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The Word Mapping Strategy Monica Harris Jean Schumaker Don Deshler 2009 Presented by: Jolene Ahlschwede Jami Yost Denise Stevenson.

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Presentation on theme: "The Word Mapping Strategy Monica Harris Jean Schumaker Don Deshler 2009 Presented by: Jolene Ahlschwede Jami Yost Denise Stevenson."— Presentation transcript:

1 The Word Mapping Strategy Monica Harris Jean Schumaker Don Deshler 2009 Presented by: Jolene Ahlschwede Jami Yost Denise Stevenson

2 A Strategy To Help Students to Predict Meanings 2009

3 Words Encountered The average 5th grader encounters 10,000 new words in the school year 2009

4 Words Learned per Year 3,

5 To stay at grade level students must: Learn to recognize many thousands of new words by sight in order to maintain fluency Learn the meaning of thousands of new words 2009

6 Many Students Have vocabulary deficits Have not acquired or invented strategies for learning vocabulary Need to learn the meaning of large numbers of words 2009

7 Two Types of Vocabulary Strategies Word-specific strategies- Students learn each word separately. Generative strategies-Students figure out the meaning of words. 2009

8 How does a generative strategy work? Students learn the meaning of high frequency prefixes, suffixes, and roots (Latin & Greek). They learn the meaning of roots with large word families. They apply these meanings when they encounter a new word. 2009

9 Word Families Printed school English through 8th grade contains around 88,500 distinct word families Example: persecute, persecution, persecuter, persecuting 2009

10 The Word Mapping Strategy Is a generative vocabulary strategy that enables students to figure out the meaning of new words. 2009

11 Purpose of instruction To teach students the meaning of prefixes, suffixes, & roots To teach students to use the Word Mapping Strategy to predict the meaning of new words To enable students to “play” with and become familiar with word patterns 2009

12 Rationales Students encounter new words In textbooks On reading competency tests They are expected to know or guess the meaning of these words The strategy enables them to interact with words in an active way 2009

13 Word Mapping Strategy Results Performance on Vocabulary Tests 73% Correct Meanings 51% Prediction After Instruction 5% Correct Meanings 16% Prediction Before Instruction 2009

14 Parts of Instruction Part I: Pretest Part II: Introducing Morphemes and the Strategy Part III: Practicing the Strategy Part IV: Posttest Part V: Ensuring Students Use the Strategy 2009

15 Part I: Pretest Administer the Pretest (pp. 118 & 119) Score the Pretest using Evaluation Guidelines (p. 89) Student Response Sample (p. 90 & 91) Answer Key (p. 187) 2009

16 Pretest 2009

17 Progress Chart 2009

18 Parts of Instruction Part I: Pretest Part II: Introducing Morphemes and the Strategy Part III: Practicing the Strategy Part IV: Posttest Part V: Ensuring Students Use the Strategy 2009

19 Part II: Introducing Morphemes & the Strategy with Four Introductory Lessons Lesson 1: Intro and Prefixes Lesson 2: Suffixes Lesson 3: Word Roots Lesson 4: The Word Mapping Strategy 2009

20 20 Self-test Questions Tasks Lesson Organizer UNIT or BACKGROUND Relationships Task-Related Strategies LESSON TOPIC is about Challenge Question Lesson Map Word Mapping

21 Lesson 1: Intro and Prefixes Introduce “word parts” Define “morphemes” Contrast “morphemes with syllables” Introduce 3 types of morphemes Define “prefix” Provide examples of “prefixes” Explain compound prefixes Conduct practice activities 2009

22 Distribute Notes Sheet #1 pg

23 What is a Morpheme? 2009

24 Syllable A part of a word that centers on a vowel sound. It has no meaning. 2009

25 Morphemes vs. Syllables Unladylike Syllables: Un la dy like Morphemes: Un lady like 2009

26 prediction pre- dict - ion 2009

27 Prefix A word part Placed at the beginning of a word That has meaning, and That changes or adds to the meaning of the word re cycle 2009

