Wolfe’s Brain Matters, 2001

Priming means we show students:

1) What they will get out of the experience (the objectives)

2) What they will encounter as they go through the experience (itinerary, structure)

Prime the brain prior to asking students to do any learning experience.

….which one is more

loquacious?

Hmm. I wonder…

Journalistic vs. Encyclopedic Writing

“The breathing of Benbow’s pit is deafening, like up-close jet engines mixed with a cosmic belch. Each new breath from the volcano heaves the air so violently my ears pop in the changing pressure – then the temperature momentarily soars. Somewhere not too far below, red-hot, pumpkin size globs of ejected lava are flying through the air.”

-- National Geographic, November 2000, p. 54

“A volcano is a vent in the Earth from which molten rock (magma) and gas erupt. The molten rock that erupts from the volcano (lava) forms a hill or mountain around the vent. Lava may flowout as viscous liquid, or it may explode from the vent as solid or liquid particles…”

-- Global Encyclopedia, Vol. 19 T-U-V, p. 627

With hocked gems financing him,Our hero bravely defied all scornful laughterThat tried to prevent his scheme.Your eyes deceive, he had said;An egg, not a tableCorrectly typifies this unexplored planet.Now three sturdy sisters sought proof,Forging along sometimes through calm vastnessYet more often over turbulent peaks and valleys.Days became weeks,As many doubters spreadFearful rumors about the edge.At last from nowhereWelcome winged creatures appearedSignifying momentous success.

-- Dooling and Lachman (1971)pp. 216-222

Creating Background Where There is None

• Tell the story of the Code of Hammurabi before discussing the Magna Charta.

• Before studying the detailed rules of baseball, play baseball.

• Before reading about how microscopes work, play with micros copes.

• Before reading the Gettysburg Address, inform students that Lincoln was dedicating a cemetery.

Creating Background Where There is None• Before reading a book about a military campaign or a

murder mystery with references to chess, play Chess with a student in front of the class, or teach them the basic rules, get enough boards, and ask the class to play.

• In math, we might remind students of previous patterns as they learn new ones. Before teaching students factorization, we ask them to review what they know about prime numbers.

• In English class, ask students, “How is this story’s protagonist moving in a different direction than the last story’s protagonist?”

• In science, ask students, “We’ve seen how photosynthesis reduces carbon dioxide to sugars and oxidizes water into oxygen, so what do you think the reverse of this process called, ‘respiration,’ does?”

Important for all ages when moving content into long-term memory:

Students have to do both,

Access Sense-Making

Process Meaning-Making

Word Morphology:Teach Prefixes, Roots, and Suffixes!

Mal – badly, poorMeta – beyond, after,

changeMis – incorrect, badMono – oneMulti – manyNeo – newNon – notOb, of, op, oc – toward,

againstOct – eight

Paleo – ancient Para – beside, almost  Penta – five  Per – throughout, completely  Peri – around  Poly – many  Post – after  Pre – before  Pseudo – false

Proficient Readers

Aoccdrnig to rseerach at an Elingsh uinervtisy, it deosn’t mttaer in what order the ltteers in a word are, the olny iprmoetnt tihnh is that the frist and lsat ltteer is in the rghit pclae. The rset can be a total mses and you can still raed it outhit a porbelm. This is bcuseae we do not raed ervey letetr by itslef, but the word as a wlohe. -- Sousa, p. 62

Some Great “Silver Bullets” from Janet Allen:

• Vocabulary development is directly proportional to time spent reading.

• Three avenues to effective vocabulary instruction: integration, repetition, and meaningful use. (Nagy et al., 1988)

• Teach no more than 8 to 10 new words outside of reading per week.

• Don’t ask students to write sentences with the vocabulary terms until they’ve studied them in depth.

• Use words over and over in natural flow of conversation – model, model, model – normalize their use. Have students practice saying the words – even choral recitation – just to visualize themselves saying it.

• Definition approach is ineffective by itself. (Baumann and Kameenui, 1991)

• Relying solely on context clues is often ineffective, but knowing the definition with context clues can be very effective. (Baumann and Kameenui, 1991)

Concept Ladder(J.W. Gillet, C. Temple, 1986, as described in Inside Words, Janet Allen)

Concept:

Causes of: Effects of:

Language associated with: Words that mean the same as:

Historical examples: Contemporary examples: Evidence of: Literature connections made:

Dr. Janet Allen

High School Superlative:

“Most Likely to Be Loquacious with Vocabulary Ideas”

“Word Link”

1. Each student gets a word.2. In partners, students share the link(s)

between their individual words.3. Partner team joins another partner team,

forming a “word cluster.”4. All four students identify the links among

their words and share those links with the class.

