Mighty Peace

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Vocabulary Acquisition

• Mighty Peace
• Teachers Convention
• 2014

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For further conversation about any of these
topics

• Rick Wormeli
• rwormeli_at_cox.net
• 703-620-2447
• Herndon, Virginia, USA
• (Eastern Standard Time Zone)
• Twitter _at_RickWormeli

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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 to
• present 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.

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q
p
c
d
Which letter does not belong, and why?
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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)
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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.

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The single best way to boost students vocabulary

• Increase their time spent reading.

Make reading inviting, compelling,
transformative.
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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
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Its the same with writing, too Increased time
spent writing means increased vocabulary acquisiti
on.
Great new book on students writing
conversations The Best-Kept Teaching Secret by
Daniels and Daniels (2013)
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• 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

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• Expertise aids metaphor genesis and
  understanding.

Put another way
Chance favors the prepared mind. -- Pasteur
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• 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.

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The Brains DilemnaWhat Input to Keep, and What
Input to Discard?

• Survival
• Familiarity/Context
• Priming
• Intensity
• Emotional Content
• Movement
• Novelty
• -- Summarized from Pat Wolfes Brain Matters, 2001

The brain never stops paying attention. It's
always paying attention.
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Prime the brain prior to asking students to do
any learning experience.

• Priming means we show students
• What they will get out of the experience (the
  objectives)
• What they will encounter as they go through the
  experience (itinerary, structure)

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Hmm. I wonder
.which one is more loquacious?
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Journalistic vs. Encyclopedic Writing

• The breathing of Benbows 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

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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
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• With hocked gems financing him,
• Our hero bravely defied all scornful laughter
• That tried to prevent his scheme.
• Your eyes deceive, he had said
• An egg, not a table
• Correctly typifies this unexplored planet.
• Now three sturdy sisters sought proof,
• Forging along sometimes through calm vastness
• Yet more often over turbulent peaks and valleys.
• Days became weeks,
• As many doubters spread
• Fearful rumors about the edge.
• At last from nowhere
• Welcome winged creatures appeared
• Signifying momentous success.
• -- Dooling and Lachman (1971)
• pp. 216-222

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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.

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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
  storys protagonist moving in a different
  direction than the last storys protagonist?
• In science, ask students, Weve 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?

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Important for all ages when moving content into
long-term memory Students have to do both,
Access Sense-Making Process
Meaning-Making
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Word MorphologyTeach Prefixes, Roots, and
Suffixes!

• Mal badly, poor
• Meta beyond, after, change
• Mis incorrect, bad
• Mono one
• Multi many
• Neo new
• Non not
• Ob, of, op, oc toward, against
• Oct eight
•  

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

• Aoccdrnig to rseerach at an Elingsh uinervtisy,
  it deosnt 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

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• 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.
• Dont ask students to write sentences with the
  vocabulary terms until theyve studied them in
  depth.

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• 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)

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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

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Dr. Janet Allen High School Superlative Most
Likely to Be Loquacious with Vocabulary Ideas
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Word Link

• Each student gets a word.
• In partners, students share the link(s) between
  their individual words.
• Partner team joins another partner team, forming
  a word cluster.
• 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

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Great Vocabulary Acquisition Ideas

• Shape spellings
• Restaurant Menu
• Wanted Dead or Alive Posters
• Taboo Cards
• Vocabulary Rummy Cards
• Competitive Conversation using vocabulary
• Word Walls

Only 8-10 words per week!
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Writing Concisely

• Avoid Redundancies and Saying the Same thing in
  different ways ?
• more additions, absolutely certain/essential/nece
  ssary, advance forward, 200 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 Brohaughs book, Write Tight, 1993,
  Writers Digest Books

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Visuals and Graphics are Powerful!

• Examples
• Shape Spelling
• Aristotles 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.
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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

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• In-Out Game Students determine the
  classification a teachers statements exemplify,
  then they confirm their hypothesis by offering
  elements in the club and elements out of the
  club. They dont 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 clubs 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.

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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--worr
   ied--concerned--content--satisfied--carefree
   work sequentially? Why or why not?

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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?

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Common Analogous Relationships

• Antonyms
• Synonyms
• Age
• Time
• Part Whole
• Whole Part
• Tool Its Action
• Tool user Tool
• Tool Object Its 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 its located
• Lack (such as drought/water one thing lacks
  the other)

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SDA - Subtle Difference Analysis

• Identify 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/Exemplary
• Confined/Restricted
• Elaborate/Complex
• Intelligent/Smart
• Child/Offspring
• House/Home
• Mature/Wise
• Late/Tardy
• Soil/Dirt

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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

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Taboo Cards

• Photosynthesis
• Light
• Green
• Water
• Sun
• Chlorophyll
• Plant
• Produce

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Ides of March
44 BC

• 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.

Octavian
Mark Antony
peace
Julius Caesar
49 BC
Senate
civil wars
Murder
Rome
army
general
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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 Questions
• B. 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-Seminar
• Writings, Summations, Artwork, Reflection,
  Critique, Analysis

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Debate Format

• 1.    Statement of the General Debate Topic and
  Why its
• 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
  Negatives Case 3 min.
• 8.    Negative Rebuttal and Questioning of the
  Affirmatives Case 3 min.
• 9.    Closing Arguments Affirmative Position 2
  min.
• 10. Closing Arguments Negative Position 2
  min.

