Word study is crucial to effective reading and spelling instruction. Knowing the structural components of words, including roots, affixes, and grammatical inflections will help your students read with greater understanding and less fear of multi-syllabic words. Studying how words are put together will help your students properly pronounce words. Learning the parts of words will help your student improve their vocabulary. Practicing the rules and patterns of word formation will help your students become better spellers. Oh yes… using the skills of word analysis will also help your students perform better on standardized English-language arts and reading tests.

Following are articles, free resources, and teaching tips regarding structural analysis, syllabication, and oral language development from the Pennington Publishing Blog. Bookmark and visit us often. Oh, and don’t forget to copy down the 10% discount code found only on this blog to purchase the quality curricula and resources offered by Pennington Publishing.

Structural Analysis, Syllabication, and Oral Language

Ten English Accent Rules

http://penningtonpublishing.com/blog/reading/ten-english-accent-rules/

The Ten English Accent Rules are important to understand and apply to be able to correctly pronounce and spell English words.

The Top Ten Syllable Rules

http://penningtonpublishing.com/blog/reading/the-top-ten-syllable-rules/

The Top Ten Syllable Rules will help students improve reading, pronunciation, and spelling accuracy. Applying these basic syllabication rules will also help readers identify prefixes, roots, and affixes, which improves word identification. Clear examples follow each syllable rule.

How to Teach Syllabication: The Syllable Rules

http://penningtonpublishing.com/blog/reading/how-to-teach-syllabication-the-syllable-rules/

How to Teach Syllabication: The Syllable Rules is a three-minute whole-class instructional strategy that teaches students to properly pronounce and spell all of the phonetic sound-spelling and syllable patterns.

Twenty Advanced Syllable Rules

http://penningtonpublishing.com/blog/reading/twenty-advanced-syllable-rules/

The Twenty Advanced Syllable Rules are critical to accurate pronunciation, decoding, and spelling. Knowing the patterns of affixes and roots will also facilitate vocabulary acquisition.

20 Embarrassing Mispronunciations

http://penningtonpublishing.com/blog/reading/20-embarrassing-mispronunciations/

Educated Americans often look down their long noses at those who mispronounce common words. However, even these literary illuminati have their fair share of embarrassing pronunciation gaffes.

Top 40 Pronunciation Pet Peeves

http://penningtonpublishing.com/blog/reading/top-40-pronunciation-pet-peeves/

Here is the definitive list of the Top 40 Pronunciation Pet Peeves that drive Americans crazy. Read, laugh, and cringe over mistakes that you or your friends make when saying these words.

More Articles, Free Resources, and Teaching Tips from the Pennington Publishing Blog

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Mark Pennington, MA Reading Specialist, is the author of the comprehensive reading intervention curriculum, Teaching Reading Strategies. Designed to significantly increase the reading abilities of students ages eight through adult within one year, the curriculum is decidedly un-canned, adaptable to various instructional settings, and simple to use. Get multiple choice reading assessments on two CDs, formative assessments, blending and syllabication activities, phonemic awareness and phonics workshops, comprehension worksheets, multi-level fluency passages on eight CDs, 390 flashcards, posters, activities, and games. Everything teachers need to teach a diagnostically-based reading intervention program for struggling readers at all reading levels is found in this comprehensive curriculum. Perfect for Response to Intervention (RtI). ESL and Special Education students, who struggle with language/auditory processing challenges will particularly benefit. Simple directions and well-crafted activities truly make this an almost no-prep curriculum. Works well as a half-year intensive program or full-year program, with or without paraprofessional assistance. 364 pages

Following are articles, free resources, and teaching tips regarding how to teach vocabulary in the intermediate, middle, and high school from the Pennington Publishing Blog. Bookmark and visit us often. Oh, and don’t forget to copy down the 10% discount code found only on this blog to purchase the quality curricula and resources offered by Pennington Publishing.

Vocabulary

Why Vocabulary Lists Don’t Work

http://penningtonpublishing.com/blog/reading/why-vocabulary-word-lists-don%E2%80%99t-work/

Teaching vocabulary word lists does not work. The strategy of giving twenty words on Monday and testing on Friday is both inefficient and ineffective. However, three instructional strategies do make sense to help students improve their vocabularies.

How to Improve Your Vocabulary

http://penningtonpublishing.com/blog/spelling_vocabulary/how-to-improve-your-vocabulary/

Knowing common Greek and Latin prefixes, roots, and suffixes will significantly improve one’s vocabulary. In fact, over half of the words in any dictionary contain a Greek or Latin word part. Academic language especially relies on Greek and Latin. This article gives the high frequency word parts to improve anyone’s vocabulary.

How to Teach Prefixes, Roots, and Suffixes

http://penningtonpublishing.com/blog/reading/how-to-teach-prefixes-roots-and-suffixes/

Prefixes, roots, and suffixes: These word parts that are, indeed, the keys to academic vocabulary—the types of words that students especially need to succeed in school. However, most teachers do not know the best instructional methods to teach these important word parts. Learn the techniques that work best.