-- Yopp, Ruth Helen. “Word Links: A Strategy for Developing Word Knowledge,” Voices in the Middle, Vol. 15, Number 1, September 2007, National Council Teachers of English

Great Vocabulary Acquisition Ideas

Shape spellings

Restaurant Menu

Wanted Dead or Alive Posters

Taboo Cards

Vocabulary Rummy Cards

Competitive Conversation using vocabulary

Word Walls

Onl

y 8-

10 w

ords

per w

eek!

Writing Concisely

Avoid Redundancies and Saying the Same thing in different ways:

more additions, absolutely certain/essential/necessary, advance forward, 2:00 a.m. in the morning, baby puppy/kitten, blended together, brief moment, deliberate lie, foreign imports, necessary requirement, old antique, orbiting satellite, preliminary draft, proceed ahead, raise up, refer back, repeat over, tiny particle, true facts, unexpected surprise, violent explosion, visible to the eye, while at the same time.

Cut to the Chase: “A small number of people” – “three people”“His whole speech bothered me.” – “His speech bothered me.”

-- William Brohaugh’s book, Write Tight, 1993, Writer’s Digest Books

Visuals and Graphics are Powerful!

Examples:

• Shape Spelling• Aristotle’s Rhetorical

Triangle (ethos, pathos, logos)

6th grade study: Some students memorized dictionary definitions, and

some drew pictures to portray words and their meanings. The picture drawing group

outscored the first significantly.

Categorizing Games

Any game in which students categorize items according to identified criteria. No one category can have less than three items. Individuals or teams can compete to be accurate and first.

Examples: • Categorize the Greek gods and goddesses three different

ways (domains/powers, relationships, chronological appearance, frailties, uses…)

• “Word Sorts”• Sort these student essays (products) into “Proficient,”

“Good, but in need of improvement,” and “Struggling”

In-Out Game: Students determine the classification a teacher’s statements exemplify, then they confirm their hypothesis by offering elements “in the club” and elements “out of the club.” They don’t identify the club, just the items in and out of it. If the students’ suggestions fit the pattern, the teacher invites them to be a part of the club. The game continues until everyone is a member.

Example: She is in the club but the class is not. They are in the club, but the penguins are not. You are in the club, but the donuts are not. Give me something in and out of the club.” A student guesses correctly that the club is for personal pronouns, so she says, “We are in the club, but moon rocks are not.” To make it a bit more complex, announce the club’s elements and non-elements in unusual ways that must also be exemplified by the students, such as making all the items in and out of the club alliterative or related in some way. This can be as obvious or as complex as you want it to be.

Extreme Vocabulary(Making Words Their Own: Building Foundations for Powerful Vocabulary, 2008)

1. Distribute word pairs of opposites. 2. In partners, students place these words at opposite ends of a continuum

drawn on paper (or hung as tent cards on rope), and in between the extremes, they place words that fall along the continuum of meaning. For example -- extremes of temperature: Freezing --- Cold --- Tepid --- Warm --- Hot --- Boiling

3. Once students ge the idea, try something more complex, such as inconsolable and carefree. Where would despondent fit? How about concerned, content, worried, and satisfied? As students discuss the proper positioning of the words and physically move the tent cards back and forth, students draw on visual cues and cement the definitions in their minds. If finding the specific words to go between the two extremes is difficult at first, provide suggestions that students study then place in the sequence.

4. Ask students to explain their rationale for their choices and positions. Classmates critique their decisions. Does “inconsolable---despondent--–worried--–concerned--–content--–satisfied--–carefree” work sequentially? Why or why not?

Learning is to Analogy as Teaching is to _____________

• Identify the relationship between two elements: “Light sprinkle is to torrential downpour” -- the second item is a more intense version of the first one

• Determine what would constitute that same relationship in a completely different domain – In what other pair of items in a different domain is the second item a more intense version of the first one? How about: phrase/essay? smile/laughter? penlight/lighthouse? Battery power/nuclear power? bench/recliner? Seed/tree?

