Picture Prompt:

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Picture Prompt Do Now
Basic List all words and phrases that are
associated with the picture. Intermediate Write
questions (Who? What? When? Where? Why?) about
the picture Advancing Make up a story about
the picture Include characters, and give them
names Tell about the setting
Describe the conflict (problem)
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Why have students select their own words to learn
from the text?
The Student
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Different levels of familiarity with words
Never heard of it, but Im interested in it.
Never heard of it not likely to use it if I
knew it
Might know what it means never used it
Heard of it dont know what it means, not
interested
The Student
Have used it, but not in this context
Never heard of it, but it will be soon be
used a lot around me
Heard of it, dont know what it means, but am
interested
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Words Im ready to learn
Word Web
ME
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Morphology Chart
Noun The Verb He or They or Must or To Adjective Which one? What kind? How many? The___truck Adverb Where? When? Why? To what extent? In what manner?

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Morphology Chart
Noun The Verb He or They or Must or To Adjective Which one? What kind? How many? The___truck Adverb Where? When? Why? To what extent? In what manner?
accuser accusation accused accuse accuses accused accusing accused accusing accusatory accusingly
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Morphology Chart
Noun The Verb He or They or Must or To Adjective Which one? What kind? How many? The___truck Adverb Where? When? Why? To what extent? In what manner?
surge insurgent insurgency surge surges surged surging insurgent insurgently ?
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Tier II Words
Tier III Words
Tier I Words
Domain-specific terminology Glossary words
Language of academics, business,
government Vocab List words
Basic conversational words
Ask Dead Name Find out figure out Answer Rain Use
Sharp Get Take apart and put together balance
Photosynthesis Cytoplasm Metamorphosis Asymmetrica
l Bathysphere Rhetoric Deoxyribonucleic
acid Artifact Habeas corpus Diaspora Polysyndeton
Adjective
Interrogate Deceased Designate designation
identify, identification Ascertain
determine Precipitate, precipitation Utilize
employ Acute Acquire Analyze synthesize equilibri
um
Code-switching
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Tier II Words
Tier III Words
ph __y__ ___sis
Tier I Words
x chr___ ___ic
Domain-specific terminology Glossary
words On-the-job words
Language of academics, business,
government Vocab List words
Everyday Language
Ask Dead Name Find out figure out Answer Rain Use
Sharp Get Take apart and put together balance
Photosynthesis Cytoplasm Metamorphosis Asymmetrica
l Bathysphere Rhetoric Deoxyribonucleic
acid Artifact Habeas corpus Diaspora Polysyndeton
Adjective
Interrogate Deceased Designate designation
identify, identification Ascertain
determine Precipitate, precipitation Utilize
employ Acute Acquire Analyze synthesize equilibri
um
Code-switching
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Everyday English
Science English
I

• Which feature best distinguishes one
• form of electromagnetic energy from
• another?
• Color
• Wavelength
• Surface temperature
• Distance traveled

• How can we tell the difference between
• one form of electromagnetic energy from
• another?
• 1. color
• 2. wavelength
• 3. Temperature at the surface
• 4. How far it has traveled

1. What do all four animals have in common?

• How are all four animals the same?
• Young frogs do not look like adult
• Frogs. What name do we give to this
• Kind of change?

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Three-Step Demystification Process

• Reword the questions into Tier I to understand
• the meaning.
• 2. Go back to the original language (Tier II)
• now that you understand it.
• Answer the questions.
• 3. Create your own questions, using Tier II and
  III.

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Target Word
Vocabulary Chart
Visual Draw or find a picture
Dictionary Definition
My guess
Definition in my own words
Complete sentence of at least 6 words (Can be a
few short sentences. Only one of the sentences
has to contain the word.) Sentence has to tell a
little story ( beginning, middle, end).
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Target Word A word to be used as bait for
other words
The Fishing Model
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Student Guide Language Building Through Pictures
Other words and phrases about the story
Key word or phrase
Illustration

Developing visualization skills
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Getting to Know the Words Before Reading
I may have heard of it or seen it.
I recognize part of it.
Ive never heard of it or seen it.
Word or Phrase
I know it!
Using prior knowledge
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Getting to Know the Words After Reading

