2. Mighty Peace Teachers’ Convention 2014 Vocabulary Acquisition

3. For further conversation about any of these topics: Rick Wormeli rwormeli@cox.net 703-620-2447 Herndon, Virginia, USA (Eastern Standard Time Zone) Twitter: @RickWormeli

4. 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. The Native American took a bow after tying a bow in the string of his bow.

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

6. “… 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)

7. 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.

8. The single best way to boost students’ vocabulary: Increase their time spent reading. Make reading inviting, compelling, transformative.

9. 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

10. It’s the same with writing, too: Increased time spent writing means increased vocabulary acquisition. ‘Great new book on students’ writing conversations: The Best-Kept Teaching Secret by Daniels and Daniels (2013)

11. “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

12. Expertise aids metaphor genesis and understanding. Chance favors the prepared mind. -- Pasteur ‘Put another way:

13. 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.

14. The Brain’s Dilemna: What Input to Keep, and What Input to Discard? Survival Familiarity/Context Priming Intensity Emotional Content Movement Novelty -- Summarized from Pat Wolfe’s Brain Matters, 2001

15. Priming means we show students: 1)What they will get out of the experience (the objectives) 2)What they will encounter as they go through the experience (itinerary, structure) Prime the brain prior to asking students to do any learning experience.

16. ….which one is more loquacious? Hmm. I wonder…

17. Journalistic vs. Encyclopedic Writing “ The breathing of Benbow’s 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

18. “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

19. 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

20. 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.

21. 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 story’s protagonist moving in a different direction than the last story’s protagonist?” In science, ask students, “We’ve 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?”

22. Important for all ages when moving content into long-term memory: Students have to do both, Access Sense-Making Process Meaning-Making

23. Word Morphology: Teach 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

24. Proficient Readers Aoccdrnig to rseerach at an Elingsh uinervtisy, it deosn’t 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

25. 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. Don’t ask students to write sentences with the vocabulary terms until they’ve studied them in depth.

26. 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)

27. 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:

28. Dr. Janet Allen High School Superlative: “Most Likely to Be Loquacious with Vocabulary Ideas”

29. “Word Link” 1.Each student gets a word. 2.In partners, students share the link(s) between their individual words. 3.Partner team joins another partner team, forming a “word cluster.” 4.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

30. 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!

31. Writing Concisely Avoid Redundancies and Saying the Same thing in different ways: more additions, absolutely certain/essential/necessary, advance forward, 2:00 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 Brohaugh’s book, Write Tight, 1993, Writer’s Digest Books

32. Visuals and Graphics are Powerful! Examples: Shape Spelling Aristotle’s Rhetorical Triangle (ethos, pathos, logos) 6 th 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.

33. 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”

34. In-Out Game: Students determine the classification a teacher’s statements exemplify, then they confirm their hypothesis by offering elements “in the club” and elements “out of the club.” They don’t 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 club’s 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.

35. 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--– worried--–concerned--–content--–satisfied--–carefree” work sequentially? Why or why not?

36. 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?

37. Common Analogous Relationships Antonyms Synonyms Age Time Part : Whole Whole : Part Tool : Its Action Tool user : Tool Tool : Object It’s 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 it’s located Lack (such as drought/water – one thing lacks the other)

38. 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

39. 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

40. Taboo Cards Photosynthesis Light Green Water Sun Chlorophyll Plant Produce

41. 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.

42. 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

43. Debate Format 1. Statement of the General Debate Topic and Why it’s 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 Negative’s Case – 3 min. 8. Negative Rebuttal and Questioning of the Affirmative’s Case – 3 min. 9. Closing Arguments Affirmative Position – 2 min. 10. Closing Arguments Negative Position – 2 min.

44. 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

45. 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.

46. Reading Notations  I agree with this. XI disagree with this. ??I don’t understand this. !!Wow! (‘Elicits a strong emotion) CLGeneral Claim EVEvidence for the Claim (These can be numbered to indicate their sequence, too: EV1, EV2, EV3…)

47. 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 -- They’ll outgrow them. Take a page from the active listening lessons -- “So what you’re 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.

48. 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.