Common Analogous Relationships

• Antonyms • Synonyms • Age• Time • Part : Whole • Whole : Part • Tool : Its Action • Tool user : Tool • Tool : Object It’s Used With • Worker: product he creates• Category : Example • Effect : Cause • Cause : Effect• Increasing Intensity• Decreasing Intensity • Person : closely related

adjective

• Person : least related adjective• Math relationship• Effect : cause• Action : Thing Acted Upon • Action : Subject Performing the Action • Object or Place : Its User • Object : specific attribute of the object• Male : Female• Symbol : what it means• Classification/category : example• Noun : Closely Related Adjective • Elements Used : Product created• Attribute : person or object• Object : Where it’s located• Lack (such as drought/water – one thing lacks

the other)

SDA - Subtle Difference AnalysisIdentify words/concepts that are close in meaning, but not an exact match. Identify how they are similar and what makes them “just off” the match. Example pairs:

Outstanding/ExemplaryConfined/RestrictedElaborate/ComplexIntelligent/Smart Child/OffspringHouse/HomeMature/WiseLate/TardySoil/Dirt

Important:

• Students edit, not the teachers. • Shorten text and edit daily. • Assess students’ editing and revising. • If helpful, edit in waves.

Emphasize the power of editing and revision: “Great books are never written; they are

always re-written.” -- Michael Crichton

Taboo Cards

Photosynthesis

LightGreenWater

SunChlorophyll

PlantProduce

Word Splash!

• Students try to guide the words on pieces of paper into coherent connections.

• Provide the learning experience.

• Now students re-arrange the words in light of the new evidence and understanding.

Socratic Seminar

Pre-Seminar:A.      Shared experiences, chosen for richness of ideas,

issues, ambiguity, “discussability”B.      Students reflect on material     Group dynamics, ground rules, and courtesy are

understood and accepted.  Seminar: A. Teacher asks a provocative question. Opening, Core, and

Closure QuestionsB. Students respond to the provocative question and each

other. C. Teacher offers core questions that help students interpret

and to re-direct, also evalutes and tries to keep mouth shut.

C. Closing – connect to the real world of the student

Post-SeminarWritings, Summations, Artwork, Reflection, Critique, Analysis

Debate Format

1.    Statement of the General Debate Topic and Why it’s

Important – 1 min.2.    Affirmative Position Opening Remarks – 3 min. 3.    Negative Position Opening Remarks – 3 min.4.    Affirmative Position Arguments – 5 min.5.    Negative Position Arguments – 5 min.6.    Caucus – Students on both teams consider their

arguments and rebuttals in light of what has been presented. – 3 min.

7.    Affirmative Rebuttal and Questioning of the Negative’s Case – 3 min.

8.    Negative Rebuttal and Questioning of the Affirmative’s Case – 3 min.

9.    Closing Arguments Affirmative Position – 2 min.10. Closing Arguments Negative Position – 2 min.

Meeting of Mindsat Rachel Carson Middle School

Portrayals of Dr. Sally Ride, Albert Einstein, Josef Stalin, Bob Dylan, Boss

Tweed, Dr. Robert Oppenheimer, Senator Joseph McCarthy, the

Unsinkable Molly Brown, Rosa Parks. In the background: Advisors for each

historical figure

Inquiry Method 1. Something arouses students’ curiosity. 2. Students identify questions regarding topic. There is usually one

main question with several sub-questions that help answer the main question. These questions are submitted to classmates for review.

3. Students determine the process of investigation into topic. Their proposal for how to conduct the investigation is submitted to classmates for review and revision as necessary.

4. Students conduct the investigation. 5. Students share their findings.

Reading Notations I agree with this.  X I disagree with this.  ?? I don’t understand this.  !! Wow! (‘Elicits a strong emotion) CL General Claim EV Evidence for the Claim

(These can be numbered to indicate their sequence, too: EV1, EV2,

EV3…)

Help with Paraphrasing

• Build students’ vocabulary and verbal dexterity. Post word banks. Use vocabulary immersion.

• Provide repeated experiences with varied sentence combinations and word play.

• Use repeated think-alouds of a paraphraser at work from both teacher and students.

• Provide ample opportunities to assess paraphrasings of original text or experience.

