2. © 2005 Pearson Education Inc., publishing as Longman Publishers Chapter 2: Vocabulary Building Reading Across the Disciplines: College Reading and Beyond, 2/e Kathleen McWhorter With additional notes added by Kris Rodgers

3. Due next class  Vocabulary lab due Next class  Selection 2, The New Flirting Game”  Section G… all 3 parts © 2005 Pearson Education Inc., publishing as Longman Publishers

4.  Video here…. Gallagher and language © 2005 Pearson Education Inc., publishing as Longman Publishers

5. Religion  What images come to mind when you think of the word religion?  Can you define this word without much help?  Draw the image that comes to your mind?

6. Was your image of religion similar to one of these?

7. Now draw an image to go with fortitudinous. This word may be a little more difficult. Have you ever heard this word before? What if we put the word in a sentence?

8. She was very fortitudinous when she entered the burning building to rescue the cat.

9. “ Stop - don’t touch that dictionary. The definition of the word you don’t know is right here in the text!"

10. Context Clues–What Are They?  Context clues are bits of information from the text that, when combined with prior knowledge, allow you to decide the meaning of unknown words in the story or article you are reading.  As a reader you must act similar to a detective and put together clues from sentences surrounding an unknown word in order to make an intelligent “guess” as to what the definition of a word is.

11. Context Clues – How Do They Help You Read New Words?  Textbook writers and authors include words or phrases to help their readers understand the meaning of a new or difficult word.  These words or phrases are built into the sentences around the new or difficult word. By becoming more aware of the words around a difficult word, readers can make logical guesses about the meanings of many words.

12. Context Clues – Where can I find them?  The sentence might offer an example of the word or tell what the word does. If you encounter an unfamiliar word, context clues or other words around it in the sentence or paragraph can help you figure out its meaning.

13.  After the word or that directly follow the unfamiliar word.  Example: The trek, or journey, became more challenging as we approached the top of the mountain.

14.  Authors often use punctuation clues to help the reader. Punctuation clues might include commas, dashes, or parentheses.  Example: In order to keep the dogs inside the yard, we built a parapet, a low wall or railing.  Children are often loquacious, very talkative and active.

15.  Before the word called.  Example: The worm ate the middle layer of the peach, which is called the mesocarp.

16.  In the previous sentence.  Example: Everyone at the dinner table cleaned their plates and asked for seconds. As the guests left, they said the dinner was delectable.

17.  In the next sentence  Example: Jake left the waitress a paltry tip. She forgot to give them glasses of water, brought out cold food, and never checked on them, so she deserved a small tip.

18. Context Clues  Context clues can help you figure out unknown words when you are reading content area material.  There are several different kinds of content clues. –Definition clues –Example clues –Contrast clues –Logic of the passage clues

19. Definition Clues  These are the easiest clues because the author gives the meaning of new words immediately following the unknown word.  These words often have commas, parenthesis, dashes, or facets to offset the definition.

20. Example Clues  Example clues give examples of the unknown word.  Example clues are often set apart with a dash or comma.  Example clues can contain guiding words to tell you an example is coming. “such as” “including”

21. Contrast Clues  The contrast clue may be a synonym (words with almost the same meaning) or an antonym (words opposite in meaning) for the unfamiliar word.  Examples: Reducing cholesterol has a number of beneficial results. One positive outcome is reducing the risk of heart disease. (synonym clue)  I despise liver, but I adore steak. (antonym clue)

22. Logic of the Passage Clues  Logic of the passage requires you to look further than in one sentence to find the meaning of an unknown word.  Continue reading the entire passage to see if you can determine the meaning of an unfamiliar word.

23. Context Clues Practice Activity Your friend Ryan has moved to a new country and is learning a new language. Read what he wrote in his diary and see if you can figure out the meaning to the underlined words. Dear Diary, I overslept this morning. I had to eat my bowl of poof-poofs very quickly, and I almost missed the tramzam. When I got to school, I realized I had forgotten my zilgping. Luckily, Ms. Jutzi is very zoosh, and told me I could bring it tomorrow. After school, some friends and I played plingming. It’s a new game I am learning. We scored 7 points and they only scored 5 points, so we were the zoiters! Dad says that next weekend we’re going to the fladder. I can’t wait! I love to swim and play in the sand. I hope I don’t get a sunburn though. Well, I better go to bed soon. I don’t want to wake up late again and miss my tramzam! Until tomorrow, Ryan

24. Directions It’s time for some detective work. Take each word from Ryan’s diary that is written in his new language and use the context clues in the text to figure them out!

