This document provides strategies for teaching vocabulary to students. It discusses teaching Greek and Latin word parts like prefixes, suffixes, and roots. Direct vocabulary instruction is recommended, with 2-3 essential words taught per week using techniques like definition, examples, activities, games and repeated exposure over time. Choosing words that are both content-specific "bricks" and more general "mortar" words that connect disciplines is suggested.
1. Vocabulary Instruction
Today’s Objectives:
1. Clarification of Greek and Latin Prefix,
Suffix, Base, Root
2. Motivation for sharing the wealth
3. Sharing of examples of word lists
4. Glimpse into techniques for teaching the
word parts
Let’s get on the same page!
Root is generic term for ANY part of a word that
carries meaning. . .whether it is a prefix, base, or
suffix.
Prefix—beginning of the word --directional,
showing time, numerical, negation
Base—Middle of a word offers basic meaning—
sometimes stands alone or needs no prefix.
Suffix—End of a word, typically to indicate part
of speech. Least important for deriving meaning
of a word.
ROOT
Prefix
Base
Suffix
Why focus on classical roots?
Dr. Jen McCarty Plucker Page 1
2. Vocabulary Instruction
90 % of English words with more than one syllable
are Latin based
Most of remaining 10% are Greek based
A single Latin root generates 5-20 English words.
~Rasinsky, et. al, 2008
Why direct instruction?
90
80
70
60
50 Percentile
40 rank on
30 test
20
10
0 No vocab Direct Direct
instruction Vocab instruction
Instruction related to
Content
How do I choose which words to teach?
Essential Vocabulary
2-3 words per week (per class) is all
students can handle.
Do the math:
Word Parts
2-3 per week
5-20 additional words generated from that
part
Do the math:
Brick and Mortar words:
Brick words: Specific to a discipline (our essential
content vocabulary)
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3. Vocabulary Instruction
BUT our Bricks need Mortar to hold content
specific words together and to promote transfer
of knowledge across our disciplines.
Mortar words: Academic Vocabulary— “general
but sophisticated words used across domains
that mature users use to communicate complex
thoughts.” ~Zwiers, p. 22
Essential brick and mortar words vs. other terms needed
to comprehend text.
• Choose essential words—2-3 per week.
• Give students other words to have.
Develop Word Lists
Ideally, K-12 lists by content area.
Better, 9-12 by content area—academic
vocabulary across the school.
Good, by grade and content
At least, by unit within your class.
Marzano and Pickering’s 6 Step Process for
Direct Vocabulary Instruction
Step 1: Explanation of term by instructor. Choral
repeat of pronunciation of the word.
http://wordcentral.com
Step 2: Pair/Share—turn to your neighbor and
either explain the term in your own words or give
an example. (Don’t simply repeat what I said)
Step 3: Non-linguistic activity (Vocabutoon )
Steps 1-3 would be done in 10-15 minutes of first
day. Do with each essential word.
Step 4: Periodically during the week, ask students
to ‘play with’ or do a short activity with the
essential vocabulary.
Examples:
– Word in context: On a sheet of paper/Exit
card—do the following:
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4. Vocabulary Instruction
Write down a synonym or antonym of the term.
What are your FEELINGS regarding this word?
Step 5: Periodically during the week ask students
to discuss the terms with each other.
Example: Think/Pair/Share
Think of whether you think this is a word
that has positive or negative connotation—
explain and model.
Pair with a partner and discuss what you
have thought about.
Allow some students to Share with the
whole class.
Step 6: Play games and have fun with the term.
Example:
– Create a poem—cinquian
– Play Jeopardy
– http://www.vocabulary.com/
Bottom Line:
Take MORE time with essential vocabulary and
worry less/ let go of/ give to students non-
essential vocab.
Dr. Jen McCarty Plucker Page 4