• Allow students to copy models -- They’ll outgrow them. • Take a page from the active listening lessons -- “So what

you’re saying is…” • Provide repeated experiences with encapsulation such as

creating newspaper headlines.• Play renaming and clue games such as Password, Taboo, and

$25,000 Pyramid.

Change the Verb

Instead of asking students to describe how FDR handled the economy during the Depression, ask them to rank four given economic principles in order of importance as they imagine FDR would rank them, then ask them how President Hoover who preceded FDR would have ranked those same principles differently.

 Analyze… Construct…Revise… Rank…Decide between…Argue against…Why did… Argue for…Defend… Contrast…Devise… Develop…Identify… Plan…Classify… Critique…Define… Rank…Compose… Organize…Interpret… Interview…Expand… Predict…Develop… Categorize…

Suppose… Invent…Imagine… Recommend…

The Frayer Model[Frayer, Frederick, Klausmeier, 1969]

Essential Characteristics

Non- Essential Characteristics

Examples Non-examples

< Topic >

Share One, Get One

Exclusion Brainstorming

The student identifies the word/concept that does not belong with the others, then either orally or in writing explains his reasoning:

• Mixtures – plural, separable, dissolves, no formula • Compounds – chemically combined, new properties, has

formula, no composition• Solutions – heterogeneous mixture, dissolved particles,

saturated and unsaturated, heat increases • Suspensions – clear, no dissolving, settles upon standing,

larger than molecules

Pictionary

Charades

‘Played like the party game, except you use concepts from the unit of study.

Consider using it with a “jigsaw” lesson in which each member of a team learns a different aspect a topic, then the group gathers, and students perform their Charades to communicate their piece of the puzzle.

One-Word Summaries

“The new government regulations for the meat-packing industry in the 1920’s could be seen as an opportunity…,”

“Picasso’s work is actually an argument for….,” “NASA’s battle with Rockwell industries over the

warnings about frozen temperatures and the O-rings on the space shuttle were trench warfare….”

Basic Idea: Argue for or against the word as a good description for the topic.

Statues (Body Sculpture)

Students work in small groups using every groupmember’s body to symbolically portray concepts

in frozen tableau.

Where does the learning occur?

Physicalizing Process:

• Identify essential components, pieces, or definition of whatever we’re teaching

• Physicalize those pieces and present them to the class.

• Class critiques the physicalization in terms of accuracy, comprehensiveness, appropriateness, and clarity. ‘Makes suggestions for improvement.

All three steps are learning experiences that help students internalize the knowledge.

Descriptions without Adjectives

•Brainstorm a list of 10 interesting ideas, places, people, or objects.

•Choose one and describe it without using adjectives (words or phrases that modify nouns or pronouns). Instead, use feelings, uses, experiences, comparisons, and anything you can think of to describe the object. The idea is to look at things from more than the obvious angle.

Example for describing an ocean:

•“It’s the embodiment of antithesis, capable of destroying and nurturing, with more than one part, but it can function as a whole. Its power and nutrients give hope to humans, if we handle it respectfully. We think we know it by playing at the beach, but we find how little we know when we explore the bottom of an iceberg, ride a vent of thermals rising from the mid-Atlantic Ridge, or find a shipwreck entombed in its silt. There are answers here that are yet to be revealed, stories still to be told.”

Well, that last slide was certainly loquacious, don’t you think?

Clever E

ndeavor

1. There’s no need to write substitute teacher plans or travel to a conference

2. One of the probable futures of teacher professional development

3. Can be archived

4. Interactive experience with a national presenter who doesn’t need to leave his own home

5. Requires the use of a computer hooked to the Internet

6. A spider’s home tossed like a fisherman would do

Cleavor Endeavor

‘Played like the board game, players are given six clues, one at a time and in any order that the clue-giver wishes to give them. If a player guess correctly in the first clue or two, he earns more points. The total points earned is 7 - # of the clue given. Example: If a player guesses by the second clue, he earns 7-2 or 5 points.

Rummy Games• ‘Played just like Rummy card games. Instead of a straight

such as the four, five, six, seven of spades, however, students get the components of a sequence or set you’ve taught. Examples: steps in photosynthesis, process for dividing fractions, all the elements for a animal’s habitat, four things that led to the Civil War, four equivalent fractions, four verbs in the past perfect tense

• Students work off a central pile, drawing cards, discarding cards, just as in they would do in a Rummy or Gin Rummy game until they achieve a winning hand.

