Roots Chart
Below is the list of prefixes, suffixes, and bases introduced and
explained in Building Vocabulary from Word Roots, but not
necessarily the focus of the lesson. You will see some overlap of
word roots from the list of those explicitly taught—for example, a
prefix might be introduced in grade 3, but not explicitly taught until
grade 5.
DAPATKAN REFERENSINYA DI SINI
Sabtu, 24 November 2012
Cloze Procedure
Cloze Procedure
Purpose:
Many words are learned through our own reading. The cloze procedure encourages students to
predict/determine deleted words from a given text, using the context of the text along with
whatever background knowledge the reader may have about the text topic or conventions of text.
Procedures:
1. Choose a brief section of a text to be read, or a text that has been read some time in the past.
Delete words for the brief passage (no more than one word of every five). Retype the passage
with the words deleted, or copy the original text with the deleted words marked out with a
marker.
2. Students read the text and attempt to determine the deleted words using their background
knowledge and the context of the passage.
3. Students discuss their word selections along with the reasons for making their selections.
This helps those students who may not know the reasoning behind correct selections.
DAPATKAN REFERENSINYA DI SINI
Purpose:
Many words are learned through our own reading. The cloze procedure encourages students to
predict/determine deleted words from a given text, using the context of the text along with
whatever background knowledge the reader may have about the text topic or conventions of text.
Procedures:
1. Choose a brief section of a text to be read, or a text that has been read some time in the past.
Delete words for the brief passage (no more than one word of every five). Retype the passage
with the words deleted, or copy the original text with the deleted words marked out with a
marker.
2. Students read the text and attempt to determine the deleted words using their background
knowledge and the context of the passage.
3. Students discuss their word selections along with the reasons for making their selections.
This helps those students who may not know the reasoning behind correct selections.
DAPATKAN REFERENSINYA DI SINI
Prevoke (also known as Vocabogram) 1
Prevoke (also known as Vocabogram)
Purpose:
Challenges students to use designated words from a text narrative or essay to sort into designated
categories and to predict various aspects of the upcoming reading. Encourages prediction, an
important aspect of proficient and engaged reading, as well as vocabulary development.
Procedures:
1. Select a text that you wish students to read. Identify 10-20 important words or short phrases
from the text. Identify these words and phrases to students.
2. Choose categories into which you want to students to sort words (e.g. words related to plot,
setting, tension of the story, characters, good words, bad words, descriptive and nondescriptive
words, interesting words, essential and nonessential words, feeling words, nonfeeling words,
etc.)
3. Introduce students to word set. Ask them to work in groups or alone in sorting the words into
the categories you specific. Discuss the categorization when completed.
4. Once students have become familiar with the words and their meaning, through the
categorization, have students make predictions about some aspect of the text to be read, or about
the entire text. Share the predictions and explanations for the predictions.
5. Read the text to the students, or have them read it themselves. The predictions should act as
purposeful questions that will engage students in making sense of the text.
DAPATKAN REFERENSINYA DI SINI
Purpose:
Challenges students to use designated words from a text narrative or essay to sort into designated
categories and to predict various aspects of the upcoming reading. Encourages prediction, an
important aspect of proficient and engaged reading, as well as vocabulary development.
Procedures:
1. Select a text that you wish students to read. Identify 10-20 important words or short phrases
from the text. Identify these words and phrases to students.
2. Choose categories into which you want to students to sort words (e.g. words related to plot,
setting, tension of the story, characters, good words, bad words, descriptive and nondescriptive
words, interesting words, essential and nonessential words, feeling words, nonfeeling words,
etc.)
3. Introduce students to word set. Ask them to work in groups or alone in sorting the words into
the categories you specific. Discuss the categorization when completed.
4. Once students have become familiar with the words and their meaning, through the
categorization, have students make predictions about some aspect of the text to be read, or about
the entire text. Share the predictions and explanations for the predictions.
5. Read the text to the students, or have them read it themselves. The predictions should act as
purposeful questions that will engage students in making sense of the text.
DAPATKAN REFERENSINYA DI SINI
Word Histories/Word Derivations
Word Histories, Word Derivations
Purpose:
Knowing the history of words can often help students understand other important aspects of the
history from which the word born. Moreover, knowledge of meaningful affixes, particularly
from Latin and Greek, can help students determine the meanings of words they have not met
before.
