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What might you take, tweak, and/or synthesize?

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EKC

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EKC

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Connect with educators around the world!

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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EKC

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A balanced word study that is meaningful 

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A balanced word study that is meaningful 

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Make sure that students feel that what we do in word study is meaningful for them as writers and readers. That students have had experiences in all the areas.

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A well-rounded approach where students have the skills to inquire into words they discover, using a variety of strategies to gain and show understanding of vocabulary

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That they will investigate/learn something that they will actually need and use

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developing vocabulary to meet the level of more demanding text

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developing vocabulary to meet the level of more demanding text

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Word study will happen regularly and not in isolation

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Authentic connections should be made and independent inquiry should be the goal.

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Authentic connections should be made and independent inquiry should be the goal.

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that is is worth their time

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Fun, as they are exploring

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It's hard to know how to make time for word study. I wonder how I can make this happen with an already full schedule.

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How do we make this work when we have such a range of English levels (from beginner English to those well beyond grade level).

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Got some ideas about how to visually cultivate word curiosity and consciousness in the classroom.

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Got some ideas about incorporating word study into workshop conferences

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Examples of how to feed forward through a word study lens

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Got some ideas about bringing the FUN to word study

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Got some ideas about bringing the FUN to word study

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More examples of how to integrate word study into workshops

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an organizational/logistical overview and a logical progression to follow for students at different levels (and how this progression can work for other grade levels to build a "program" of some sort)

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Want more specific ideas for how to transfer the inquiry process to the students (effectively)

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Want more specific ideas for how to transfer the inquiry process to the students (effectively)

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This makes me more excited to do word study. I want learn how to plan for it in my Reader's and Writer's sessions.

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a clear picture of how to balance word study with reading and writing skills

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How can we integrate our bi-weekly vocabulary words into our weekly routines in a meaningful way.

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A truck loaded with thousands of copies of Roget's Thesaurus crashed as it left a New York publishing house last Thursday, according to the Associated Press. Witnesses were stunned, startled, aghast, taken aback, stupefied, confused, punchy, shocked, rattled, paralyzed, dazed, bewildered, mixed up, surprised, awed, dumbfounded, nonplused, flabbergasted, astounded, amazed, confounded, astonished, boggled, overwhelmed, horrified, numbed, and perplexed.

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What might you take, tweak, and/or synthesize?

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Some Criteria for Identifying Tier Two Words

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Some Criteria for Identifying Tier Two Words

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EKC

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EKC

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Unit:

4-5 Potential Words (leaving space for students to suggest two to three more):

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Wondering if we could have a dictionary app for all the kids in Grade 5.

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Tier 1: travel
Tier 2: navigation, exploration, innovation, influence
Tier 3: quadrant, longtitude, latitude

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Tier 1: change, cause, effect, plates, weather
Tier 2: argument, evidence, claim, erupt, cycle
Tier 3: geography, density, convection, currents, tectonic, igneous, metamorphic, sedimentary, erosion, deposition

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Tier 1: money
Tier 2: scarce, evaluate, horizontal, equivalent
Tier 3: axis

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Tier 1
Maps

Tier 2
Exploration
Discovery
Sources
Advancement
Technology

Tier 3
Astrolabe
Sextant

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Got: love the lists we are creating - practical takeaway
Want: a practical way to make the scheduling work for us here on a consistent basis that allows for integration across all learning areas

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Giving the students the agency to add words to the inquiry. I really like that. Also looking at the tier 1, 2, 3 words and making sure to look at those when choosing words was helpful.

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Breaking this down into tiers 1-3 was eye opening for me.  It helped me make sense of the structure of word work and what strategies to use  to attack new words as they come up.
Thanks!

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Got some ideas for how to teach words more intentionally

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Planning for Word Studies connected to our UOIs

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Planning for Word Studies connected to our UOIs

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Thinking about tier 1, 2, 3 words

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Have more time to look at the words that we have chosen for the different units and think of activities, open questions etc.. to add to the planner. Also it would be good to look at the grade 4 words to see how they align vertically.