Rummy Games• ‘Alternative: Each hand requires a different

configuration -- a winning hand could be a set of three and a run of four, two sets of four, a run of six and a set of three. Decide the escalating configurations before beginning the game.

• For added learning, let each student make his or her own deck of cards with a unique cover design based on the unit of study.

Spelling Bee de StrangeStudents spell the words aloud, but substitute

sound effects noises for all vowels or phonic patterns being studied. Increase complexity by identifying sounds for subtle differences in the letter: silent E = shhh! short E = heh, heh, heh, long E = “thlphat!”

While one team makes sure the other team correctly spells the words and that the correct sounds are given in the correct sequences, the other team tries to spell the words while keeping a straight face. Give points to the listening team if they find phonetic mistakes in the presenting team’s submission, and points off if their assertion is wrong. The faster the presenting team can spell each word, the more outrageous the sounds and the more difficult it is for the other team to detect an error.

Spelling Bee de Strange

A = Achoo!E = “thlphat!” I = Ribbit, RibbitO = Oink! Oink!U = Oo-la-la!

Beautiful: “B- thlphat!-achoo-oo-la-la!-t-ribbit-ribbit-f-oo-la-la!-l”

Reading “Afflictions” Some Teachers Suffer

Symptoms: All adolescents and young adolescents arrive in our classrooms able to read. No formal instruction is necessary.

Disease: Incompletoliterato Disease

Symptom: Teachers tell students to stop after every section or chapter and summarize. Students learn more when they stop after each section to summarize.

Disease: ReaderRigorMortis

Reading “Afflictions” Some Teachers Suffer

Symptom: A second read-through does not increase comprehension. It’s a waste of time.

Disease: Fast-paced Society

Symptom: Context and personal background play little or no role in the reading comprehension.

Dsease: Cluelesswordcallerism

Reading “Afflictions” Some Teachers Suffer

Symptom: Young adolescent students read faster than they did in elementary school.

Disease: Oldermeansmore-itis

Symptom: Older students can read to gain information, understanding, and make inferences by themselves.

Disease:

Dysdevelopmenta Competenciphooey

Reading “Afflictions” Some Teachers Suffer

Symptom: Defining difficult vocabulary terms in a reading passage will be enough for students to gather meaning from the passage.

Disease: Boldfaceword-panacea Syndrome

Symptom: Reading instruction is the exclusive domain of the English or Language Arts teacher.

Disease: Literacimonodominpathy

Reading Math[Adapted from Literacy Strategies for Improving Mathematics Instruction, Joan M.

Kenney, ASCD, 2005]

• Math books have more concepts per sentence and paragraph than any other type of text.

• There is little redundancy in math text. • Words as well as numbers and other symbols are

used throughout text.• Eyes travel in different patterns than traditional

left-to-right.• There are often have distracting sidebars.

Reading Math

• In most text, there’s a topic sentence or key idea followed by detailed supports. In math, we get the details first, then the topic sentence -- the key idea is given in the form of a question or task at the end. Students have to read the text again after seeing this key idea and figure out what material in the text is important and unimportant.

Reading Math: the Little Words are Huge

• Of/Off: Percent “of” something, the percent “off” something

• The, is, a , are, can , sum, less, more, on , who, find, one, ones, tenths, and, or, number, numeral, how, many, how many, what, fewer, around, write, it , each, which, do all, same, different, exercise, here there, has, have, of, at…

Synectics(William J. Gordon)

“The joining together of different and apparently irrelevant elements,” or put more simply, “Making

the familiar strange.”

1. Teach a topic to students. 2. Ask students to describe the topic, focusing on descriptive

words and critical attributes.3. Teacher identifies an unrelated category to compare to the

descriptions in #2. (Think of a sport that reminds you of these words. Explain why you chose that sport.) Students can choose the category, too.

4. Students write or express the analogy between the two: The endocrine system is like playing zones in basketball. Each player or gland is responsible for his area of the game.

4-Square Synectics1. Brainstorm four objects from a particular category

(examples: kitchen appliances, household items, the circus, forests, shopping malls).

2. In small groups, brainstorm what part of today’s learning is similar in some way to the objects listed.

3. Create four analogies, one for each object. Example: How is the human digestive system like each

household item: sink, old carpet, microwave, broom

Example: How is the Pythagorean Theorem like each musical instrument: piano, drum set, electric guitar, trumpet?