49. 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…

50. The Frayer Model [Frayer, Frederick, Klausmeier, 1969] Essential Characteristics Non- Essential Characteristics ExamplesNon- examples

51. Share One, Get One

52. 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

53. Pictionary

54. 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.

55. One-Word Summaries “The new government regulations for the meat- packing industry in the 1920’s could be seen as an opportunity…,” “Picasso’s work is actually an argument for….,” “NASA’s 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.

56. Statues (Body Sculpture) Students work in small groups using every groupmember’s body to symbolically portray concepts in frozen tableau. Where does the learning occur?

57. Physicalizing Process: Identify essential components, pieces, or definition of whatever we’re 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.

58. 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: “It’s 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.”

59. Well, that last slide was certainly loquacious, don’t you think?

60. Clever Endeavor 1.There’s 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 doesn’t need to leave his own home 5.Requires the use of a computer hooked to the Internet 6.A spider’s home tossed like a fisherman would do

61. 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.

62. 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 you’ve taught. Examples: steps in photosynthesis, process for dividing fractions, all the elements for a animal’s 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.

63. 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.

64. 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 team’s 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.

65. 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”

66. 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

67. Reading “Afflictions” Some Teachers Suffer Symptom: A second read-through does not increase comprehension. It’s a waste of time. Disease: Fast-paced Society Symptom: Context and personal background play little or no role in the reading comprehension. Dsease: Cluelesswordcallerism

68. 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

69. 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

70. Reading Math [Adapted 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.

71. Reading Math In most text, there’s 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.

72. 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…

73. Synectics (William J. Gordon) “The joining together of different and apparently irrelevant elements,” or put more simply, “Making the familiar strange.” 1.Teach a topic to students. 2.Ask students to describe the topic, focusing on descriptive words and critical attributes. 3.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. 4.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.

74. 4-Square Synectics 1.Brainstorm four objects from a particular category (examples: kitchen appliances, household items, the circus, forests, shopping malls). 2.In small groups, brainstorm what part of today’s learning is similar in some way to the objects listed. 3.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?

75. ______________________ 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 possession’s 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.”

76. 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 listener’s 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.

77. Descriptions With and Without Metaphors FriendshipFamily Infinity Imperialism Solving for a variableTrust EuphoriaMercy WorryTrouble Obstructionist Judiciary Honor ImmigrationHomeostasis BalanceTemporal Rifts Economic PrinciplesReligious fervor Poetic LicenseSemantics HeuristicsTautology EmbarrassmentKnowledge

78. 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

79. 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

80. Endless List of Vocabulary Development Possibilities – Please Add Your Own! CorrespondenceMuseum Map and Tour GuidesOral Histories BooksMagazines Radio Plays NewspapersScriptsHistorical Fiction CommercialsPicture BooksJournal/Diaries Science FictionMystery StoriesRomances PoetryAutobiographies/BiographiesAnimal Stories How-to BooksAlphabet booksPop-up Books Field GuidesMini-textbooksFriendly Letters Bulletin BoardsChoose-Your-0wn AdventuresTimelines MuralsColoring BooksCalendars Annotated CatalogsTravel BrochuresManuals GamesRecipes Personal narratives Folktales/legends/myths Information ReportsPersuasive essays Book/Movie CritiquesWillsYellow pages Weather forecastsWanted postersVitas/resumes Satire/spoofsSpeechesSongs/raps CD coversSoap operasSlogans SermonsSequels/prequelsSchedules Lab instructionsProtest lettersPost cards PamphletsFlipbooksOdes

81. RequiemsRebuttalsPlay programs Travel postersMovie postersThank yous InterviewsTelegramsSports accounts Scary storiesQuizzes/testsRubrics SurveysMonologuesJokes/riddles MenusMetaphorsJob applications IndexesHeadlinesGrocery lists GraffitiComic stripsConstitutions ContractsConversationsSpreadsheets DefinitionsEpiloguesEvaluations FortunesComparisonsCharacter sketches CertificatesCereal boxesCaptions Bumper stickersAdvice columnsEpithets CodesInformal/formal observation musical score True or False BookCookbookWedding vows AlmanacInauguration speechAnnotated Family Tree

82. 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? 2 nd 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 Can’t 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.

83. 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

84. 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.

85. 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 Don’t 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. 6 th 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

86. 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

87. “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