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Meeting of Minds at 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

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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.
•  

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Reading Notations

• P I agree with this.
•  
• X I disagree with this.
•  
• ?? I dont 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)

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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 -- Theyll outgrow
  them.
• Take a page from the active listening lessons --
  So what youre 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.

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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.

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•  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

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The Frayer ModelFrayer, Frederick, Klausmeier,
1969
Essential Characteristics
Non- Essential Characteristics
lt Topic gt
Examples
Non-examples
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Share One, Get One



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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

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Pictionary
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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.

54
One-Word Summaries

• The new government regulations for the
  meat-packing industry in the 1920s could be seen
  as an opportunity,
• Picassos work is actually an argument for.,
• NASAs 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.

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Statues (Body Sculpture)

• Students work in small groups
• using every groupmembers body
• to symbolically portray concepts
• in frozen tableau.
• Where does the learning occur?

56
Physicalizing Process

• Identify essential components, pieces, or
  definition of whatever were 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.

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• 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
• Its 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.

58
Well, that last slide was certainly loquacious,
dont you think?
59

1. Theres 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 doesnt need to leave his own home
5. Requires the use of a computer hooked to the
   Internet
6. A spiders home tossed like a fisherman would do

Clever Endeavor
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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.

61
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 youve taught. Examples steps
  in photosynthesis, process for dividing
  fractions, all the elements for a animals
  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.

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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.

63
Spelling Bee de Strange

• Students 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 teams 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.

64
Spelling Bee de Strange

• A Achoo!
• E thlphat!
• I Ribbit, Ribbit
• O Oink! Oink!
• U Oo-la-la!
• Beautiful
• B- thlphat!-achoo-oo-la-la!-t-ribbit-ribbit-f-oo-
  la-la!-l

65
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

66
Reading Afflictions Some Teachers Suffer

• Symptom A second read-through does not increase
  comprehension. Its a waste of time.
• Disease Fast-paced Society
• Symptom Context and personal background play
  little or no role in the reading comprehension.
• Dsease Cluelesswordcallerism

67
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
•  
•     

68
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

69
Reading MathAdapted 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.

70
Reading Math

• In most text, theres 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.

71
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

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Synectics(William J. Gordon)

• The joining together of different and apparently
  irrelevant elements, or put more simply, Making
  the familiar strange.
• Teach a topic to students.
• Ask students to describe the topic, focusing on
  descriptive words and critical attributes.
• 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.
• 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.

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4-Square Synectics

• Brainstorm four objects from a particular
  category (examples kitchen appliances, household
  items, the circus, forests, shopping malls).
• In small groups, brainstorm what part of todays
  learning is similar in some way to the objects
  listed.
• 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?

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• ______________________ 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 possessions 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.

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Test the Verb Strength

• Did 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 listeners 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.

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Descriptions With and Without Metaphors

• Friendship Family
• Infinity Imperialism
• Solving for a variable Trust
• Euphoria Mercy
• Worry Trouble
• Obstructionist Judiciary Honor
• Immigration Homeostasis
• Balance Temporal Rifts
• Economic Principles Religious fervor
• Poetic License Semantics
• Heuristics Tautology
• Embarrassment Knowledge

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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

78
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

79

• Endless List of Vocabulary Development
  Possibilities Please Add Your Own!
• Correspondence Museum Map and Tour Guides Oral
  Histories
• Books Magazines Radio Plays
• Newspapers Scripts Historical Fiction
• Commercials Picture Books Journal/Diaries
• Science Fiction Mystery Stories Romances
• Poetry Autobiographies/Biographies Animal
  Stories
• How-to Books Alphabet books Pop-up Books
• Field Guides Mini-textbooks Friendly Letters
• Bulletin Boards Choose-Your-0wn
  Adventures Timelines
• Murals Coloring Books Calendars
• Annotated Catalogs Travel Brochures Manuals
• Games Recipes Personal narratives
• Folktales/legends/myths Information
  Reports Persuasive essays
• Book/Movie Critiques Wills Yellow pages
• Weather forecasts Wanted posters Vitas/resumes
• Satire/spoofs Speeches Songs/raps
• CD covers Soap operas Slogans

80

• Requiems Rebuttals Play programs
• Travel posters Movie posters Thank yous
• Interviews Telegrams Sports accounts
• Scary stories Quizzes/tests Rubrics
• Surveys Monologues Jokes/riddles
• Menus Metaphors Job applications
• Indexes Headlines Grocery lists
• Graffiti Comic strips Constitutions
• Contracts Conversations Spreadsheets
• Definitions Epilogues Evaluations
• Fortunes Comparisons Character sketches
• Certificates Cereal boxes Captions
• Bumper stickers Advice columns Epithets
• Codes Informal/formal observation musical
  score
• True or False Book Cookbook Wedding vows
• Almanac Inauguration speech Annotated Family
  Tree

81
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 Cant 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.

82

• 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

83

• 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.

84

• 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 Dont 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

85
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

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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 ?