______________________ is (are) a _________________ because _______________________________________.

Ask students to include something intangible, such as suspicion or an odyssey, in the first blank. The tangible comparison---a combination lock or an elliptical trainer---would fit in the second section.

Ask students to justify their choices:

“Suspicion is a combination lock because it secures a possession’s well-being that cannot be assured through trust alone. Odyssey is an elliptical trainer because it has a beginning, middle, and end, and along the way, we encounter moments of endurance, doubt, despair, and elation, leaving comfort and returning again.”

Test the Verb StrengthDid we invade the country, or did we liberate it? The choice of verbs frames our thinking. Ask students to change only the verb and explain how the reader or listener’s interpretation of the topic would change as a result.

The senator corralled her constituents. The senator coddled her constituents.The senator ignited her constituents.

The senator stonewalled her constituents.The senator suckered her constituents. The senator mollified her constituents.

The senator lifted her constituents.

Descriptions With and Without Metaphors

Friendship FamilyInfinity ImperialismSolving for a variable TrustEuphoria MercyWorry TroubleObstructionist Judiciary HonorImmigration HomeostasisBalance Temporal RiftsEconomic Principles Religious fervorPoetic License SemanticsHeuristics TautologyEmbarrassment Knowledge

Great Resources on Metaphors• From Molecule to Metaphor: A Neural Theory of

Language by Jerome Feldman • Metaphor: A Practical Introduction by Zoltan

Kovecses• Poetic Logic: The Role of Metaphor in Thought,

Language, and Culture by Marcel Danesi• Metaphors & Analogies: Power Tools for Teaching

any Subject by Rick Wormeli• I Is an Other: The Secret Life of Metaphor and How It

Shapes the Way We See the World by James Geary

Great Resources on Metaphors

• Metaphors We Live By by George Lakoff • The Political Mind: Why You Can't Understand 21st-

Century American Politics with an 18th-Century Brain by George Lakoff • A Bee in a Cathedral: And 99 Other Scientific

Analogies by Joel Levy• On Metaphor (A Critical Inquiry Book) edited by

Sheldon Sacks

Endless List of Vocabulary Development Possibilities – Please Add Your Own!

Correspondence Museum Map and Tour Guides Oral HistoriesBooks Magazines Radio PlaysNewspapers Scripts Historical FictionCommercials Picture Books Journal/DiariesScience Fiction Mystery Stories RomancesPoetry Autobiographies/Biographies Animal StoriesHow-to Books Alphabet books Pop-up BooksField Guides Mini-textbooks Friendly LettersBulletin Boards Choose-Your-0wn Adventures TimelinesMurals Coloring Books CalendarsAnnotated Catalogs Travel Brochures ManualsGames Recipes Personal narrativesFolktales/legends/myths Information Reports Persuasive essaysBook/Movie Critiques Wills Yellow pagesWeather forecasts Wanted posters Vitas/resumesSatire/spoofs Speeches Songs/rapsCD covers Soap operas SlogansSermons Sequels/prequels SchedulesLab instructions Protest letters Post cardsPamphlets Flipbooks Odes

Requiems Rebuttals Play programsTravel posters Movie posters Thank yousInterviews Telegrams Sports accountsScary stories Quizzes/tests RubricsSurveys Monologues Jokes/riddlesMenus Metaphors Job applicationsIndexes Headlines Grocery listsGraffiti Comic strips ConstitutionsContracts Conversations SpreadsheetsDefinitions Epilogues EvaluationsFortunes Comparisons Character sketchesCertificates Cereal boxes CaptionsBumper stickers Advice columns EpithetsCodes Informal/formal observation musical scoreTrue or False Book Cookbook Wedding vowsAlmanac Inauguration speech Annotated Family

Tree

Great Literacy Resources• Allen, Janet. Yellow Brick Roads: Shared and

Guided Paths to Independent Reading 4-12, Stenhouse Publishers, 2000

• Allen, Janet. Words, Words, Words: Teaching Vocabulary in Grades 4-12, Stenhouse Publishers, 1999

• Billmeyer, Rachel, Ph.D.; Barton, Mary Lee. Teaching Reading in the Content Areas: If Not Me, Then Who? 2nd Edition McREL (Mid-continent Research for Education and Learning, 1998

• Barton, Mary Lee; Heidema, Clare. Teaching Reading in Mathematics, ASCD, McREL (Mid-continent Research for Education and Learning, 2000 (Also distributed by ASCD)

• Beers, Kylene. When Kids Can’t Read: What Teachers Can Do, Heinemann, 2003

• Beers, Kylene and Samuels, Barabara G. (1998) Into Focus: Understanding and Creating Middle School Readers. Norwood, Massachusetts: Christopher-Gordon Publishers, Inc.