Procedures:
1. Introduce students to a word history or place name story each day. Place the word in a
prominent place of the classroom and try to use the word often in speech and writing.
2. Introduce students to a new word affix/morpheme. Define the meaning. Think of other
words that share the affix and attempt to determine their meanings.
3. Create novel words using words from history or the present and/or using Latin or Greek
morpheme. Challenge students to determine the meaning for the new words. Challenge students
to create new words from words and morphemes the class has explored.
DAPATKAN REFERENSINYA DI SINI
Purpose:
Knowing the history of words can often help students understand other important aspects of the
history from which the word born. Moreover, knowledge of meaningful affixes, particularly
from Latin and Greek, can help students determine the meanings of words they have not met
before.
Procedures:
1. Introduce students to a word history or place name story each day. Place the word in a
prominent place of the classroom and try to use the word often in speech and writing.
2. Introduce students to a new word affix/morpheme. Define the meaning. Think of other
words that share the affix and attempt to determine their meanings.
3. Create novel words using words from history or the present and/or using Latin or Greek
morpheme. Challenge students to determine the meaning for the new words. Challenge students
to create new words from words and morphemes the class has explored.
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Semantic Feature Analysis (SFA)
Semantic Feature Analysis (SFA)
Purpose:
Provides students with practice in analyzing words and concepts along various defining
dimensions, characteristics, or features.
Procedure:
1. Obtain a blank grid (see template).
2. Identify a topic or theme from which to draw words to analyze.
3. Choose or invite students to choose a set of items, objects, or concepts that fit within the topic
of theme (e.g. Topic = Texas Cities, Concepts = Dallas, Houston, Wichita Falls, etc.; Topic =
American Leaders, Concepts = Washington, JFK, FDR, LBJ, etc.). The concepts are listed in the
left hand column.
4. Brainstorm, alone or with students, features or characteristics that one or more of the concepts
possess (e.g. Topic = Texas Cities, Features = Population over 500,000; Major sea port, southern
half of state, state capital, contains military base). List the features along the top row of the grid.
5. Students use the features to analyze the concepts. Initially students can place a yes or no in
each box to indicate the presence or absence of the feature. As students become more adept at
using SFA, they can rate the degree to which each concept contains such a feature (e.g. 1 = does
not possess the feature at all, 2 = possess the feature to some degree, 3 = possesses the feature to
a very high degree -- very descriptive of the concept).
6. Students should discuss their reasoning with their classmates after completing the grid
analysis.
7. After completing the analysis, students can write definitions for each concept using the
various features or attributes that were the basis for the analysis (e.g. Houston is a large Texas
city located in the southern part of the state; it is a major sea port but is not the state capital...).
DAPATKAN REFERENSINYA DI SINI
Purpose:
Provides students with practice in analyzing words and concepts along various defining
dimensions, characteristics, or features.
Procedure:
1. Obtain a blank grid (see template).
2. Identify a topic or theme from which to draw words to analyze.
3. Choose or invite students to choose a set of items, objects, or concepts that fit within the topic
of theme (e.g. Topic = Texas Cities, Concepts = Dallas, Houston, Wichita Falls, etc.; Topic =
American Leaders, Concepts = Washington, JFK, FDR, LBJ, etc.). The concepts are listed in the
left hand column.
4. Brainstorm, alone or with students, features or characteristics that one or more of the concepts
possess (e.g. Topic = Texas Cities, Features = Population over 500,000; Major sea port, southern
half of state, state capital, contains military base). List the features along the top row of the grid.
5. Students use the features to analyze the concepts. Initially students can place a yes or no in
each box to indicate the presence or absence of the feature. As students become more adept at
using SFA, they can rate the degree to which each concept contains such a feature (e.g. 1 = does
not possess the feature at all, 2 = possess the feature to some degree, 3 = possesses the feature to
a very high degree -- very descriptive of the concept).
6. Students should discuss their reasoning with their classmates after completing the grid
analysis.
7. After completing the analysis, students can write definitions for each concept using the
various features or attributes that were the basis for the analysis (e.g. Houston is a large Texas
city located in the southern part of the state; it is a major sea port but is not the state capital...).