Context Clues Vocabulary Review Game

http://penningtonpublishing.com/blog/reading/context-clues-categories/

This context clues vocabulary review game helps students apply the five major context clues categories to informed word guessing. Using the Pictionary® game, students drawing context clues according to the five categories.

Vocabulary Word Part Games

http://penningtonpublishing.com/blog/reading/vocabulary-word-part-games/

Students are more likely to use study and practice procedures that are “game-like” and less boring than simple rote memorization. Here are some fun and effective vocabulary word part review games.

Vocabulary Review Games

http://penningtonpublishing.com/blog/reading/vocabulary-review-games/

Students are more likely to use study and practice procedures that are “game-like” and less boring than simple rote memorization. Here are some fun and effective vocabulary review games.

Top 40 Vocabulary Pet Peeves

http://penningtonpublishing.com/blog/reading/top-40-vocabulary-pet-peeves/

Here is the list of the Top 40 Vocabulary Pet Peeves that make Americans see read. Read, laugh, and cringe over mistakes that you or your friends make when abusing these words.

How to Memorize Vocabulary

http://penningtonpublishing.com/blog/reading/practical-tips-to-memorize-vocabulary/

Many people want to improve their vocabularies, but memorization and retention are the key roadblocks. Not everyone has a natural ability to memorize. However, memorization is a skill that can be learned and improved upon with commitment and practice.

How to Teach and Learn Precise Vocabulary

http://penningtonpublishing.com/blog/reading/why-precise-vocabulary-memorization-is-important-and-how-to-teach-it/

Memorizing words with precise denotative and connotative definitions is important. Sloppy use of our language inhibits effective communication and leads to misunderstandings. Learn the techniques to teach vocabulary with precise meanings.

The Problem with Most Vocabulary Instruction Part I

http://penningtonpublishing.com/blog/reading/the-problem-with-most-vocabulary-instruction-part-1/

Most teachers teach vocabulary inefficiently. Learn the common mistakes that teachers make in vocabulary instruction and how to re-orient vocabulary instruction to help students make real gains in vocabulary acquisition.

How We Learn Vocabulary from Reading Part II

http://penningtonpublishing.com/blog/reading/how-we-learn-vocabulary-from-reading-part-ii/

Most vocabulary beyond the first ten thousand words comes from independent reading. Wide reading of challenging academic text produces the greatest net vocabulary gain.

How to Double Vocabulary Acquisition from Reading Part III

http://penningtonpublishing.com/blog/reading/how-to-double-vocabulary-acquisition-from-reading-part-iii/

Refining the skills of context clues strategies will help readers increase vocabulary. Wide reading of challenging academic text is the most efficient method of vocabulary acquisition.

More Articles, Free Resources, and Teaching Tips from the Pennington Publishing Blog

• English-language Arts Standards
• English-language Arts Instruction
• Essay Strategies
• The Writing Process/Writers Workshop
• Writing Style
• Grammar and Mechanics
• Spelling
• Vocabulary
• Structural Analysis/Syllabication/Oral Language
• Teaching Reading in the ELA Classroom
• ELA/Reading Assessments
• Reading Intervention
• Independent Reading
• Response to Intervention
• EL/ESL
• Differentiated Instruction (RtI)
• Critical Thinking
• Study Skills
• Test Preparation
• Educational Issues and Teaching Trends
• Developmental Characteristics
• Professional Development

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Teaching Spelling and Vocabulary is the comprehensive curriculum that integrates spelling and vocabulary instruction. Perfect for RtI and intervention classes, the resources teach the standards-based conventional spelling rules with spelling tests, word sorts, and memorable spelling songs. Also get 64 remedial vowel-sound spelling worksheets that correspond with the comprehensive TSV Diagnostic Spelling Assessment to enable the teacher to truly differentiate spelling instruction. Vocabulary instruction is provided through weekly Greek and Latin affixes/roots worksheets, syllable and accent pattern worksheets, context clues worksheets, and syllable transformers. Additional resources include spelling games, vocabulary games, spelling and vocabulary flashcards, extensive word lists, and more. No other spelling-vocabulary program matches the comprehensive resources of this curriculum.  Truly differentiate instruction with the resources found in this large three-ring binder. 377 pages

Accent Rule #1: Each word with two or more syllables has one syllable whose vowel is accented. For example, for-gét. Accents are very important to spelling rules. Accented means that the sound of that vowel is stressed, or louder, than those in other syllables.

Accent Rule #2: A long word may have more than one accent. The vowel that is stressed more or most is called the primary accent. The primary accent is key to many of the spelling rules. A second accented vowel is called the secondary accent.  For example, cón-ver-sá-tion. Very long words can have even more stressed vowel sounds, but only one primary accent.

Accent Rule #3: The primary accent is usually on the root before a double consonant. For example, for-gét-ting.