• Buehl, Doug. Classroom Strategies for Interactive Learning (second Edition) (2001) Newark, Delaware, International Reading Association, Inc.

• Burke, Jim. Illuminating Texts: How to Teach Students to Read the World, Heinemann, 2001

• Burkhardt, Ross M. Writing for Real: Strategies for Engaging Adolescent Writers, Stenhouse Publishers, 2003Frender, Gloria. Learning to Learn: Strengthening Study Skills and Brain Power, Incentive Publications, Inc., 1990

• Forsten, Char: Grant, Jim; Hollas, Betty. Differentiating Textbooks: Strategies to Improve Student Comprehension and Motivation, Crystal Springs Books

• Gallagher, Kelly. Deeper Reading: Comprehending Challenging Texts, 4-12, Stenhouse Publishers (Pembroke in Canada), 2004

• Glynn, Carol. Learning on their Feet: A Sourcebook for Kinesthetic Learning Across the Curriculum, Discover Writing Press, 2001

• Harvey, Stephanie (1998) Nonfiction Matters: Reading, Writing, and Research in Grades 3 – 8. Portsmouth,Maine: Stenhouse Publishers

• Harvey, Stephanie; Goudvis, Anne. Strategies that Work: Teaching Comprehension to Enhance Understanding, Stenhouse Publishers, 2000

• Hyerle, David. A Field Guide to Visual Tools, ASCD, 2000

• Kenney, Joan M. Literacy Strategies for Improving Mathematics Instruction, ASCD, 2005

• Robb, Laura. Teaching Reading in Middle School. Scholastic, 2000

• Robb, Laura. Nonfiction Writing from the Inside Out: Writing Lessons Inspired by Conversations with Leading Authors, Scholastic, 2004

• Santman, Donna. Shades of Meaning: Comprehension and Interpretation in Middle School, Heineman, 2005Sousa, David. How the Reading Brain Learns. Corwin Press, 2004

• Stephens, Elaine C. and Brown, Jean E. (2000) A Handbook of Content Literacy Strategies: 75 Practical Reading and Writing Ideas. Norwood, Massachusetts: Christopher-Gordon Publishers, Inc.

• Strong, Richard W.; Silver, Harvey F.; Perini, Matthew J.; Tuculescu, Gregory M. Reading for Academic Success: Powerful Strategies for Struggling, Average, and Advanced Readers, Grades 7-12, Corwin Press, 2002

• Tatum, Alfred. Teaching Reading to Black Adolescent Males: Closing the Achievement Gap, Stenhouse Publishers, 2005

• Tovani, Cris. I Read It, But I Don’t Get It. Stenhouse Publishers, 2001

• Tovani, Cris. Do I Really Have to Teach Reading?, Stenhouse Publishers, 2004

• Vacca, R. and Vacca J. (1999) Content Area Reading: Literacy and Learning Across the Curriculum. 6th ed. New York: Longman

• Wood, Karen D.; Harmon, Janis M. Strategies for Integrating Reading and Writing in Middle and High School Classrooms, National Middle School Association, 2001

• Wormeli, Rick. Summarization in any Discipline, ASCD, 2005

• Wormeli, Rick. Metaphors & Analogies: Power Tools for Teaching any Subject, Stenhouse Publishers, 2009

• Zinsser, William. Writing to Learn (1988)New York: Harper and Row Publishers

Great Websites for Vocabulary Instruction

www.vocabulary.com

www.dpsk12.org/departments/secondary/tip.htm

http://depts.gallaudet.edu/englishworks/

http://www.webenglishteacher.com/vocab.html

“No loquacious banter here. ‘Just one simple imperative with all due alacrity – Run! And gather ye great rosebuds of

vocabulary while ye may!”

-- Walt Whitman Who