25. Let’s begin…  What could the word poof-poofs mean? ► The sentences tell me it is something that can be eaten. I know that it is a breakfast food because Ryan said it was morning. I also know that it goes in a bowl. What do you think it is? ► The most logical guess would be a type of cereal.  What could the word tramzam mean? ► The sentences tell me that Ryan was going to school and he almost missed his tramzam. What do you think it is? ► The most logical guess would be a school bus.  What could the word zilgping mean? ► The sentences tell me that it is something Ryan needed at school. I also know that it is ok if he brings it tomorrow. What do you think it is? ► The most logical guess would be Ryan’s homework.  What could the word zoosh mean? ► The sentences tell me that a person can act this way and that Ms. Jutzi is being kind and allowing Ryan to bring his homework the next day. What do you think it is? ► The most logical guess would be friendly or understanding.

26. You’re doing terrific…keep going!  What could the word plingming mean? ► The sentences tell me it is a game Ryan and his friends play against each other and that points can be scored. What do you think it is? ► The most logical guess would be a sport such as basketball or soccer.  What could the word zoiters mean? ► The sentences tell me that Ryan’s team scored 7 points while the other team scored less points. What do you think it is? ► The most logical guess would be that it means winners.

27. Almost there…  What could the word fladder mean? ► The sentences tell me that Ryan’s dad said he could go there and when he gets there they will swim and play in the sand. Ryan also mentions not wanting a sunburn. What do you think it is? ► The most logical guess would be a lake or a beach.  And, remember, we already figured out the word tramzam probably means school bus.

28. U-REVIEW  THINK about the answers to these questions:  1. What are Context Clues?  2. What are the four types of context clues? © 2005 Pearson Education Inc., publishing as Longman Publishers

29. Words as Tools Words help you…  To access background knowledge  To express ideas  To learn about new concepts Word knowledge is crucial to reading comprehension and academic success.

30. Three Types of Vocabulary  Listening – Established by the time student begins kindergarten  Speaking – Words used in everyday speech  Reading – Body of words students must know if they are to read increasingly demanding text with fluency and comprehension –On average, students add 2,000-3,000 words a year to their reading vocabularies Six to eight words per day

31. Two Vocabulary Dimensions  Breadth –The number of words that a student knows, at least at a superficial level  Depth –How well the student knows a word, including pronunciation, spelling, meaning, frequency, and morphological and syntactic properties Morphology – The formation, internal structure, and derivations of words Syntax – The arrangement of words within phrases, clauses, and sentences

32. Breaking Down Types of Words  Tier One – In spoken vocabulary: mother, clock, jump  Tier Two – Words with wide usage that most readers do not have in their spoken vocabularies: dismayed, paradoxical, absurd, wary. Estimated 7,000 words  Tier Three – Highly specialized and are almost never used outside of the disciplines where they are encountered: monozygotic, tetrahedron, bicameral. These are the words you are learning in college.

33. Strategies to Increase Vocabulary Development  Implicit –Wide reading Readers learn new words by repeatedly encountering them in text  Explicit –Instruction or study Structural Analysis: The use of word parts –Prefixes- word part added to beginning of a root or word: preheat –Suffixes- word part added to the end of a word or root and usually changes the word’s part of speech: cloud (n) Cloudy (adj) –Roots-Word parts that carry the basic or core meaning of a word: scrib/script = write scribble –Compounds-A new word formed by two words: paperwork Use of context clues Efficient use of the dictionary

34. Structural Analysis  Many words in the English language are made up of words parts called prefixes, roots, and suffixes. –These word parts have specific meanings that, when added together, can help you determine the meaning of the entire word. Example: The students thought the book was incomprehensible. –in = not –Comprehen = to understand –ible = able to do something; also changes this word from verb to adjective –incomprehensible = not able to understand