Accent Rule #4: Unaccented vowel sounds frequently have the soft /uh/ schwa sound, especially when there is only one letter in the syllable. All vowels can have the schwa sound. For example, the a in a-boút.

Accent Rule #5: The primary accent is usually on the first syllable in two-syllable words. For example, páy-ment.

Accent Rule #6: The primary accent is usually on the second syllable of two-syllable words that have a prefix in the first syllable and a root in the second syllable. For example, dis-tráct.

Accent Rule #7: For two-syllable words that act as both nouns and verbs, the primary accent is usually on the prefix (first syllable) of the noun and on the root (second syllable) of the verb. For example, pró-duce as a noun; pro-dúce as a verb.

Accent Rule #8: The primary accent is usually on the first syllable in three-syllable words, if that syllable is a root. For example, chár-ac-ter.

Accent Rule #9: The primary accent is usually on the second  syllable in three-syllable words that are formed by a prefix-root-suffix. For example, in-vést-ment.

Accent Rule #10: The primary accent is usually on the second  syllable in four-syllable words. For example, in-tél-li-gent.

Mark Pennington, MA Reading Specialist, is the author of the comprehensive reading intervention curriculum, Teaching Reading Strategies. Designed to significantly increase the reading abilities of students ages eight through adult within one year, the curriculum is decidedly un-canned, adaptable to various instructional settings, and simple to use. Get multiple choice reading assessments on two CDs, formative assessments, blending and syllabication activities, phonemic awareness and phonicsworkshops, comprehension worksheets, multi-level fluency passages on eight CDs, 390 flashcards, posters, activities, and games. Everything teachers need to teach a diagnostically-based reading intervention program for struggling readers at all reading levels is found in this comprehensive curriculum. Perfect for ESL and Special Education students, who struggle with language/auditory processing challenges. Simple directions and well-crafted activities truly make this an almost no-prep curriculum. Works well as a half-year intensive program or full-year program, with or without paraprofessional assistance.

For individual sound-spelling worksheets that correspond with the comprehensive TSV Spelling Assessment, spelling rules with memorable raps and songs on CD, spelling tests, Greek and Latin affixes/roots worksheets, syllable practice, spelling games, vocabulary games, and more to differentiate spelling and vocabulary instruction, please check out Teaching Spelling and Vocabulary.

Syllable Rule #1: Every syllable has a vowel. The common vowels are a, e, i, o, and u.

Syllable Rule #2: When the vowel is not at the end of a syllable, it has a short sound. The Vowel-Consonant (VC) and Consonant-Vowel-Consonant (CVC) patterns are called closed syllables. For example, bas-ket is a CVC-CVC word with the short vowels ă and ě.

Syllable Rule #3: When the vowel is at the end of a syllable, it has a long sound. The Consonant-Vowel (CV) and Consonant-Consonant-Vowel (CCV) patterns are called open syllables. For example, be-low is a VC-VC word with the long vowels ā and ō.

Syllable Rule #4: Vowel digraphs are paired vowels that have only one vowel sound. Usually the first vowel indicates the sound of the vowel digraph. For example, in the word boat, the vowel digraph is “oa” and the sound is /ō/. Usually keep vowel digraphs in the same syllable.

Syllable Rule #5: Base words are roots that form complete words. A root is the meaning-based syllable that may or may not connect to prefixes or suffixes. Usually keep the original spelling of the base word when connecting to prefixes and suffixes. For example, kick in kicking.

Syllable Rule #6: Compound words consist of two or three base words (roots that form complete words). Usually keep the original spellings of the base words in compound words. The spelling rules do not change the spelling of the base words. For example, bridesmaid.

Syllable Rule #7: An incomplete root is the meaning-based syllable that connects to prefixes and/or suffixes. Unlike a base word, the incomplete root is not a complete word. Both ending vowels and consonants can change when connecting to other roots and suffixes. Sometimes a vowel or consonant is either added or dropped. For example, vis in visible.

Syllable Rule #8: Keep the silent final “e” and the vowel before in the same syllable. The silent final “e” makes the vowel before a long sound if there is only one consonant in between the vowel and the “e”. For example, basement.

Syllable Rule #9: Vowel diphthongs are paired vowels that have two vowel sounds. For example, “au” in sauces. Like vowel digraphs, they stay in the same syllable.

Syllable Rule #10: Prefixes are meaningful word parts attached to the beginnings of words. More than one prefix can begin a word. For example, mis and under in misunderstand.

Syllable Rule #11: Suffixes are word parts attached to the endings of words. They can add meaning to the word or indicate a part of speech. More than one suffix can end a word. For example, on and al in seasonal.

Syllable Rule #12: Consonant digraphs, such as sh, and consonant blends, such as str, stay in the same syllable. For example, shallow and straighten. The /sh/ consonant digraph frequently changes to another consonant sound between different grammatical forms of the same root. For example, /sh/ to /k/ in musician and magic.

