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Posts Tagged ‘vocabulary programs’

Vocabulary Instructional Sequence

Thought I’d share my grades 4–8 comprehensive vocabulary instructional scope and sequence. Includes multiple meanings, Greek and Latin morphology, word relationships, figures of speech, connotations, and academic language: Grades 4-8 Vocabulary Instructional Scope and Sequence

All too often we tend to teach the same content over and over again, or we skip teaching the content because we assume the previous grade-level teacher “must have covered it.” We generally work well in grade-level teams, but rarely have the chance to plan with other teachers at the same school, the previous or next school, or among departments and special programs. This document remedies these realities with systematic and coordinated vocabulary content. Note that although it tells teachers “what to teach”; it does not tell teachers “how to teach it.”

The planning document provides specific vocabulary words to teach each instructional vocabulary component (except figures of speech) for twice-per-week explicit vocabulary instruction. Words have been chosen according to frequency studies when possible. The instructional components mirror the old Common Core Anchor Standards for Language L. 4, 5, and 6. Although many have faulted areas of the Common Core State Standards and states have tended to adopt their own standards, I’ve never heard any complaints about the vocabulary standards. After all, who would have issues with contributing author, Isabel Beck and colleagues? https://achieve.lausd.net/cms/lib/CA01000043/Centricity/domain/219/ccss%20docs/ELA%20Appendix%20A.pdf

The vocabulary instructional scope and sequence corresponds to my grades 4-8 Comprehensive Vocabulary programs.

Grades 4-8 Comprehensive Vocabulary

Comprehensive Vocabulary

Here’s how your students will master each slice of the vocabulary pie with one or more of these grade-level programs:

Multiple Meanings

Students practice grade-level homonyms (same spelling and sound) in context clue sentences which show the different meanings and function (part of speech) for each word.

Greek and Latin Morphology

Three criteria were applied to choose the grade-level prefixes, bases, and suffixes:

1. Frequency research 2. Utility for grade-level Tier 2 words 3. Word Part Memory Pairs

Each odd-numbered vocabulary worksheet pairs a Greek or Latin prefix-base or base-suffix combination to enhance memorization and to demonstrate utility of the Greek and Latin word parts.

Students review spelling patterns (orthography), pronunciations, and meanings in Google slides (or print) by creating word matrices with drag and drop prefixes, bases, and suffixes and spelling the Greek and Latin word parts, using word sums.

Students add each of the 54 Greek and Latin word parts to personal Greek and Latin Morphology Walls, lesson by lesson, and drag and drop to create new academic language words with the word parts that have mastered to orthographic memory.

Language Resources

Students look up the Greek and Latin whole word in a dictionary (print or online) to compare and contrast their educated guesses to the denotative definition of the word. Students divide the vocabulary word into syl/la/bles, mark its primary áccent, list its part of speech, and write its primary definition.

Additionally, students write synonyms, antonyms, or inflected forms of the word, using either the dictionary or thesaurus (print or online). This activity helps students develop a more precise understanding of the word.

Figures of Speech

Students learn a variety of figures of speech (non-literal expression used by a certain group of people). The Standards assign specific types of figures of speech to each grade level. Students must interpret sentences which use the figures of speech on the biweekly unit tests.

Word Relationships

Students use context clue strategies to figure out the different meanings of homonyms in our Multiple Meaning Words section. In the Word Relationships section, students must apply context clues strategies to show the different meanings of word pairs. After students have mastered decoding, the program’s S.A.L.E. Context Clues Strategies will help students problem-solve the meanings of unknown words in their reading.

Students learn two new grade-level vocabulary words which have similar denotative meanings, but different connotative meanings. From the provided definitions, students write these new words on a semantic spectrum to fit in with two similar words, which most of your students will already know. For example, the two new words, abundant and scarce would fit in with the already known words, plentiful and rare in this semantic order: abundant–plentiful–scarce–rare.

Academic Language

Tier 2 words (academic vocabulary) should be a key focus of vocabulary instruction. The Academic Language section of the vocabulary lessons provides two grade-level words from the research-based Academic Word List. Students use the Frayer model four square (definition, synonym, antonym, and example-characteristic-picture) method to learn these words. The Common Core authors and reading specialists (like me) refer to this process as learning vocabulary with depth of instruction.

Vocabulary Study Guides

Vocabulary study guides are provided for each of the weekly paired lessons for whole-class review, vocabulary games, and individual practice. Print back-to-back and have students fold to study.

Vocabulary Tests

Biweekly vocabulary tests assess both memorization and application. The first section of each test is simple matching. The second section of each test requires students to apply the vocabulary in the writing context. Answers follow.

Syllable Blending, Syllable Worksheets, and Derivatives Worksheets

Whole class syllable blending “openers” will help your students learn the rules of structural analysis, including proper pronunciation, syllable division, accent placement, and derivatives. Each “opener” includes a Syllable Worksheet and a Derivatives Worksheet for individual practice. Answers follow.

Context Clues Strategies

Students learn the FP’S BAG SALE approach to learning the meanings of unknown words through surrounding context clues. Context clue worksheets will help students master the SALE Context Clue Strategies.

Vocabulary Acquisition and Use Resources

Greek and Latin word parts lists, vocabulary review games, vocabulary steps, and semantic spectrums provide additional vocabulary instructional resources.