35. Structural Analysis  In most cases, a word is built upon at least one root.  Words can have more than one prefix, root, or suffix. –Two or more roots – geo/logy: earth/study of –Two prefixes – in/sub/ordination: not/under/order –Two suffixes – when suffixes are added the part of speech changes… Beauty Noun, “she is a beauty” Beautiful Adjective, she is beautiful Beautifully Adverb, she behaves beautifully  Words do not always have a prefix and a suffix. –Some words have neither a prefix or a suffix – read –Others have a suffix but no prefix – read/ing –Others have a prefix but no suffix – pre/read

36. Structural Analysis The spelling of roots may change as they are combined with suffixes – Root: terr/terre = territory Different prefixes, roots, or suffixes may have the same meaning: bi-, di-, duo- all mean two Sometimes you may identify a group of letters as a prefix or root but find that it does not carry the meaning of that prefix or root: Ex. The letters mis in the word missile are part of the root and are not the prefix mis- which means “wrong; bad” Websites that provide Prefix, Suffix, and Root Tables (meanings and examples) http://www.msu.edu/~defores1/gre/roots/gre_rts_afx-tab1htm http://www.msu.edu/~defores1/gre/sufx/gre_suffx_tab_prn.htm

37. © 2005 Pearson Education Inc., publishing as Longman Publishers Learning Prefixes, Roots, and Suffixes  The word trichromatic can be divided into three parts: its prefix, root, and suffix.  Prefix—tri (three)  Root — chrome (color)  Suffix — atic (characteristic of)  Trichromatic — having three colors

38. © 2005 Pearson Education Inc., publishing as Longman Publishers Learning Prefixes, Roots, and Suffixes  Prefixes appear at the beginning of many English words.  Roots carry the basic or core meaning of a word.  Suffixes are word endings that often change the part of speech of a word.

39. © 2005 Pearson Education Inc., publishing as Longman Publishers General Rules about Word Parts 1. Most words are built upon at least one root. 2. Words can have more than one prefix, root, or suffix. 3. Words do not always have a prefix and a suffix. 4. The spelling of roots may change as they are combined with suffixes. 5. Some word parts have the same meaning. 6. Prefixes and roots do not always carry the assumed meaning.

40. © 2005 Pearson Education Inc., publishing as Longman Publishers Prefixes –p. 53-54  Come at the beginning of many English words:  They alter the meaning of the root words to which they are connected.  Learning the meaning of common prefixes can help you determine the meaning of many words.

41. Examples UNteachable NONconformist © 2005 Pearson Education Inc., publishing as Longman Publishers

42. Roots – p. 55-56  Roots carry the basic meaning of the word.  Knowing the meaning of the root word can help determine the meaning of the word.  Ex: transMIT, MISsion, comMISsion  Ex: CREDit, credible, incredible

43. © 2005 Pearson Education Inc., publishing as Longman Publishers Suffixes – p. 59  Come at the end of the word  Change the function of the word (part Of speech)  For example adding –y or –ly can change a noun into an adjective  Roots with suffixes have similar meanings to the original word but they are used differently in the sentence.

44. Examples Class + ify Class+ ification Class + ic Class + y The class was loud. He went to a classy resturant. Wire - The wire is made of copper. Wirey – The dog’s hair felt wirey. © 2005 Pearson Education Inc., publishing as Longman Publishers

45. Resources for Chapter 2  Table 2.1 Common Prefixes p. 53-54  Table 2.2 Common Roots p.55-56  Table 2.3 Common Suffixes p. 59

46. Activity Quiz-Quiz-Trade  Each person will get an index card.  You will find a person with a different color card from yours.  Try to build a new word using the cards.  If you can build a word, write it on both of your pages along with the meaning.  TRADE CARDS and move to a new partner  If you cannot build a new word, TRADE CARDS and move to a new partner.

47. Make as many… Roots photo script graph(y) port spec/spic/spect log/logy/logo vent active © 2005 Pearson Education Inc., publishing as Longman Publishers Prefixes trans- bio- in- pre- retro- biblio- re- bio- Suffixes -tion/-ion -ory -able -ist -or

48. U-REVIEW  THINK of the answers to:  1. Context clues are…  2. Four types of context clues are…  3. Prefixes are…  4. Roots are…  5. Suffixes are… © 2005 Pearson Education Inc., publishing as Longman Publishers

49. Visit the Companion Website http://www.ablongman.com/mcwhorter