Syllable Rule #13: Keep the r-controlled vowels (ar, er, ir, or, and ur) in the same syllable. For example, er-ror.

Syllable Rule #14: Divide syllables between doubled consonants, for example for-gét-ting, unless the doubled consonant is part of a syllable included in a base word, for example ful-fill-ment.

Syllable Rule #15: Some short vowel sounds change to the soft /uh/ schwa sound with a different grammatical form of the same word. For example, in cónduct and conductor the “o” changes from a short vowel to a schwa.

Syllable Rule #16: Some long vowel sounds change to the soft /uh/ schwa sound with a different grammatical form of the same word. For example, in repeat and repetition the “e” changes from a long vowel to a schwa.

Syllable Rule #17: Some long vowel sounds change to the short vowel sound with a different grammatical form of the same word. For example, in nation and national the “a” changes from a long vowel to a short vowel.

Syllable Rule #18: Some silent consonants are pronounced when connected to different grammatical forms of the same root. For example, numb and number.

Syllable Rule #19: Many Greek and Latin prefixes change their spellings to match the roots to which they attach in order to make pronunciation easier. For example, in and mobile becomes immobile. These “chameleons” can change either their consonant or vowel spellings.

Syllable Rule #20: Many Greek and Latin suffixes are morphemes, which means that the word part is meaningful. For example, viewable. Other suffixes serve as inflections, which means that the suffix helps change the part of speech, but does not add meaning to the word. For example, started.

Mark Pennington, MA Reading Specialist, is the author of the comprehensive reading intervention curriculum, Teaching Reading Strategies. Designed to significantly increase the reading abilities of students ages eight through adult within one year, the curriculum is decidedly un-canned, adaptable to various instructional settings, and simple to use. Get multiple choice reading assessments on two CDs, formative assessments, blending and syllabication activities, phonemic awareness and phonics workshops, comprehension worksheets, multi-level fluency passages on eight CDs, 390 flashcards, posters, activities, and games. Everything teachers need to teach a diagnostically-based reading intervention program for struggling readers at all reading levels is found in this comprehensive curriculum. Perfect for ESL and Special Education students, who struggle with language/auditory processing challenges. Simple directions and well-crafted activities truly make this an almost no-prep curriculum. Works well as a half-year intensive program or full-year program, with or without paraprofessional assistance.

For individual sound-spelling worksheets that correspond with the comprehensive TSV Spelling Assessment, spelling rules with memorable raps and songs on CD, spelling tests, Greek and Latin affixes/roots worksheets, syllable practice, spelling games, vocabulary games, and more to differentiate spelling and vocabulary instruction, please check out Teaching Spelling and Vocabulary.

Precocious Paula notices that some sounds are used more than others: long and short vowels more than consonants. In fact, Paula observes that the teacher always writes the letters representing these sounds in different colors than the consonants.  She also sees that the charts on the walls have these same colors. Bonus-year Bobby notices that every word that his teacher writes has at least one of those vowel spellings. Already-reading Alma may even ask why one vowel sound can have more than one spelling. Conforming Carl may be upset that you won’t let him sound out the teacher’s list of Outlaw Words (non-phonetic sight words).

In other words, through implicit or explicit instruction/practice, children will begin to develop recognition of syllable patterns. As more complex stories and advanced instruction layer in multi-syllabic words, most students identify these syllable patterns and apply this knowledge in their reading and writing. About 80% of students at the end of third grade can readily identify syllables and use this knowledge to guide their reading and writing (of course a higher percentage in some schools and a lower percentage in others).

Multi-syllabic decoding (phonics) and encoding (spelling) are the keys to the kingdoms of reading fluency and academic vocabulary. Reading multi-syllabic words is also a fundamental skill required for the new genres of reading that most students begin in 4th grade: their expository history and science texts.

The 80% require practice and refinement of skills to develop automaticity in reading and writing. The 20% require differentiated instruction: some on basic phonemic awareness, some on the decoding, some on the encoding, some on common sight words. Following is an instructional strategy that will scratch both the 80% and 20% itches. The scratch will provide permanent relief to the former, but only temporary relief to the latter; however, instructional strategies that accomplish both at the same time and certainly worth using.

Spelling Transformers Syllabication Strategy Sample Attachment

Time: The Spelling Transformers whole-class activity takes only three minutes of concentrated, whole class practice, twice per week.

Who Benefits: The instructional activity is beneficial for remedial, grade-level, and accelerated readers and spellers  ages seven and older.

Instructional Objectives: Over the year, students will learn to apply each of the Syllable Rules and all of the phonetic patterns in their reading and spelling.

Tactics: Rather than an inductive “Here are the rules-with examples-now apply them” approach, students practice many examples of each syllable pattern to achieve mastery of that pattern. The syllable patterns are taught, using nonsense syllables  because students ages seven and older have extensive sight word vocabularies, which can interfere with learning how changes in spelling affect pronunciation and syllabication.

