Get Back to Your Roots ppt WABE 2013

Get Back to Your Roots!

Intentional Word Study with Greek and Latin Roots Tiffany Rose & Cheryl Harrel WABE Conference, Yakima, WA

April 19, 2013

Rationale

English language has 1,200,000 – 2,000,000 words!
Estimated that technology is
contributing 20,000 new words a year
90% of English words with more than 1 syllable are Latin based
Most of remaining 10% are Greek based

Rationale, cont.

Reading Comprehension “ Decades of research have

consistently found a deep connection between vocabulary knowledge,

reading comprehension, and academic

success…vocabulary [is] a bridge between the word level processes of

phonics and the cognitive processes of

_{(Rasinsky, et al, 2008, p. 15).} comprehension”

Five Common Misconceptions

Misconception 1: Definitions do the trick
Misconception 2: Weekly vocabulary lists are effective
Misconception 3: Teachers should teach all hard words, especially those printed in bold or italics.
Misconception 4: The study of

Common Core State Standards

Determine or clarify the meaning of unknown and multiple-meaning words and

phrases by using context clues,

analyzing meaningful word parts , and consulting general and

specialized reference materials, as appropriate.

_•
_•

_L.3.4.

_{Use a known root word as a clue to the meaning of an}

Vocabulary Acquisition and Use

_• _L.4.4. _•

unknown word with the same root _{(e.g., company, companion).}

_• _{and roots as clues to the meaning of a word}
_{Use common, grade-appropriate Greek and Latin affixes}
_{(e.g., telegraph, photograph, autograph).}

_• _L.6.4. _{Use common, grade-appropriate Greek or Latin affixes}
_L.7.4. _• _• and roots as clues to the meaning of a word _{(e.g., audience, auditory, audible).} _• _{and roots as clues to the meaning of a word} _{Use common, grade-appropriate Greek or Latin affixes} _{(e.g., belligerent, bellicose, rebel).}

Common Core State Standards

Demonstrate understanding of

figurative language, word relationships , and nuances in word meanings.

(CCSS L5)

Acquire and use accurately a
range of general academic and domain-specific words and phrases sufficient for

reading, writing, speaking, and listening at the college and career readiness level; demonstrate

independence in gathering

The earliest Greek civilizations lived around 3,000+ years ago.

Some historians put the earliest dates of Greek society around the time of the first Olympic games – 776 B.C.

Others extend the beginning

A Little Bit of History…

GREEK INFLUENCE

The Greeks loved philosophy and art , were interested in science and medicine, and were deep thinkers who loved to discuss politics. English absorbed words from ancient Greek

Historical side note on Greek influence… The probable origin of the caduceus to symbolize the medical profession… Caduceus, continued…

The Roman Influence…

The Roman Empire circa 44 B.C.

… lasted until circa 1453 A.D.

A Little Bit More History… Romans, who spoke Latin, came from Rome (now Italy).

Romans conquered and

Those who have the power determine the language

The people of the conquered lands had to learn many Latin words to be able to communicate

Kinds of Roots

Base root words
Affixes
Prefixes
Suffixes

Roots affixe s bases prefixe s suffix es Parallel Latin and Greek Roots

Parallel Latin & Greek bases Definition Latin Greek water aqua- hydro – foot, feet ped- pod – earth terr- geo - Broadening the Cognate Approach

English Spanish

Inovador Innovative nov

Nuevo Novice Nueva Novelty

Base Root

“vis/vid” examples as base
roots – vis/vid are not words by themselves, but they are roots that mean “see”.
Experience the Consensus Board!

Some examples…

unfold.

A vis ionary sees ahead to how the project could

A vis or protects your eyes from the sun. The viv id colors were so bright, we could see them
clearly from far away.
Readers with a good imagination vis ualize the action or setting of the story.
Because it was so foggy, the vis ibility was very poor.
It is so fun to watch YouTube vid eos of the

Prefixes

Prefixes – give direction, negate, or intensify
Most English prefixes derived from Latin (about 25)
The four most frequent prefixes account for 97 percent of prefixed words in printed school English…

Parallel Latin and Greek Roots

Parallel Latin and Greek prefixes Definition against around many over under, below

Latin

contra-,

contro-,

circu-,

circum-

multi-

super-, sur-

sub-

Greek anti – peri – poly – hyper – hypo -

Directional Prefixes

Most of the prefixes students encounter in school texts are directional in nature.
Examples:
at-, ad- = to, toward, add to
de - = down, off
dis - = apart, in different directions

Suffixes

Least important component in terms of understanding a word’s meaning
Usually used to indicate a part of speech
Only a few suffixes merit intensive scrutiny
ology = “study of”

Word Spokes Activity

Instructional Routine

10- 15 minutes, 3 – 5 times per week
Routine – allows focus on
content with a predictable set of activities, that minimizes time spent on directions or procedures

1. Describe
3. Draw/Sketch
The last three steps are to provide the
learner practice and reinforcement
4. Engage

Divide and Conquer

Word dissection – helps students see the root in the context of words so
they can learn how to identify it and
use its meaning to determine the meaning of an unfamiliar word
Focus on new root and connect to familiar
Scaffold conversation through

Activity

Construct
Construction
Obstruct
Deconstruct
Infrastructure
Reconstruct (Latin base stru, struct; prefixes

con-, de-, infra-, ob-, re-, )

Wor d Suffix _Definition ^Root

_Definition

^Prefix

_Definition

Other words _{with this prefix} ^{Other words} _{with this root} ^{Other words} _{with this} ^Prefix ^: ^Root: ^Suffix ^:

Extend & Explore

Students practice with game- like activities
Word Theater (charades)
Odd Word Out
Wordo (like Bingo)
Scattergories

Word Sort Activity

Structure
Construct
Construction
Obstruct
Deconstruct
Infrastructure
Reconstruct
Instructor
Instruction
Instruct

Getting Started

Early elementary – start with
compound words and show how they
can be broken apart
Then add negating words with prefixes (un-, in-)
Then add directional words with prefixes (pre-, re-)
Then add easy suffixes (-er, -est, -

Final Thoughts

Considering what we have discussed today, what

routines might you establish

you go back to your classes

_{Robust vocabulary instruction (2 ed.). New York, NY: The Guildford} _{Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life:} _•

References

_nd

_{Sourcebook: For Kindergarten Through Eighth Grade (Core Literacy}

_{Honig, B., Diamond, L., and Gutlohn, L. (2000). Teaching Reading}

_•

_{Marzano, R. J. (2010). Teaching basic and advanced vocabulary: A}

_•

Training Series).

_{framework for direct instruction. Boston, MA: Heinle Cengage Learning}

_{Padak, N., Bromley, K., Rasinski, T. V., & Newton, E. (2012).}

_•

_{Portland, ME: Stenhouse Publishing}

_{Overturf, B. J., Montgomery, L. H., Smith, M. H., (2013). Word nerds.}

Get Back to Your Roots ppt WABE 2013