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to see some word work strategies in action and how to get the ball rolling

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Ideas about how to use this for MATH!!!!

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Pete Bowers

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Our Teacher Resource Book

Teaching How the Written Word Works offers an introduction to the core concepts of how the ordered way English spelling works. It uses a series of lessons designed to help teachers, tutors and parents make sense of English spelling along with their young co-learners. The lessons focus on morphological analysis with the matrix and word sum.

Research Tested

These tools are central not only to understanding how morphological families of words are structured, but also how morphology interrelate.

The main series of lessons in this book were the lessons I used in my Grade 4/5 intervention ( Bowers & Kirby, 2010) that showed generative vocabulary learning.

The lessons take teachers and students through all the morphological suffixing patterns and much more including...

1. Guidance morphological problem-solving so that you can use these lessons as a jumping off point to investigate any words that grab your interest or that of your students;

2. Links to other on-line resources;

3. Links to related Real Spelling resources.

When students and teachers work with word sums and morphological matrices for a little while, these are the kinds of questions that grab the attention of a class.

Integrating morphological analysis into shared and guided reading lessons

As well as explicit lessons taking teachers through "teacher-led inquiries" of words, this books models ways teachers can integrate word structure instruction into reading and writing in any content area by using morphological problem-solving as a tool for shared and guided reading.

By practicing spelling investigations with lessons in the book, you will be prepared when students ask you spelling questions that you are not able to explain right away. You will have practices the process of investigaging spelling, so now you can move into "inquiry-led teaching" by applying the problem solving skills you learn through these lessons.

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WW Revised Teacher Resource Book & 70 Matrices DVD

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Our Teacher Resource Book Teaching How the Written Word Works offers an introduction to the core concepts of how the ordered way English spelling works. It uses a series of lessons designed to help teachers, tutors and parents make sense of English spelling along with their young co-learners.

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Brenda Overturf, Leslie Montgomery, and Margot Holmes Smith

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Word Nerds takes you inside classrooms at a high-poverty urban school and shows how two teachers implement creative, flexible vocabulary instruction that improves their students' word knowledge and confidence, enhances classroom community, and increases achievement. Leslie Montgomery and Margot Holmes Smith weave vocabulary into each school day using multisensory instruction that includes music, art, literature, movement, games, drama, writing, test-taking skills, and technology. Along the way, they turn every student into a lover of language.

You can create a quote by adding products to your cart and selecting Quote in checkout.

Shipping Details

In stock. Free ground shipping. No minimum.

Word Nerds takes you inside classrooms at a high-poverty urban school and shows how two teachers implement creative, flexible vocabulary instruction that improves their students' word knowledge and confidence, enhances classroom community, and increases achievement. Leslie Montgomery and Margot Holmes Smith weave vocabulary into each school day using multisensory instruction that includes music, art, literature, movement, games, drama, writing, test-taking skills, and technology. Alo

About the Author(s)

Table of Contents

Acknowledgments
Introduction
Chapter 1: What's the Big Deal About Vocabulary Instruction?
Chapter 2: Classrooms That Foster Word Confidence
Chapter 3: Making Introductions
Chapter 4: Squeezing the Juicy Words-Adding Synonyms and Antonyms
Chapter 5: Active Vocabulary Practice
Chapter 6: Celebrating to Validate
Chapter 7: Spreading Vocabulary Wings
Chapter 8: Learning Through Assessment
Epilogue: End of the Year
Appendixes
References
Index

Word Nerds takes you inside classrooms at a high-poverty urban school and shows how two teachers implement creative, flexible vocabulary instruction that improves their students' word knowledge and confidence, enhances classroom community, and increases achievement. Leslie Montgomery and Margot Holmes Smith weave vocabulary into each school day using multisensory instruction that includes music, art, literature, movement, games, drama, writing, test-taking skills, and technology. Along the way, they turn every student into a lover of language.