Materials/Preparation: The Spelling Transformers activity is designed to use the overhead projector, Smart BOARD®, or LCD projector. Make a card with one corner cut off as a rectangle to isolate each word part (see Sample Attachment) and cut a bottom flap to more easily slide the card on the transparency. Develop nonsense word lists that correspond to the Syllable Rules and follow the instructional phonetic pattern of short vowels, consonants, long vowels, consonant blends, silent final “e,” vowel digraphs, and vowel diphthongs (see Sample Attachment). Teaching Spelling and Vocabulary has 17 such lists ready for your projector.

Directions: Teach students to respond out loud, whole class, as soon as the nonsense syllable is isolated on the projector. Tell students that they must pronounce each syllable out loud, and not just whisper. Continue at a rapid pace for three minutes. Formatively assess student progress and repeat difficult transformers. When students have universally mastered the syllable pattern, explain the relevant rule and then move on to the next syllable rule.

For the Spelling Transformers syllabication activity, individual sound-spelling worksheets that correspond with the TSV Spelling Assessment, spelling rules with memorable raps and songs on CD, spelling tests, Greek and Latin affixes/roots worksheets, spelling games, vocabulary games, and more to differentiate spelling and vocabulary instruction, please check out Teaching Spelling and Vocabulary.

As I previously mentioned, each of the six posts will begin with a brief reflection about the instructional spelling component, follow with a rationale for teaching that component, and finish with some free instructional spelling resources. The components of each of the six posts are as follows:

1. Diagnostic Assessment 2. Sound-Spellings 3. Spelling Rules
4. Spelling Lists and Tests 5. Spelling Practice 6. Integrated Spelling and Vocabulary.

This week we explore how to use appropriate spelling practice as part of a balanced spelling program.

Reflection

□ I provide opportunities for students to practice words missed on the diagnostic pre-test.

□ I provide both memorization and writing practice for spelling words.

□ I connect spelling practice to structural analysis of the words.

□ I integrate spelling and vocabulary instruction in our practice.

Rationale

Effective spelling practice is not exclusively memorization. Good spelling practice connects to language development, vocabulary, structural analysis, auditory processing, and writing.

Language Development

The ways that words are spelled are determined by etymological influences. For example, the British spell the /er/ as “re” in theatre, while Americans spell the /er/ as “er” in theater. The ways that words are spelled are also determined by derivational influences. For example, the “ch” spelling in Greek has a hard /k/ sound, so the word chorus is spelled accordingly.

Vocabulary

The ways that words are spelled are often determined by the morphemes (words parts with meaning). For example, we spell emigrate because the prefix e means “out of,” while we spell immigrate because the prefix means “in or into.”

Structural Analysis

The ways that words are spelled are further determined by structural issues. For example, we spell begin with one n, but beginning with two n’s because of the consonant doubling rule. We pronounce unaccented vowels with the schwa sound in multi-syllabic words.

Auditory Processing

Spelling is an auditory skill, not a visual one. We “encode” the sounds we hear into the written alphabetic code. Good spelling practice involves syllabication rules, oral blending, and word fluency.

Writing

We spell in order to write coherently. Students need to practice effectively proofreading to catch inadvertent spelling errors.

Spelling Resources

Language Development

http://www.etymonline.com/ and http://www.yourdictionary.com/

Vocabulary

http://penningtonpublishing.com/blog/reading/how-we-learn-vocabulary-from-word-parts-part-iv/

Structural Analysis

http://penningtonpublishing.com/blog/reading/the-top-ten-syllable-rules/

Auditory Processing

http://penningtonpublishing.com/blog/reading/how-to-do-sound-by-sound-spelling-blending/

Writing

http://www.dailywritingtips.com/8-proofreading-tips-and-techniques/

In next week’s How to Teach Spelling Part VI, we’ll deal with the fifth P-Post-test and have more resources to integrate spelling and vocabulary instruction.

For individual sound-spelling worksheets that correspond with the TSV Spelling Assessment, spelling rules with memorable raps and songs on CD, spelling tests, Greek and Latin affixes/roots worksheets, syllable practice,spelling games, vocabulary games, and more to differentiate spelling and vocabulary instruction, please check out Teaching Spelling and Vocabulary. Also check out Differentiated Spelling Instruction, the complementary fourth through eighth grade (Levels A-E) standards-based spelling series, designed to integrate instruction in spelling, structural analysis, and vocabulary. Each level has 32 weekly spelling pattern lessons and all the resources needed to differentiate spelling instruction: spelling pattern word lists with spelling sort worksheets, formative and summative assessments with recording matrices, review games, memory songs with MP3 links, supplementary word lists, and more.

Many people want to improve their vocabularies, but memorization and retention are the key roadblocks. Not everyone has a natural ability to memorize. However, memorization is a skill that can be learned and improved upon with commitment and practice.