What I know (reminds me of what it might mean
what its about what parts of it mean if
its good or bad, etc.)
Word or Phrase
Synthesizing
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Finding Connections
A great way to understand words is to connect
them other words. When parts of words look
alike, we should think about connections.
Word
Possible Connected Words
Creating Connections
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Concept Ladder
lupine wolf vulpine fox canine dog feline
cat bovine cow equine horse aquiline
eagle porcine pig piscine fish avian
bird lapine rabbit
sexual reproduction breeding lupine evolution
It is a product of
the animal kingdom canids, our family, our law
enforcement team, service team
It is a part of
mammal, animal, carnivore, pet, companion
quadraped
It is a kind of
mongrel mutt, pooch, dog, cur, bitch
Word or Phrase
The parts of it are
paws, tail, snout,muzzle, fur
The products of it are
bark, yip, howl, baying, baying, tail-wagging,
unconditional love, loyalty, puppy kisses,
Extending Knowledge
ASCD, 2007 Vocabulary Action Tool
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Word Pizza Fill in the missing pieces of a
word set
Can be used for word groups Similar
meaning Similar topic Prefixes Roots Suffixes
What words and phrases might fit into the missing
slice?
Creating Connections
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Words of the Week visualize vis, vid to
see video visual vision,
visionary television visible,
invisible, invisibility envision
divide division, divisible, indivisible,
individual advocate ad (toward) voc, vok
to call advocate vocabulary, vocation, provoke,
provocative evoke, invoke, invocation
colloquial, revoke, revocation, vocal,
vocalize omit
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reassuringly
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The Spider Model
Opposites
Images
Target Word
Descriptors
Actions
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The Multiple Meaning Model
Meaning (for this class)
word
conversational meaning
Sentence (for this class)
Visual
conversational sentence
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Morphology Kit
Noun-Making Suffixes Verb-Making Suffixes Adjective-making suffixes
-ment -ness -ation, sion -ity -ism -hood -itude -ence -ance -ide -ate -ify -ize -acious,icious -y -ous, ious -ant -able, ible -er est
Adverb-making suffix -ly
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Determining
Authors Purpose PIE Is the authors purpose to
persuade, inform, or entertain?
Model
Sentence Authors Purpose PIE
Its a good idea to learn one word every day. Persuade
Some words have prefixes, roots, and suffixes Inform
There once was a Word Wizard who lived in the thesaurus. Entertain
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Determining
Authors Purpose PIE Is the authors purpose to
persuade, inform, or entertain?
Directions This is a two-person job. First
person writes sentences that are either P, I, or
E. Second person identifies the sentence as P, I,
or E.
Sentence Authors Purpose PIE


.
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How do we know the authors purpose?
Persuade Inform Entertain
should must you I believe I think, I feel opinion kinds of types of facts about groups numbers dates Once upon a time There once was .. (dialogue)
These are some of the common features of PIE.
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Word Feature Analysis
Can you express it in its negative form? (in,
un, non, dis, mis, a, ab)
Can you connect it to another language?
Can you express it in an ing form?
Does it have a base word?
Is there a suffix on it?
Word
Is there a prefix on it?
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Word Components Level 1 (usually known in
elementary grades)

• Prefixes
• ex-
• pre-
• re-
• un-
• dis-
• non-
• im-
• mis-
• mini-
• maxi-

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Word Components Level 2 (usually known in
intermediate grades)

• Prefixes
• co- con- com-
• syn- sym-
• in- en- (into)
• sub- sup-
• e-
• a- ab-
• inter-
• intra-
• mono-
• uni-
• bi- tri- quad-, etc.

cent- milli- mega- poly- multi- omni- trans- se
mi- bio- geo- eco-
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Word Components Level 3 (usually known in high
school)

