Inner Circle : aka Fishbowl Purposes: To discover universal themes in books of choice http: //www. henhudschools. org/webpages/mbarthelmes/reading. cfm To converse about literature To listen attentively to peers
How have other teachers making it work? Melissa Barthelmes’ Classics Project http: //www. henhudschools. org/webpages/mbarthelmes/reading. cfm Melissa Barthelmes’ Free Reading Project http: //www. henhudschools. org//webpages/mbarthelmes/resources. cfm? subpage=144782 Tara Artuso’s Banned Book Project: http: //www. henhudschools. org/webpages/tartuso/files/banned%20 bookproject. doc
How It Works • You compose a list of literature from which students can choose – Can be same author – Can be stories with a common theme – If choices are uneven in length, you can have them choose a combination
What Students Do Now: • Find their literature on their own • Read on their own • Complete a generic study guide • Take a generic reading-check test
Story-Talks: Inner Circle/ Outer Circle Set-Up • Arrange desks in a circle or U • Set up an island for the inner circle • Each student has tent card with name of story he/she read
How the Seminar Works • Students take turns going into the inner circle • Inner circle should be a mixed group, representing various stories • Outer circle also participates
Seminar Topics • • Setting Narration Themes Symbolism/Irony Language Plot and Structure Historical Background
Literature Circles Look Like This: Same book, different roles Roles: Illustrator Vocab master Motivator Backgrounder etc.
The Fishbowl Book Talk Looks Like This: setting conflict Characters: protagonist, antagonist Climax; resolution plot
Secondary School Reading How reading expectations change in the secondary grades
Reading: The extraction of meaning from text Revising How We Think of Reading and Instruction
Of Limited Value… Lists alone Context alone Definitions alone Dictionaries and Glossaries alone Of Durable Value… Words in clusters Multiple exposures in various contexts Chances to speak, hear, write the words Manipulation of forms of words Classify and categorize word lists Word games
Word Components: Level 1 (usually known in elementary grades) Prefixes exprereundisnonimmisminimaxi-
Word Components: Level 2 (usually known in intermediate grades) Prefixes co-; con-; comsyn-; symin-; en- (into) sub-; supea-; abinterintramonounibi-; tri-; quad-, etc. cent-; milli-; megapoly-; multiomnitranssemibio-; geo-; eco-
Word Components: Level 3 (usually known in high school) Prefixes pseudodemiendo-; ectoproperperihemiobbenemal- photonomigmunicontraphilo-
Common Word Roots for Academic Subjects: Basic: Often combine with: -ject (to throw) -port (to carry) -scrip, scribe (to write) -vert, vers (to turn) -pos, pon (to place) -tract (to draw) -pel, pul (to drive) -struct (to build) -grad, gress (to step) -plic, plex (to fold) -flic, flex (to bend) -fic, fac (to make) -miss, mit (to send) -sid, sed (to sit) -spec (to see) -voc (to call) -dict (to say) -rupt (to break) subexdecontrans- reproobpera-; ab- coeex- Often end with: -ive -ation; sion -ate -able; ible -or
Common Word Roots for Academic Subjects: Advanced: Often combine with: -cad, -cas, -cid (to fall) -dyna (force; power) -magn (great; large) -quir, -quis (to seek) -gen (race, kind origin) -cham, -cam (vault) -cen (to judge) -doc, -dox (to think) -greg (to flock) -cau (to burn) -ess, -sent (to exist) -close, -clud, -clus (to close) -mand, -mend (to order) -junct (to join) -jur, -jus (to swear) -lith (stone) subexdecontrans- reproobpera-; ab- neeex- Often end with: -ive -ation; sion -ate -able; ible -or -ize -ence, ance -ary
Part One: Vocabulary Instruction that Makes a Difference!