Let’s begin by understanding how we learn vocabulary. We learn most of our first 10,000 survival words through oral language. Beyond this number, most words are learned through reading, by using surrounding context clues to figure out the meanings of unknown words. Readers who read challenging text with academic language and unfamiliar words learn much more vocabulary than readers who stick with the T.V. Guide and People magazines. Good readers have good vocabularies. It’s as simple as that.

We also learn vocabulary through the structural components of our words. Many teachers do a wonderful job of teaching the building bocks of our academic words. Memorizing the common Greek and Latin word parts significantly increases word recognition.

Finally, we do learn vocabulary by making a conscious effort to learn and retain the meanings of new words. Becoming a word sleuth works. However, detectives have to investigate; they can’t just wait for the evidence to show up on their doorsteps. Those who want to learn new vocabulary have to intentionally expose themselves to new words. How? Read more challenging text, improve your ability to use context clues, learn the common Greek and Latinates, and use resources to practice “word play,” such as crosswords.

Practical Tips to Memorize Vocabulary

1. People start forgetting immediately after learning, so make a conscious effort to practice new words when you are exposed to them. Don’t wait. Information that is practiced immediately is retained. After the first few hours, the “forgetting cycle” kicks in.
2. People remember events or information that is rehearsed frequently. Frequent recitation improves retention. Repeat. Repeat. Repeat. Practice. Practice. Practice. Then repeat. Short study periods and small amounts of information divided by periods of rest produces better retention than cramming. Periodic practice of new vocabulary will keep the words stored in the long term memory. Use the words in your everyday speech. Talk to yourself and you won’t sound pretentious.
3. People remember information best when that information is organized in a structured manner.
Key a simple vocabulary journal or use index cards to keep track of new words. Write down the word, the definition (in your own words), and a context clue sentence that shows the meaning of the word.
4. People remember information that has clear multi-sensory connections. Practice new words out loud and in writing. Make a conscious effort to visualize a connection between new words and their meanings through concrete images. For example, precocious means someone who is ahead of his or her time. Picture a toddler you know, dressing up in a tuxedo, saying “I am precocious.”
5. Use vivid imagery. Make the effort to associate a new word with something else that produces memorable imagery. For example, a stunning rainbow connected with the new word spectrum is much more memorable than a simple definition. Use brief illustrations in your vocabulary journal or on your index cards to reinforce the images.
6. Connect what we naturally remember to newly acquired vocabulary. People remember events and information that are made exciting, interesting, or even embarrassing. Connect the discovery of a piece of spinach between your teeth to a new word, such as mortifying.
7. People remember information best that is personalized. Place yourself front and center into your memory association to better retain word meanings.
8. Learn it right the first time. The better a word is originally learned, the better is the retention. Define new words with precision. If possible, write down antonyms and synonyms in your vocabulary journal or on your index cards.
9. Key words prompt recall of larger amounts of information. Learn the base words well and commonly added inflections will be simple to add to your memory bank. For example, the base word parse (to figure out or analyze), if learned well, leads to understanding a whole host of related words, such as parsing or parsimonious.
10. Practice your vocabulary by visualizing the word, looking up and left. Hemispheric brain research has led to some interesting correlations. Good memorizers tend to recall images by shifting their eyes up and left. Poor memorizers tend to recall images by shifting their eyes downward.
For Greek and Latin affixes/roots worksheets, spelling-vocabulary games, vocabulary lists, vocabulary flashcards, spelling rules with memorable raps and songs on CD, spelling tests, syllable practice, and more to differentiate spelling and vocabulary instruction, please check out Teaching Spelling and Vocabulary.

Since reading remains the chief vehicle that we use to access this knowledge, we had better get good at it. Knowing vocabulary is, of course, one of the keys to reading. The precise definitions of vocabulary words are the lower level gatekeepers  that allow readers access to the higher level thinking skills.

But, some may be thinking… aren’t all words subject to individual interpretation? To some degree, yes. However, words do have a collective consciousness of meaning. They do connect to objective realities. In other words, words are not totally subjective. Words must be denotatively internalized and connotatively applied with a good deal of accuracy and skill to properly access information the way the author intends. Only when the reader understands the author’s intentions can higher order thinking skills be then applied to the text.

Although that author-reader connection is a two-way street, the relationship should be weighted heavily on the side of the author. It is the author’s thoughts that we are trying to interpret, not ours per se. An author chooses words carefully because of their precise meanings and the connotations/feelings that the collective readers commonly will understand.

So, memorizing words with precise denotative and connotative definitions is important. Sloppy use of our language inhibits effective communication and leads to misunderstandings. So, what’s the bottom line here? What’s the application for teacher and learner? It is better to teach and learn fewer words with greater precision, than many words with less precision. Two vocabulary strategies assist in this effort: The Vocabulary Ladder and Semantic Spectrums.

The Vocabulary Ladder

Students draw a graphic representation of a ladder with five rungs. They take notes in between the rungs from each of the guiding prompts (in boldface). Begin with a clear, simple, and concise dictionary definition and work students up the ladder via class and teacher brainstorming and reference to appropriate text.