• Prefixes
• pseudo-
• demi-
• endo- ecto-
• pro-
• per-
• peri-
• hemi-
• ob-
• bene-
• mal-

photo- nom- ig- muni- contra- philo-
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Common Word Roots for Academic Subjects
Basic -ject (to throw) -port (to
carry) -scrip, scribe (to write) -vert, vers (to
turn) -pos, pon (to place) -tract (to draw) -pel,
pul (to drive) -struct (to build) -grad, gress
(to step) -plic, plex (to fold) -flic, flex (to
bend) -fic, fac (to make) -miss, mit (to
send) -sid, sed (to sit) -spec (to see) -voc (to
call) -dict (to say) -rupt (to break)
Often combine with sub- re-
pro- ex- ob- per- de-
a- ab- co- con- e- trans-
ex-
Often end with -ive -ation sion -ate -able
ible -or
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Common Word Roots for Academic Subjects
Advanced -cad, -cas,-cid (to fall) -dyna
(force power) -magn (great large) -quir, -quis
(to seek) -gen (race, kind origin) -cham, -cam
(vault) -cen (to judge) -doc, -dox (to
think) -greg (to flock) -cau (to burn) -ess,
-sent (to exist) -close, -clud, -clus (to
close) -mand, -mend (to order) -junct (to
join) -jur, -jus (to swear) -lith (stone)
Often combine with sub- re-
pro- ex- ob- per- de-
a- ab- ne- con- e- trans-
ex-
Often end with -ive -ation sion -ate -able
ible -or -ize -ence, ance -ary
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Find the word that means

• Middle of page 14 Find the word that means
• mocking, in a cruel way
• Bottom of page 16 Find the word that means
  violation of a rule
• Top of page 17 Find the phrase that means
  became prepared to face hardship

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Find the Word or Phrase that Means
Top of Page ____
Middle of Page___
Bottom of Page___
Looking for the word or phrase that means_______
Looking for the word or phrase that means_______
Looking for the word or phrase that means_______
Middle of Page___
Bottom of Page___
Top of Page ____
Looking for the word or phrase that means_______
Looking for the word or phrase that means_______
Looking for the word or phrase that means_______
Top of Page ____
Bottom of Page___
Middle of Page___
Looking for the word or phrase that means_______
Looking for the word or phrase that means_______
Looking for the word or phrase that means_______
Middle of Page___
Top of Page ____
Bottom of Page___
Looking for the word or phrase that means_______
Looking for the word or phrase that means_______
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Essential Word Components
New Word(s)
Familiar Word(s)
Prefix
Meaning
ab- away from
bi- two
co, con, com with, together
de- from, reverse, down
dis- not, opposite of
em- in, into
in- in, into, not
post- after
pre- before
re- back, again
sub- under
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Essential Word Components
New Word(s)
Familiar Word(s)
Prefix
Meaning
super- over, greater than
normal
trans- across
un- not
Suffix
-ble likely to be
-er or someone who does
-ful full of
-ian someone who is
an expert
-ist someone who does
or believes in
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Essential Word Components
New Word(s)
Familiar Word(s)
Suffix
Meaning
-ity quality of
-less without
-ly in the manner of
-ment result of, act of
-ness state of being
-ous like, full of
-tion act of
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Identifying Complete Sentences

• It is true that.
• Rule If you can put these words in front of
• a group of words and have it make sense,
• then that group of words IS a complete
• sentence.

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Because
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A CONCRETE IMAGE OF HOW SENTENCES WORK
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(No Transcript)
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Whats a sentence?

• Here are three sentences
• He smiles.
• Autumn leaves twirled gently to the ground.
• The park district will open an outdoor ice
  skating rink in November.

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Length does not determine what is and is not a
sentence. Regardless of how long or short a group
of words is, it needs two parts to be a sentence
a subject and a predicate.

• The subject tells us who or what.
• The predicate tells us what about it.