28 Compound Prefix Two or more prefixes at the beginning of a word. un re lenting 2009

29 Types of practice with prefixes Guided practice identifying prefixes (Worksheet #1) Independent practice identifying prefixes (Worksheets #2, 3, 4) Group oral reading practice Paired oral practice 2009

30 Mastery Reading 90% of the prefixes aloud correctly Earning a score above 80% on a worksheet. 2009

31 Worksheet Activity Complete the Isolate the Prefix Worksheet #1. Trade papers, and score the worksheet using the Answer Key on page

32 Part II: Introducing Morphemes and the Strategy with Four Introductory Lessons Lesson 1: Intro and Prefixes Lesson 2: Suffixes Lesson 3: Word Roots Lesson 4: The Word Mapping Strategy 2009

33 Part II, Lesson 2: Suffixes Define “suffix” Provide example suffixes Define “inflectional suffixes” Define “derivational suffixes” Explain the Suffix Guidelines Define compound suffixes Conduct practice 2009

34 Distribute Notes Sheet #2 2009

35 Suffix A morpheme that: Is placed at the end of a word and Affects the word’s form or meaning in some way recycl ing command er 2009

36 Types of Suffixes Inflectional Suffixes Derivational Suffixes 2009

37 Inflectional Suffix A morpheme that: Is placed at the end of a word, and Changes the form of the word Its number, Its point of view, Its tense, or Shows possession or Shows comparison, but Does not change the word’s meaning 2009

38 Example Inflectional Suffixes -s or -es: Signals for a plural word Dog - Dog s Dish - Dish es 2009

39 Another Example Inflectional Suffix -ed: The signal for past tense push - push ed create - creat ed 2009

40 Inflectional Suffixes 2009

41 Derivational Suffix A morpheme that: Is placed at the end of a word, Changes the meaning of the word, and Sometimes changes the part of speech of the word. 2009

42 Example Derivational Suffixes That Change the Part of Speech Noun to verb: glory - glori fy Verb to noun: invent - inven tion Adjective to noun: slow - slow ness Adjective to verb: modern - modern ize Noun to adjective: recreation - recreation al Verb to adjective: drink - drink able 2009

43 Example Derivational Suffixes That Do Not Change the Part of Speech Noun to noun: The dance - The danc er Buddha - Buddh ism 2009

44 Suffix Guidelines 1.Change “y” to “i” when you add “-es,” “-er,” “-est” and other suffixes starting with a vowel. fly - fli es happy - happi er pretty - pretti est 2009

45 Suffix Guidelines (cont.) 2. Use consonant doubling when you add “ing” run - runn ing swim - swimm ing 3. Remove the silent “e” when you add “ing” or other suffixes make - mak ing excite - excit able 2009

46 Compound Suffix Two or more suffixes at the end of a word. help less ness thought ful ness 2009

47 Types of practice with suffixes Guided practice identifying suffixes (Worksheet #1) Independent practice identifying suffixes (Worksheets #2, 3, 4) Group oral reading practice Paired oral practice 2009

48 Mastery Reading 90% of the suffixes aloud correctly A score of 80% or above on a worksheet 2009

49 Worksheet Activity Complete the Separate the Suffix Worksheet #1. Trade papers, and score the worksheet using the Answer Key on page

50 Part II: Introducing Morphemes and the Strategy with Four Introductory Lessons Lesson 1: Intro and Prefixes Lesson 2: Suffixes Lesson 3: Word Roots Lesson 4: The Word Mapping Strategy 2009

51 Part II, Lesson 3: Roots Define and discuss “root” Explain Rules for Morphemes Practice identifying prefixes, suffixes and roots 2009

52 Distribute Notes Sheet #3 2009

53 Root A morpheme (a word part with meaning) that: Is placed at the beginning, middle, or end of a word.  Sometimes is the whole word. Gives the word its main meaning. 2009

54 Example Root “Aster” means “star At the beginning of a word: Asterisk In the middle of a word: Disastrous At the end of a word: Disaster The whole word: Aster 2009

55 Morpheme Rules 1.A morpheme can have several meanings. “in-” means “not” and “into” 2. Morphemes can have the same meaning but different forms. “an-” means “not” “dis-” means “not” “im-” means “not 2009