You can create a quote by adding products to your cart and selecting Quote in checkout.

Shipping Details

In stock. Free ground shipping. No minimum.

Word Nerds takes you inside classrooms at a high-poverty urban school and shows how two teachers implement creative, flexible vocabulary instruction that improves their students' word knowledge and confidence, enhances classroom community, and increases achievement. Leslie Montgomery and Margot Holmes Smith weave vocabulary into each school day using multisensory instruction that includes music, art, literature, movement, games, drama, writing, test-taking skills, and technology. Alo

About the Author(s)

Table of Contents

Acknowledgments
Introduction
Chapter 1: What's the Big Deal About Vocabulary Instruction?
Chapter 2: Classrooms That Foster Word Confidence
Chapter 3: Making Introductions
Chapter 4: Squeezing the Juicy Words-Adding Synonyms and Antonyms
Chapter 5: Active Vocabulary Practice
Chapter 6: Celebrating to Validate
Chapter 7: Spreading Vocabulary Wings
Chapter 8: Learning Through Assessment
Epilogue: End of the Year
Appendixes
References
Index

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Word Nerds takes you inside classrooms at a high-poverty urban school and shows how two teachers implement creative, flexible vocabulary instruction that improves their students' word knowledge and confidence, enhances classroom community, and increases achievement. Leslie Montgomery and Margot Holmes Smith weave vocabulary into each school day using multisensory instruction that includes music, art, literature, movement, games, drama, writing, test-taking skills, and technology.

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Jeff Anderson & Whitney La Rocca

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Dr. Andrea Honigsfeld

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No More "Look Up the List" Vocabulary Instruction (G3-8)

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No More "Look Up the List" Vocabulary Instruction (G3-8)

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Charlene Cobb and Camille Blachowicz

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"Just as word learning is incremental, so is learning about vocabulary instruction. Teachers need exposure to research, best-practice strategies, and fellow practitioners."
-Charlene Cobb and Camille Blachowicz

The way we've learned influences the way we teach, but the vocabulary instruction many of us received-looking up words and writing sentences or completing worksheets- just doesn't work. So what can we do instead?

No More "Look Up the List" Vocabulary Instruction is your guide to engaging, research-proven practices for teaching words effectively. Practitioner Charlene Cobb and researcher Camille Blachowicz share why old-fashioned methods don't work, what the research shows does work, and how to put the research into action.

Charlene and Camille answer teachers' most commonly asked questions about vocabulary instruction, including:

How many words, and how do I select them?

How can I foster student independence using dictionaries and glossaries?

How do I find time for meaningful vocabulary instruction?

How can I assess and hold students accountable?

"Without practice in the full range of ways we use a word," write Charlene and Camille, "our word knowledge is limited and falls from our grasp as the next cycle of words enters." No More "Look Up the List" Vocabulary Instruction offers a solution-deepen students' engagement with words, increase their exposure to them, and expand their word knowledge.

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No More "Look Up the List" Vocabulary Instruction

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"Just as word learning is incremental, so is learning about vocabulary instruction. Teachers need exposure to research, best-practice strategies, and fellow practitioners." -Charlene Cobb and Camille Blachowicz The way we've learned influences the way we teach, but the vocabulary instruction many of us received-looking up words and writing sentences or completing worksheets- just doesn't work.

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Michael Graves

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"Graves' second edition of The Vocabulary Book is a timely, valuable, language-friendly, and compact resource for K-12 teachers. Many strategies and suggestions were provided with sufficient detail so that any K-12 educator can confidently employ the plethora of activities with the likelihood of success."