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Who or what? What about it? He smiles.
Autumn leaves twirl gently to the ground. The
park district will open an outdoor ice
skating rink in November.
These two parts connect to form a basic sentence,
also known as an independent clause.
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INDEPENDENT CLAUSE SENTENCE
What about it? (predicate)
Who or what? (subject)
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The subject the predicate connect to form a
stable structure.
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We can have just one word in each wheel
Children play.
Students studied.
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But most of the time our ideas include more
details. We add extra words to the wheels.
The neighborhood children play basketball at the
community center.
Students in the biology lab studied cells under
an electron microscope.
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We can expand the wheels by adding adjectives
Which one? What kind? How many?
Old magazines are stacked under the kitchen
table. The weekend seminar explains how to
start a small business. Meditation helps
create a peaceful mind and healthy body.
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We can expand the wheels by adding adverbs
Where? When? Why? How? To what extent?
Airline employees worked diligently to reschedule
our flights. We carefully loaded the van with
furniture. The driver realized immediately that
he had missed the exit.
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We can also add prepositional phrases
The windows rattled in the winter storm. We
loaded our hamburgers with ketchup, mustard, and
onion. Some car dealers make most of their
profit on parts and services.
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We can think of adjectives, adverbs, and
prepositional phrases as the water bottle on the
bicycle.
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Regardless of how much detail we add, the wheels
give the same kind of information. The subject
tells us who or what. The predicate tells us what
about it.
Who or what? What about it? Randy
loves pizza. Companies benefit from customer
loyalty. Efficient train service will
decrease traffic congestion.
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Subjects and predicates connect directly. Do not
separate them with a comma.
Incorrect Carlos and his family, showed me that
honor is more important than winning. Correct
Carlos and his family showed me that honor is
more important than winning.
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Dependent clauses
Dependent clauses cannot stand alone. They are
like baskets that need to be attached to a basic
sentence. One kind of dependent clause begins
with a subordinating conjunction.
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Common Subordinating Conjunctions AAAWWUBBIS alt
hough, after, as while, when until before,
because if since
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Here are some more dependent clauses
As soon as it stopped raining Because I
registered early When we need a quiet place to
study
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We can place these subordinate clauses on the
back of a bike.
We saw a double rainbow as soon as it stopped
raining. I got the classes I wanted because I
registered early. We go to the library when we
need a quiet place to study.
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We can also place these baskets in the front of a
bike.
As soon as it stopped raining, we saw a double
rainbow.
As soon as it stopped raining, we saw a double
rainbow.
Because I registered early, I got the classes I
wanted.
When we need a quiet place to study, we go to the
library.
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More Subordinate Clauses
Another kind of dependent clause begins with the
relative pronouns who, which, and that.
We call these relative clauses
who works part-time which includes a swimming
pool that is parked in my driveway
These clauses are not sentences. They are like
baskets that need to be attached to a bike.
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These baskets go after the word they describe.
Sometimes theyre in the middle of the bike.
Frank, who works part-time,will be our guide. The
new fitness center, which includes a swimming
pool, will open in February. The car that is
parked in my driveway is Henrys.
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Sometimes the relative clauses are on the back of
the bike.
We are making pasta for the Richardsons, who do
not eat meat.
I have tickets to the jazz festival, which begins
at noon.
Karen likes books that have a happy ending.
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Sentence Support
Regardless of what kind of basket we add, we need
a basic sentence to support it.
Example The new fitness center, which includes a
swimming pool, will open in April.
Basic sentence The new fitness center will
open in April. Basket which includes a
swimming pool
Relative clause
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Fragments
A fragment is just a part of a sentence. It may
lack a subject or a predicate. Often its a
disconnected basket.
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Disconnected clauses
As soon as I understood the problem. I thought
of a solution. I was not responsible. When I
was sixteen. The village will enlarge the
parking lot. Which serves weekday
commuters. Lets rent the same movie. That we
saw last weekend.
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Disconnected description and detail
It was an easy task. Especially for someone so
small. The corporation provides employees with
benefits. Like medical insurance and a
pension. We have ordered everything on the menu.
Except fried buffalo wings. We put an ad in
the Lake Norman Times. Our local newspaper.
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We can correct these fragments by attaching them
to the sentence.
As soon as I understood the problem, I thought of
a solution.
I sprinted down the street, trying to catch the
train.
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The Logic of Punctuation
Readers are looking for the who or what and what
about it of a sentence, the main idea. Commas
help them see that main idea.

• If you begin a sentence with a basket, use a
  comma to show readers where the addition ends and
  the basic sentence begins.

According to the weather report, tomorrow will
be hot and humid.
If we go to the early movie, we can save money.
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If the basket interrupts the sentence, use commas
to show readers where the addition begins and
ends.
The art gallery, which opens this weekend,
features local artists.
Ruby, my sisters best friend, will loan me her
car.
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If the basket is attached to the end of the
sentence, the comma shows readers where the
addition begins.
The award was given to James Johnson, the most
respected person in our town.
They are living in the present, not the past.