56 Morpheme Rules (cont.) 3. Morphemes can have the same meaning and similar forms “aster” and “astro” mean “star” “flex” & “flect” mean “bend” “mit” & “mis” mean “send” 2009

57 Types of practice with roots Guided practice identifying prefixes, roots, & suffixes (Worksheet #1) Independent practice identifying prefixes, roots, & suffixes (Worksheets #2, 3, 4) 2009

58 Mastery A score of 80% or above on one worksheet 2009

59 Worksheet Activity Complete the Identifying Morphemes Worksheet #1. Trade papers, and score the worksheet using the Answer Key on page

60 Part II: Introducing Morphemes and the Strategy with Four Introductory Lessons Lesson 1: Intro and Prefixes Lesson 2: Suffixes Lesson 3: Word Roots Lesson 4: The Word Mapping Strategy 2009

61 Part II, Lesson 4: The Word Mapping Strategy Introduce the Word Map Describe and model the Word Mapping Strategy steps Introduce the mnemonic device “MAPS” Introduce the Memory Table Describe and model how to use the Memory Table Practice Word Mapping & memorizing morphemes 2009

62 Distribute Notes Sheet #4 2009

63 The Word Map A visual device that prompts students through the steps of the Word Mapping Strategy 2009

64 M Step A Step P Step S Step Word Map Prediction PrefixRootSuffix Meaning Word Definition 2009

65 Word Mapping Strategy M ap the word parts A ttack the meaning of each part P redict the word’s meaning S ee if you’re right! 2009

66 Word Map prediction predict ion before M Step A Step P Step S Step Prediction PrefixRootSuffix Meaning Word Definition Map the targeted word by breaking it down into its word parts 2009

67 Word Map prediction predict ion before say or speak act, result, or state of M Step A Step P Step S Step Prediction PrefixRootSuffix Meaning Word Definition Attack the meaning by translating each word part into its meaning. 2009

68 Word Map prediction predict ion before say or speak act, result, or state of the act of speaking before M Step A Step P Step S Step Prediction PrefixRootSuffix Meaning Word Definition Predict the meaning of the word by putting the word part meanings together 2009

69 Word Map prediction predict ion before say or speak act, result, or state of the act of speaking before M Step A Step P Step S Step Prediction PrefixRootSuffix Meaning Word Definition something foretold; a prophecy See if your prediction is correct by checking with the dictionary or someone 2009

70 Word Map prediction predict ion before say or speak act, result, or state of the act of speaking before M Step A Step P Step S Step Prediction PrefixRootSuffix Meaning Word Definition something foretold; a prophecy 2009

71 Word Mapping Activity With your partner, map the following words: Reloaded Indescribable Unintentional 2009

72 The Memory Table A memory device used by students to learn the meaning of morphemes. 2009

73 Memory Table 2009

74 Example Memory Table 2009

75 Memory Table Activity With your partner, make a Memory Table for each of the following morphemes: anti- -ology mater 2009

76 Mastery Completion of Word Maps and Memory Tables as assigned. 2009

77 Parts of Instruction Part I: Pretest Part II: Introducing Morphemes and the Strategy Part III: Practicing the Strategy Part IV: Posttest Part V: Ensuring Students Use the Strategy 2009

78 Part III: Practicing the Strategy To teach students the meaning of frequently used morphemes To give the students multiple opportunities to practice parts of the strategy To give the students multiple opportunities to practice the whole strategy 2009

79 How? Focus on the use of high frequency prefixes, suffixes, and roots. Focus on roots with large word families. Teach students to use the Word Mapping Strategy, a systematic approach for predicting word meaning. 2009

80 Three Sets of Practice Lessons (6 in each set) Prefix Practice Lessons Roots Practice Lessons Suffix Practice Lessons 2009

81 Targeted Words (six per lesson) Exemplify the targeted morphemes Can be used in combination with other targeted morphemes 2009

82 Generic Practice Lesson Format Introduce the Word Parts Table Conduct the Paragraph Activity Conduct the Word-Part Activity Discuss “tricksters” Conduct the Prediction Activity Have the students make Memory Tables Conduct the Word Mapping Activity Administer the quiz 2009