Example Vocabulary Word: democracy

Full Understanding

-It’s important because… it’s the foundation of our government.

-It’s different than… a republic because… a republic has a Constitution.

-It’s the same as… a republic because… both have citizens who are allowed to vote.

-Specific examples of it would be… direct democracy like a club, representative democracy like our Student Council.

-It’s an example of the following… ways decisions are made in governments and organizations.

-The definition is… rule by the people.

Basic Understanding

Semantic Spectrums

Students draw a number line with one end labeled Extreme and the other end labeled Opposite  Extreme. The object is to list words in their connotative order along the spectrum of meaning. Select two vocabulary words for this activity that students fully understand that are antonyms. For example, hot and cold. Have students brainstorm synonyms to each word at the ends of the spectrum and problem-solve via consensus as to where to list each new word by degree of meaning. Select one or two unknown vocabulary words that will fit along this spectrum and read a clear, simple, and concise dictionary definition of each. Assist the students’ decision-making as to where to place these new words. Have the students write down their definitions below the spectrum.

Example Vocabulary Words: even-tempered and vicious

Extreme kind-hearted/nice/warm/even-tempered/cool/mean/cruel/vicious/hateful Opposite Extreme

For more vocabulary activities, including Greek and Latin affixes/roots worksheets, spelling-vocabulary games, vocabulary lists, vocabulary flashcards, spelling rules with memorable raps and songs on CD, spelling tests, syllable practice, to differentiate spelling and vocabulary instruction, please check out Teaching Spelling and Vocabulary at www.penningtonpublishing.com.

Good teachers know that we have to teach both content and process. The goal may be to get students to learn their vocabulary words (the content), but teaching a variety of study techniques to learn those vocabulary words helps students learn valuable critical thinking skills (the process). As a bonus, taking the time to model practice routines in the classroom will help instill habits that will carry over to homework.

Students are more likely to use study and practice procedures that are “game-like” and less boring than simple rote memorization. Here are some fun and effective vocabulary review games for groups and individuals in and out of the classroom. Check out Vocabulary Word Part Games for more.

Group Review Games

The Quick Picks Game

Divide your students into two groups and select one student as the host. Give the list of vocabulary words and definitions to the host for reference. Then, tell your students to take out their Vocabulary Study Cards for study and practice. Have the students spread out their cards on their desks word side up. The host announces the definition of one of the words and the students race to pick up the word that matches that definition. It is certainly fair for group members to help each other out. The first group with all students holding up the correct word part wins a point. Tell students to place each card word side down after it has been announced.. Once all words have been announced, reverse the procedure and announce definitions and students pick up the definition side up cards.

Vocabulary Millionaire

Divide your students into two groups and select one student as the host. Give the list of vocabulary words and definitions to the host for reference. Then, tell your students to take out their Vocabulary Study Cards for study and practice. Students stand next to their desks. The host flips a coin to determine which group goes first. The host announces a vocabulary word and the first student in the row must provide the definition. If the student is unsure of the definition, he or she may use a “lifeline” to ask another group member for assistance, but only once per game. If the student gets the definition correct, he or she remains standing; if incorrect, the student takes a seat and the next word goes to the opposing team. The team with the last student standing wins.

Concentration

Divide your students into groups of four and tell students to select two students whose printed Vocabulary Study Cards look very different from each other, so they can be easily separated. Have one of these students lay out the cards vocabulary word side up and the other student lay out the cards definition side up. Students choose cards to pair the vocabulary word with its definition. If a student selects a correct match, that student chooses again; if not, the next student selects, etc. The winner has the most matches.

Baseball

The teacher needs to assign each vocabulary word according to difficulty, from easy to hard, as a single, double, triple, or home run. Hint: Have many more singles cards than the others. Divide your students into two teams and establish four bases. When in the field, students sit in seats; when “up,” the students stand in line waiting their turn to bat. Teacher selects a single, double, triple, or home run card. Then, the teacher announces the vocabulary word and the batter must give the definition within five seconds or the batter is out. Mix it up by giving definitions and having students come up with the matching vocabulary words. Three outs per each team per inning. Select a student to serve as scorekeeper, and have that student keep the team scores on the board.

Individual Review Games

Knock-Out

Have all students stand and quiz each student with a vocabulary word or definition. If the student gets it right within five seconds, the student remains standing; if not, the student sits. Last one standing wins the game.

Vocabulary Puzzles

Pass out light color construction paper, rulers, and scissors to each student. Tell your students that they will use their Vocabulary Study Cards to make a jigsaw puzzle with the pieces matching words with their definitions. Depending upon the shape of the jigsaw puzzle piece, that piece may have multiple words and/or definitions.

Directions

1. Draw jigsaw puzzle lines on one side of light color construction paper so that you can fit the word parts and their definitions. Avoid small puzzle pieces.