Of Limited Value… Lists alone Context alone Definitions alone Dictionaries and Glossaries alone Teacher-selected words alone Of Durable Value… Words in clusters Multiple exposures in various contexts Chances to speak, hear, write the words Manipulation of forms of words Classify and categorize word lists Word games Student-selected words (differentiation)
Multiple Exposures • Connections to other subjects • Morphology chart: How does the word morph into other forms? • Cumulative use
Richness Use both verbal and non-verbal modes Make connections to related words
Selecting a Target Word • Will be frequently used • Links to known words • Can be key to multiple related words
Concept First Describe the meaning of the wordconcept) to allow students to connect new knowledge (the word) to existing knowledge (the concept) “Did you ever…? ” “Well, there’s a name for that. It’s called…”
Find the word that means… Middle of page 14: Find the word that means “mocking, in a cruel way” Bottom of page 16: Find the word that means “violation of a rule” Top of page 17: Find the phrase that means “became prepared to face hardship”
Why have students select their own words to learn from the text? exempted petulantly ironic audible somber palpable weary flailing The Student jeering sinuous enhance reflective fretful carnage assuage
Different levels of familiarity with words Never heard of it, but I’m interested in it. Never heard of it; not likely to use it if I knew it Might know what it means never used it Heard of it; don’t know what it means, not interested Never heard of it, but it will be soon be used a lot around me The Student Have used it, but not in this context Heard of it, don’t know what it means, but am interested
Tier II Words Tier I Words: Tier III Words Basic conversational words: Language of academics, business, government “Vocab List” words Domain-specific terminology; “Glossary” words Ask Dead Name Find out; figure out Answer Rain Use Sharp Get Take apart and put together balance Interrogate Deceased Designate; designation; identify, identification Ascertain; determine Precipitate, precipitation Utilize; employ Acute Acquire Analyze; synthesize equilibrium Photosynthesis Cytoplasm Metamorphosis Asymmetrical Bathysphere Rhetoric Deoxyribonucleic acid Artifact Habeas corpus Diaspora Polysyndeton Adjective Code-switching
Three-Step Demystification Process 1. Reword the questions into Tier I to understand the meaning. 2. Go back to the original language (Tier II) now that you understand it. Answer the questions. 3. Create your own questions, using Tier II and III.
Semantic Maps and Charts Visual representations that create associations, deepen, and extend word understandings
The Fishing Model Target Word: A word to be used as bait for other words Synonym Set Notional Set: (The Neighboorhood) Other words that go with this topic Grammatical Set: The way in Antonym Set which this word is used in a sentence; the words that may surround it: Morphological Set: The other forms that this word can take by using suffixes and prefixes Connotative Set Positive, Negative, or Neutral Technical/Scholarly or Conversational/Informal Metaphorical or Literal Etymological Set: Root; combining forms
The Quadrant Model Complete sentence of at least 12 words: Breakdown: Use an action verb Include a visual Prefix (or combining form) Root: Suffix: Target Word: My guess: Noun form: The______ Verb form: To______ Adjective/Adverb form: very________ Visual: Dictionary or glossary definition: Synonym: ______ Antonym: ______
The Multiple Meaning Model Meaning (for this class) word conversational meaning: Visual: Sentence (for this class) conversational sentence:
word Visual: Examples: function, property, reaction, origin, The Multiple Meaning Model tangent, variable, solve, mean, graphic, base, extreme, factor, fact, imaginary, rational, Irrational, determine math/science meaning power, prime, product, multiple, operation, radical, remainder, range, regular, proof, conversational meaning: difference, cell, value, area, cube, root, plot, complementary, common, math/science sentence: depression, digit, operation, frequency, graph, median, mode, equation, equal, similar, balance conversational sentence:
The Spider Model Op po sit es a Im Target Word cti A ns o es g De sc rip tor s
Morphology Chart Noun: The… Verb: He… or They… or Must… or To… Adjective Which one? What kind? How many? The___truck Adverb Where? When? Why? To what extent? In what manner?
Morphology Kit Noun-Making Suffixes Verb-Making Suffixes Adjective-making suffixes -ment -ness -ation, sion -ity -ism -hood -itude -ence -ance -ide -ate -ify -ize -acious, icious -y -ous, ious -ant -able, ible Adverb-making suffix: -ly
Word Components: Level 1 (usually known in elementary grades) Prefixes exprereundisnonimmisminimaxi-
Word Components: Level 2 (usually known in intermediate grades) Prefixes co-; con-; comsyn-; symin-; en- (into) sub-; supea-; abinterintramonounibi-; tri-; quad-, etc. cent-; milli-; megapoly-; multiomnitranssemibio-; geo-; eco-
Word Components: Level 3 (usually known in high school) Prefixes pseudodemiendo-; ectoproperperihemiobbenemal- photonomigmunicontraphilo-