- Teachers College Record

"a timely, valuable, language-friendly, and compact resource for K12 teachers. Many strategies and suggestions were provided with enough detail so that teachers could immediately begin to use them with their students."
-Journal of Language and Literacy Education (JOLLE)
Praise for last edition:

"An essential resource for all K-12 teachers, regardless of content area." -Oneota Reading Journal, Fall 2006

Praise for last edition:

"(A plan) broad enough to instruct students with small vocabularies, exceptional vocabularies, and every child in between." -Reading Today,vol.23, no.3, Dc. 2005/ Jan 2006

"If you believe vocabulary instruction is vital to reading, writing, and thinking, then Michael Graves' Second Edition of The Vocabulary Book will give you the tools for powerful instruction, as many teachers discovered with the First Edition. This book will shift your perspective and you will reap the benefits of placing vocabulary at the center of your instruction."
- Peter Dewitz, district level reading consultant, Mary Baldwin College

"Now that 'vocabulary' is included on the Nation's Report Card, teachers will want to know how to help students increase their word power. Graves's advice will be invaluable in what to do-and what not to do."
-Robert Calfee, professor emeritus, Stanford University

"This book is an excellent resource for practitioners interested in developing a comprehensive program for building vocabulary in children. It is also of great value for researchers who wish to design and test vocabulary interventions."
-Diane August, senior research scientist, Center for Applied Linguistics

"Michael Graves provides clear, practical, empirically grounded strategies and techniques for each component that K-12 classroom teachers and reading specialists will find invaluable. This is a must-have professional resource for the desk of all literacy and subject-matter teachers."
-James F. Baumann, University of Georgia

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"Graves' second edition of The Vocabulary Book is a timely, valuable, language-friendly, and compact resource for K-12 teachers. Many strategies and suggestions were provided with sufficient detail so that any K-12 educator can confidently employ the plethora of activities with the likelihood of success."

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EKC

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from Vocabularians (2015)

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Potential small group, partner, or individual inquiry

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SWI of "resistance" by Grade 5 Student, Samantha

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Etymonline - Online Etymology Dictionary

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The online etymology dictionary (etymonline) is the internet’s go-to source for quick and reliable accounts of the origin and history of English words, phrases, and idioms. It is professional enough to satisfy academic standards, but accessible enough to be used by anyone.

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English to French, Italian, German & Spanish Dictionary - WordReference.com

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Free online dictionaries - Spanish, French, Italian, German and more. Conjugations, audio pronunciations and forums for your questions.

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A great resource to learn even more...

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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EKC

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I have a better idea of how to start a word inquiry.

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That is important to choose some words that are suited for whole class inquiry and that are must haves to teach key concepts.
Wants: More examples to teach these different concepts. I got a couple from the Structured Word Inquiry from Peter Bowers like structure, sign, hope, etc.  I would like to have some more. Can you recommend a good source for that?

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to be more open to roll with words within collaborative work - maybe having less 'list' words in the class and be more open to add relevant words as that arise, giving them the time needed for inquiry

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I wasn't able to open the google doc for the team shared word inquiry, but I love these sessions. They are making more curious about words and I am enjoying seeing the students curiosity too. 

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I wasn't able to open the google doc for the team shared word inquiry, but I love these sessions. They are making more curious about words and I am enjoying seeing the students curiosity too. 

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I'm seeing how this could work really well for a kid who already has a large vocabulary or who is naturally curious about words.  I'm wondering how to guide students through their own inquiries when they are not native speakers.  While I am comfortable taking the lead in word inquiry and doing this on a whole class level, I'm still not clear on how to move into the "find it yourself" phase of word inquiry.  I don't want to be the center of knowledge, but the few times I've had students do some of their own word inquiry, it has been a bit chaotic and required so much support from me.  I know this will come with lots of practice, but I also feel like I've missed a step in the instructional process somewhere...?  Do you have any video links of a student actually working through their own word inquiries.  Is there a student version of something like an anchor chart of the process to guide them?

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Planning Sheet for a Grammar/Conventions Inquiry

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Planning Sheet for a Grammar/Conventions Inquiry

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EKC

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Possible Lesson Sequence (adapt to YOUR kids!)

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Possible Lesson Sequence (adapt to YOUR kids!)

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Free resource from Stenhouse

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Free resource from Stenhouse

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What can we learn from Gaia Cornwall? (Jabari Jumps)

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EKC

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EKC