2. Print the word part in dark pen or pencil at the edge of one puzzle piece and its matching definition at the edge of another puzzle piece that touches it, just like the model shows. Finish labeling the puzzle.

3. Cut out the puzzle pieces and place the word parts and their matching definitions face down on your desk. Put together the puzzle.

4. Label other  word parts and their definitions on the blank side of the puzzle. You now have created two separate Vocabulary Puzzles.

5. Have students place their puzzles in zip-lock baggies to store. The baggies can be hole-punched to place in three-ring binders.

To Play

Have students race along with the clock to set their own world puzzle completion records. Students can also exchange puzzles and race each other.

For Greek and Latin affixes/roots worksheets, spelling-vocabulary games, vocabulary lists, vocabulary flashcards, spelling rules with memorable raps and songs on CD, spelling tests, syllable practice, and more to differentiate spelling and vocabulary instruction, please check out Teaching Spelling and Vocabulary at www.penningtonpublishing.com. Also check out Differentiated Spelling Instruction, the complementary fourth through eighth grade (Levels A-E) standards-based spelling series, designed to integrate instruction in spelling, structural analysis, and vocabulary. Each level has 32 weekly spelling pattern lessons and all the resources needed to differentiate spelling instruction: spelling pattern word lists with spelling sort worksheets, formative and summative assessments with recording matrices, review games, memory songs with MP3 links, supplementary word lists, and more.

Good teachers know that we have to teach both content and process. The goal may be to get students to learn their vocabulary word parts (the content), but teaching a variety of study techniques to learn those word parts helps students learn valuable critical thinking skills (the process). As a bonus, taking the time to model practice routines in the classroom will help instill habits that will carry over to homework.

Students are more likely to use study and practice procedures that are “game-like” and less boring than simple rote memorization. Here are some fun and effective vocabulary word part review games. Also, check out Vocabulary Review Games for more.

Word Part Brainstorming

After introducing the week’s word parts and their definitions, ask students to brainstorm words that they already know that use each of the word parts. Give students two minutes to quick-write all of these words that use the selected prefix, root, or suffix. Then, ask students to share their words in class discussion. On the board or overhead projector, write down student examples that clearly use the definition that you have provided. Require students to write down each word that you have written in a vocabulary journal. Award points for all student contributions.

Inventive Vocabulary Writing

After introducing the week’s word parts and their definitions, ask students to invent words that use each word part in a sentence that uses context clues to show the meaning of each nonsense word. Encourage students to use “real” word parts to combine with each targeted word part to form multi-syllabic words. Award extra points for words used from prior week’s words.

For variety, require students to write in different genre. Examples: brief narratives, classified ads, game directions, how-to paragraphs, dialogs, journals, advice columns.

Put-Togethers

This game can be played once the teacher has introduced a sufficient number of word parts and the students have created Vocabulary Study Cards. Students spread out their cards into prefix, root, and suffix groups. The object of the game is to put together these word parts into real words within a given time period. Students can use connecting vowels. Students are awarded points as follows:

1 point for each prefix—root combination

1 point for each root—suffix combination

2 points for a prefix—root combination that no one else in the group has

2 points for a root—suffix combination that no one else in the group has

3 points for each prefix—root—suffix combination

5 points for a prefix—root—suffix combination that no one else has.

Word Part Monsters

This three-day activity works well before Halloween or Open House to get student art work up on the board—oh, and it also is a fun word part review activity. Tell your students that they will create their own Word Part Monsters from their Vocabulary Study Cards. Make a transparency copy of the following directions and models.

Directions

Day 1

1. Quick draw, in pencil, two rough-draft monsters, using at least three prefixes, roots, or suffixes from your Vocabulary Study Cards.

2. Write the name of your monsters, using the word parts, at the bottom of each drawing. Feel free to use connecting vowels to tie together the word parts.

Day 2

3. Choose one of your quick-draw monsters and neatly draw and color it on construction paper.

4. Write the monsters’ name on the back, using the word parts. Turn in your monster to the teacher. Don’t turn into a monster for your teacher.

Day 3

5. The teacher has numbered all of the monsters and posted them around the room. Number a sheet of binder paper and write down all of the monster’s names next to the correct number.

Option A (challenging)—Choose from the monster names that the teacher has written on the board.

Option B (very challenging)— Choose from the monster names that the teacher has written on the board and use the definitions to write a sentence, describing what the monster is like.

Option C (very, very challenging)—The teacher does not write down the monster names on the board. You have to figure them out based upon the drawings alone.

6. The winner(s) are the students who identify the most monsters correctly.

For Greek and Latin affixes/roots worksheets, spelling-vocabulary games, vocabulary lists, vocabulary flashcards, spelling rules with memorable raps and songs on CD, spelling tests, syllable practice, and more to differentiate spelling and vocabulary instruction, please check out Teaching Spelling and Vocabulary at www.penningtonpublishing.com.