83 Introduce the Word Parts Table PrefixMeaningExamples un-notunhappy, unanswered, unhealthy in-, im-, il-, ir-notindirect, impossible, illegal, irregular dis-not, apart, awaydisability, dislocate, discard 2009

84 The Tree Activity Draw a tree Write the word part on the trunk Write one meaning of the word part on each limb Ask the students for example words to be added as branches 2009

85 Example Tree with Example Words 2009

86 Conduct the Paragraph Activity Was having five dogs illegal? Shelly was afraid to ask anyone who worked for the city, so her question remained unanswered. She’d never intended on having more than her two cocker spaniels, Lucy and Rufus. However, a friend with a black labrador retriever hit hard times and had to move to a small apartment where pets were not allowed. A coworker found a stray poodle-mix puppy and could not keep it. The owners weren’t even looking for him! That broke Shelly’s heart. She felt as if he had been discarded, like trash. The last dog was a small spaniel who had been a companion to her mother, who had recently passed away. The dogs all got along well, but they created an unhealthy environment. She indirectly learned that only three dogs were allowed when the local news ran a story about a woman with 40 cats. The cats were discovered by paramedics, who were called by the woman, who had tripped over a cat, fallen, and dislocated her shoulder. 2009

87 Examples: im polite dis beliefuno A B C D 1.inactive illogical diseaseilliterate 2.irresponsible inhospitable insanedisrespect 3.disturb imprint illunlikable 4.discover insensitive unmovableillegible Conduct the Word-Part Activity 2009

88 Discuss Tricksters Tricksters are words that contain an affix that does not add meaning to the word. Example: “re” in “read” 2009

89 Example Table with Tricksters dis- apartnotTricksters dislocate dissociate displace disjunction dislodge disown disorganized disorder dislike disrespect disc/disk discus dish 2009

90 Example Table with Tricksters 2009

91 Tree with Tricksters 2009

92 Conduct the Prediction Activity 1. unanswered – [un- “ ” + answered “responded to”] = 2.unhealthy – [un- “ ” + healthy “free of disease”] = 3. indirect – [in- “ ” + direct “straight forward”] = 4.illegal – [il- “ ” + legal “based on law”] = 5.dislocate – [dis- “ ” + locate “to place”] = 6.discard – [dis- “ ” + card] = 2009

93 Have the students make Memory Tables for the morphemes emphasized in the lesson 2009

94 Conduct the Word-Mapping Activity Three options: Assign the words in the lesson Assign words derived from the textbook Assign a passage to be read and words within the passage 2009

95 Administer the quiz Require accountability for: Learning the meaning of targeted morphemes Learning the meaning of targeted words 2009

96

97 Options for Part III Conduct all the activities on one day Conduct the activities across the week, with the quiz on Friday 2009

98 Parts of Instruction Part I: Pretest Part II: Introducing Morphemes and the Strategy Part III: Practicing the Strategy Part IV: Posttest Part V: Ensuring Students Use the Strategy 2009

99 Part IV: Posttest Administer the Posttest (pp. 183 & 184) Score the Posttest using the Evaluation Guidelines (p. 89) Student Response Sample (p. 90 & 91) Answer Key (p. 187) 2009

100 Parts of Instruction Part I: Pretest Part II: Introducing Morphemes and the Strategy Part III: Practicing the Strategy Part IV: Posttest Part V: Ensuring Students Use the Strategy 2009

101 Part V: Ensuring Students Use the Strategy Discuss rationales Discuss individual effort Discuss situations Discuss using the strategy without a Word Map Make cue cards Discuss other cues Discuss the tool box analogy Discuss the knowledge base analogy Give generalization assignments 2009

102 Follow Up Activity 2009 Go to Polk’s SIM Wiki at

103 Contact Information 2009 Jolene Ahlschwede, HRD Specialist FDLRS Sunrise/ Bartow Municipal Airport Rt. E Jami Yost, HRD Specialist FDLRS Sunrise / Bartow Municipal Airport Rt. E


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