DAPATKAN REFERENSINYA DI SINI
Kamis, 22 November 2012
Guided Highlighted Reading (G.H.R.). strategy
Guided Highlighted Reading (G.H.R.). In an effort to assist teachers with the
creation of text dependent questions that assess competency, the authors of
the Common Core State Standards, through Student Achievement Partners,
have created a guide for developing text dependent questions. It can be
accessed online or by clicking the link below
Guided Highlighted Reading (G.H.R.). This strategy allows teachers to pose
questions that allow students to understand how different text structures
present and link information. Prior to the activity, the teacher must study the
text to be read and devise questions requiring students make comparisons,
analogies, or connections. As the teacher asks questions, students use
highlighters to identify information for to answer the question. Students
highlight only key words or phrases. This activity helps students learn how to
skim and scan, and retrieve the needed information only (Weber, Nelson &
Schofield, 2012). Click here for a sample of a GHR.
DAPATKAN REFERENSINYA DI SINI
creation of text dependent questions that assess competency, the authors of
the Common Core State Standards, through Student Achievement Partners,
have created a guide for developing text dependent questions. It can be
accessed online or by clicking the link below
Guided Highlighted Reading (G.H.R.). This strategy allows teachers to pose
questions that allow students to understand how different text structures
present and link information. Prior to the activity, the teacher must study the
text to be read and devise questions requiring students make comparisons,
analogies, or connections. As the teacher asks questions, students use
highlighters to identify information for to answer the question. Students
highlight only key words or phrases. This activity helps students learn how to
skim and scan, and retrieve the needed information only (Weber, Nelson &
Schofield, 2012). Click here for a sample of a GHR.
DAPATKAN REFERENSINYA DI SINI
Cooperative Reading Activity
Cooperative Reading Activity. Objective feedback is continually provided
ensuring the text remains the focal point of the lesson. Special emphasis is
placed upon how the product evolves as a result of group collaboration and
the shared discovery of new evidence from within the text. At the conclusion
of the activity, each student produces a narrative summary that outlines the
efficiency and productivity of the group in completing the task. A narrative
writing rubric aligned to the CCSS is utilized to assess proficiency in writing
and language as well as a means for establishing targeted learning
opportunities.
Cooperative Reading Activity. This strategy is based on the idea that students
can effectively divide a reading, share ideas in a bulleted list, and report to the
group. Individual reading is required, but discussion and the decision about
the development of the main idea within the text rely on consensus among
group members. Note taking is emphasized (Adapted from Opitz).
1. Choose and distribute a text that can be divided into sections.
Subheadings and strong introductions are helpful. A teacher may
want to read the introduction aloud to the entire class.
2. Divide the class into groups and provide each group chart paper.
3. Instruct each group to record the central idea of the text and note
how the author adds information, explains details, etc… over the
course of the text.
4. Instruct each group to present findings to the class as a whole on
chart paper. Note taking during these presentations is recommended
if each group was assigned a different section to report on.
5. The groups or individuals can be assigned to write an objective
summary of the text.
DAPATKAN REFERENSINYA DI SINI
ensuring the text remains the focal point of the lesson. Special emphasis is
placed upon how the product evolves as a result of group collaboration and
the shared discovery of new evidence from within the text. At the conclusion
of the activity, each student produces a narrative summary that outlines the
efficiency and productivity of the group in completing the task. A narrative
writing rubric aligned to the CCSS is utilized to assess proficiency in writing
and language as well as a means for establishing targeted learning
opportunities.
Cooperative Reading Activity. This strategy is based on the idea that students
can effectively divide a reading, share ideas in a bulleted list, and report to the
group. Individual reading is required, but discussion and the decision about
the development of the main idea within the text rely on consensus among
group members. Note taking is emphasized (Adapted from Opitz).
1. Choose and distribute a text that can be divided into sections.
Subheadings and strong introductions are helpful. A teacher may
want to read the introduction aloud to the entire class.
2. Divide the class into groups and provide each group chart paper.
3. Instruct each group to record the central idea of the text and note
how the author adds information, explains details, etc… over the
course of the text.
4. Instruct each group to present findings to the class as a whole on
chart paper. Note taking during these presentations is recommended
if each group was assigned a different section to report on.
5. The groups or individuals can be assigned to write an objective
summary of the text.
DAPATKAN REFERENSINYA DI SINI
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