The Word Mapping Strategy

The Word Mapping Strategy
Monica Harris Jean Schumaker Don Deshler

A Strategy… To Help Students to Predict Meanings

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

Words Learned Per Year 3,000

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

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

Types of vocabulary strategies
Word-specific strategies- Students learn each word separately. Generative strategies-Students figure out the meaning of words.

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. Selected high frequency based on top 20 from 60% of English based on Greek or Latin; German and French follow

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

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

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 Michael Graves – play with words, word consciousness

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

Word Mapping Strategy Results
Performance on Vocabulary Tests 5% Correct Meanings 16% Prediction Before Instruction 73% Correct Meanings 51% Prediction After Instruction 9th grade inclusive setting 51% prediction huge contribution for students who couldn’t predict especially on tests.

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

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) Same words on pre and on post ½ taught explicitly and then ½ must apply strategy Scoring activities in back of packet

Pretest

Progress Chart

Parts of Instruction Part II: Introducing Morphemes and the Strategy
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

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

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

Distribute Notes Sheet #1

What is a Morpheme?

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

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

prediction pre dict ion

re cycle 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 Powerful – changes meaning

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

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

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

Worksheet Activity • Complete the Isolate the Prefix Worksheet #1.
• Trade papers, and score the worksheet using the Answer Key on page 189.

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

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

Inflectional Suffixes Derivational Suffixes
Types of Suffixes Inflectional Suffixes Derivational Suffixes

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

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

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

Inflectional Suffixes

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.

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

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

Suffix Guidelines 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

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

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

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

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

Worksheet Activity • Complete the Separate the Suffix Worksheet #1.

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

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.

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

Morpheme Rules 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

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”

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

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

Worksheet Activity • Complete the Identifying Morphemes Worksheet #1.

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

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

Word Map M Step A Step P Step S Step Word Prefix Root Suffix Meaning
Prediction Definition

Attack the meaning of each part Predict the word’s meaning
Word Mapping Strategy Map the word parts Attack the meaning of each part Predict the word’s meaning See if you’re right!

down into its word parts
Word Map Word prediction Prefix Root Suffix M Step A Step P Step S Step pre dict ion Meaning Meaning Meaning Map the targeted word by breaking it down into its word parts before Prediction Definition

Word Map Attack the meaning by translating each word part into
prediction Prefix Root Suffix M Step A Step P Step S Step pre dict ion Meaning Meaning Meaning act, result, or state of before say or speak Prediction Attack the meaning by translating each word part into its meaning. Definition

the act of speaking before
Word Map Word prediction Predict the meaning of the word by putting the word part meanings together Prefix Root Suffix M Step A Step P Step S Step pre dict ion Meaning Meaning Meaning act, result, or state of before say or speak Prediction the act of speaking before Definition

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

Word Map prediction M Step A Step P Step S Step pre dict ion before
Prefix Root Suffix M Step A Step P Step S Step pre dict ion Meaning Meaning Meaning act, result, or state of before say or speak Prediction the act of speaking before Definition something foretold; a prophecy

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

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

Memory Table

Example Memory Table

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

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

Parts of Instruction Part III: Practicing the Strategy Part I: Pretest

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

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.

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

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

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

Introduce the Word Parts Table
Prefix Meaning Examples un- not unhappy, unanswered, unhealthy in-, im-, il-, ir- indirect, impossible, illegal, irregular dis- not, apart, away disability, dislocate, discard

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

Example Tree with Example Words

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.

Conduct the Word-Part Activity
Examples: im polite dis belief uno A B C D 1. inactive illogical disease illiterate 2. irresponsible inhospitable insane disrespect 3. disturb imprint ill unlikable 4. discover insensitive unmovable illegible

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

Example Table with Tricksters
dis- apart not Tricksters dislocate dissociate displace disjunction dislodge disown disorganized disorder dislike disrespect disc/disk discus dish

Example Table with Tricksters

Tree with Tricksters

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] =

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

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

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

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

Parts of Instruction Part IV: Posttest Part I: Pretest

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)

Parts of Instruction Part V: Ensuring Students Use the Strategy
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

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

The Knowledge Base Analogy

One Research Study

Two Purposes of the Study
To measure the effects of instruction of the Word Mapping Strategy on: Strategy Knowledge and Use Vocabulary Knowledge of Taught Words Morphemic Knowledge Prediction of Word Meanings of Untaught Words To compare the effects of a generative approach to a non-generative approach The Word Mapping Strategy (generative) (WM) The LINCS Vocabulary Strategy (non-generative) (VL)

Participants Ninth-grade English students (N=230) Nine intact classes
SWD (n=24) and NSWD (n=206) Nine intact classes Three classes per group (WM, VL, TO) Gender Males=118/51%; females=112/49% Ethnicity C=81/35%; AA=83/36%; H=49/21%; O=17/8% Achievement (SAT-10) WM=SS/668; VL=SS/655; TO=SS/671 NSWDs – see Figure 2 on p. 39 SWDs – see Figure 3 on p. 40 104

Highlights of the Design
Comparison group design: Six randomly assigned classes (WM and VL) Three normative classes (TO) Controlled for teacher effects for WM and VL groups Controlled for instructional time with all groups Controlled for vocabulary words tested for all groups Counterbalanced testing format Difficulty of the tests 105

Measures Morphological Analysis Test Affixes and Roots Test
Word Knowledge Test Strategy-Use Tests Student Satisfaction Surveys

Can students learn the strategy?

[Wilks’ Λ = .075, F(1,77) = 947.03, p < .001, partial η2 = .925]
Word Mapping Vocabulary LINCing [Wilks’ Λ = .075, F(1,77) = , p < .001, partial η2 = .925]

Can students learn the meanings of taught words?

[Wilks’ Λ = .964, F(2,224) = 4.138, p = .017, partial η2 = .036]
WM = Word Mapping VL = Vocabulary LINCing TO = Test-only [Wilks’ Λ = .964, F(2,224) = 4.138, p = .017, partial η2 = .036]

Can students learn the meanings of word parts?

[Wilks’ Λ = .992, F(2,224) = .865, p = .422, partial η2 = .008].
WM = Word Mapping VL = Vocabulary LINCing TO = Test-only [Wilks’ Λ = .992, F(2,224) = .865, p = .422, partial η2 = .008].

Can students use the strategy to predict the meaning of untaught words?

[Wilks’ Λ = .943, F(2,224) = 6.780, p < .01, partial η2 = .057]
WM = Word Mapping VL = Vocabulary LINCing TO = Test-only [Wilks’ Λ = .943, F(2,224) = 6.780, p < .01, partial η2 = .057]

Did students like the strategy and the instruction?

Research Results

reloaded

uncomfortable

bisection

hydrophobia

The Word Mapping Strategy

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