Common Word Roots for Academic Subjects: Basic: Often combine with: -ject (to throw) -port (to carry) -scrip, scribe (to write) -vert, vers (to turn) -pos, pon (to place) -tract (to draw) -pel, pul (to drive) -struct (to build) -grad, gress (to step) -plic, plex (to fold) -flic, flex (to bend) -fic, fac (to make) -miss, mit (to send) -sid, sed (to sit) -spec (to see) -voc (to call) -dict (to say) -rupt (to break) subexdecontrans- reproobpera-; ab- coeex- Often end with: -ive -ation; sion -ate -able; ible -or
Common Word Roots for Academic Subjects: Advanced: Often combine with: -cad, -cas, -cid (to fall) -dyna (force; power) -magn (great; large) -quir, -quis (to seek) -gen (race, kind origin) -cham, -cam (vault) -cen (to judge) -doc, -dox (to think) -greg (to flock) -cau (to burn) -ess, -sent (to exist) -close, -clud, -clus (to close) -mand, -mend (to order) -junct (to join) -jur, -jus (to swear) -lith (stone) subexdecontrans- reproobpera-; ab- neeex- Often end with: -ive -ation; sion -ate -able; ible -or -ize -ence, ance -ary
Engaging Grammar: Practical Advice for Real Classrooms Presented by Amy Benjamin www. amybenjamin. com November 5 -9 Patchogue and Rocky Point Schools “ I’ve never known a person who wasn’t interested in language. ” -Steven Pinker, The Language Instinct
Grammar: Your Remarkable Ability to Understand Language The mords slobly bordled a slom don in the nox. Who did it? How many of them were there? What was done? Who or what was it done to? How many of them were there? How was it done? Where was it done? When was it done? What was the don like? Parts of Speech: Nouns: mord, don, nox Morphology: Mords is plural Verb: bordle Bordled is in past tense Adjective: slom Slom modifies don Adverb: slobly Slobly is derived from slob Sentence Constituents: Subject: The mords Predicate: slobly bordled a slom don in the nox Direct Object: a slom dom Prepositional Phrase: in the nox Object of the preposition: nox
The Basics Phrase Group of words, either noun + modifiers or verb + modifiers; not both Clause A noun + verb unit that may or may not be a sentence Sentence An independent clause (noun + verb unit that can stand alone)
A Visual for Understanding the Possessive Apostrophe What is owned is in the backpack. We use an apostrophe to put it in the backpack!
Possessives his books Michael ‘s books
Possessives his books James ‘s books OR: James’ books
Possessives The boys Their troubles Their school Their mothers The boys’ troubles; the boys’ school; the boys’ mothers
Possessives The men Their troubles Their school Their mothers The men’s troubles; the men’s school; the men’s mothers
Morphology Kit Noun-Making Suffixes Verb-Making Suffixes Adjective-making suffixes -ment -ness -ation, sion -ity -ism -hood -itude -ence -ance -ide -ate -ify -ize -acious, icious -y -ous, ious -ant -able, ible Adverb-making suffix: -ly
Butterfly Spoon Baseball cap Turtle Pair of scissors
Why learn to identify prepositional phrases? Vary sentence structure Develop time and place dimension Punctuate introductory elements Eliminate redundancy Achieve subject-verb agreement Create parallel structure End at key points with a prepositional phrase (noun)
Declarative Can you put It is true that…. in front of it? Subject Wheel tells: Who or what? (or “I intend to prove that…”) Predicate Wheel tells: What about it? Complete Sentence Can you turn it into a yes/no question? Can you add a “Stick-on” question? Isn’t it? Aren’t we? Don’t you? etc.
The bicycle as a metaphor for what makes a complete sentence: Subordinate (dependent) clause is like a basket. In can be placed in front, in back, or in the middle of the main clause. From An Easy Guide to Writing by Pamela Dykstra (Mc. Graw Hill)
A complete sentence can be turned into a yes/no question: • • • You used to work at Sears. You’ve never worked at Sears. I’ve seen you before. That cute little light green house with the dark green shutters in the middle of town is for sale by owner. Your cousins, the couple with the triplets, live in New Jersey. You don’t live in New Jersey. This is a great movie. Ron Howard directs terrific movies. All Americans of voting age should vote. When you used to work at Sears. Because you used to work at Sears If all Americans of voting age would vote. A movie directed by Ron Howard.
Match the“Stick-On” Questions • • • You used to work at Sears. You’ve never worked at Sears. I’ve seen you before. That cute little light green house with the dark green shutters in the middle of town is for sale by owner. Your cousins, the couple with the triplets, live in New Jersey. You don’t live in New Jersey. This is a great movie. Ron Howard directs terrific movies. I think. Therefore I am. All Americans of voting age should vote. Haven’t I? Doesn’t he? Aren’t I? Didn’t you? Don’t they? Shouldn’t they? Don’t I? Isn’t it? Do you? Have you?
The sentence-making kit Fold over index card: Outside: The four tests: It is true that…. ; bicycle (who or what? what about it? ; Can you turn it into a yes/no question; Can you add a “ Inside: Useful Prepositions: in, on, at, for, with Coordinating conjunctions: and, but, so Semicolon Common subordinating conjunctions: aaawwubbis: after, as, although, while, when, until, before, because, if, since Conjunctive adverbs: however, moreover, therefore Relative pronouns: that, whom, which, whatever, whoever, etc. See “Hitching Devices” visual.
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