Students who complete each of the Comprehensive Vocabulary Grades 4–8 grade-level programs will have practiced and learned much of the Academic Word Corpus and all of the skills of vocabulary acquisition. These students will have gained a comprehensive understanding of academic language and will be well-equipped to apply the skills of context clues strategies and structural analysis to read well and write with precision.

Grammar/Mechanics , ,

Morphology Monsters

Morphology Games

Trick and Treat!

Looking for a great pre-Halloween or pre-Open House activity to scare your kids into learning high frequency Greek and Latin word parts? My Word Part Monsters will do the trick (or treat). Download the FREE lessons after these directions.

This three-day activity works well before Halloween and gets student artwork 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.

Provide the Monster Word Parts list of Greek and Latin prefixes, roots, and suffixes (all morphemes) to get plenty of combinations monster part combinations (FREE download at end of article).

For example, the dreaded mono oc pyr cap kin (one-eye-fire-head-little) monster.

Directions

Day 1

  1. Quick draw, in pencil, two rough-draft monsters, using at least three prefixes, roots (bound bases), or suffixes from your Monster Word Parts list.
  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

  1. Choose one of your quick-draw monsters and neatly draw and color it on construction paper.
  2. 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

  1. The teacher has numbered all of the monsters and posted them around the room and created a list of the monster names. Number a sheet of binder paper and write down all of the monsters’ 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.

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

*****

Check out more vocabulary games in the grades 4, 5, 6, 7, and 8 Comprehensive Vocabulary and Greek and Latin Morphology programs. Including interactive Morphology Walls! FREE Morphology Monsters Lessons

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FREE GRADES 4-8 Vocabulary Resources and Lessons

 

Grades 4-8 Comprehensive Vocabulary

Comprehensive Vocabulary

Watch the short (less than a minute) YouTube videos to see the resources and lessons. Click on the link in the YouTube product description to safely download the resource or lesson from my Pennington Publishing Blog. Subscribe to my YouTube Channel to get more FREE ELA and reading daily resources and lessons. Great for distance learning!

Videos with Vocabulary Resources and Lessons

Grades 4-8 Vocabulary Instructional Scope and Sequence

Download the free weekly word lists for full-year vocabulary instruction. Aligned to the Common Core Anchor Standards, this comprehensive instructional scope and sequence provides grade to grade instructional continuity and features the research-based Academic Words List for tier 2 vocabulary instruction.

The 25 Greek and Latin Power Words

The 25 power words are formed from the highest frequency Greek and Latin word parts and are included in over 60,000 words. Get the list, the research sources, and accompanying worksheets.

FREE Grade 4 Vocabulary Worksheets, Flashcards, and Test

Check out the Grades 4, 5, 6, 7, and 8 Common Core Vocabulary Toolkits with FREE Grade 4 Vocabulary Worksheets, Flashcards, and Test.

FREE Grade 5 Vocabulary Worksheets, Flashcards, and Test

Check out the Grades 4, 5, 6, 7, and 8 Common Core Vocabulary Toolkits with FREE Grade 5 Vocabulary Worksheets, Flashcards, and Test.

FREE Grade 6 Vocabulary Worksheets, Flashcards, and Test

Check out the Grades 4, 5, 6, 7, and 8 Common Core Vocabulary Toolkits with FREE Grade 6 Vocabulary Worksheets, Flashcards, and Test.

FREE Grade 7 Vocabulary Worksheets, Flashcards, and Test

Check out the Grades 4, 5, 6, 7, and 8 Common Core Vocabulary Toolkits with FREE Grade 7 Vocabulary Worksheets, Flashcards, and Test.

FREE Grade 8 Vocabulary Worksheets, Flashcards, and Test

Check out the Grades 4, 5, 6, 7, and 8 Common Core Vocabulary Toolkits with FREE Grade 8 Vocabulary Worksheets, Flashcards, and Test.

For teachers looking only for a solid one-year vocabulary program, check out the Common Core Vocabulary Toolkits (grades 4-8). The 56 Vocabulary Worksheets include

 

Common Core Vocabulary Toolkit

Multiple Meaning Words and Context Clues (L.4.a.); Greek and Latin Word Parts (L.4.a.); Language Resources (L.4.c.d.); Figures of Speech (L.5.a.); Word Relationships (L.5.b.); Connotations (L.5.c.); and Academic Language Words (L.6.0). Students learn ten Tier Two and Tier Three words (the words recommended in Appendix A of the Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects) each week.

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For full-year vocabulary programs which include multiple meaning words (L.4.a.), Greek and Latin morphology with Morphology Walls (L.4.a.), figures of speech (L.5.a.), words with special relationships (L.5.b.), words with connotative meanings (L.5.c.), and academic language words (L.6.0), check out the assessment-based grades 4, 5, 6, 7, and 8 Comprehensive Vocabulary.

Get the Grades 4,5,6,7,8 Vocabulary Sequence of Instruction FREE Resource:

Get the Greek and Latin Morphology Walls FREE Resource:

Get the Diagnostic Academic Language Assessment FREE Resource:

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Vocabulary Review Baseball Game

Baseball vocabulary review? Of course! Easy to set up, increases motivation to practice, and gets the kids up and moving. A little friendly competition never hurt anyone.

Materials

Flashcards with terms on front and definitions on back. The teacher creates vocabulary, literary terms, poetic devices, or? flashcards with terms on front and definitions or examples on back. On the definitions or examples sides of the cards, the teacher labels each according to levels of difficulty: S for a single, D for a double, T for a triple, or H for a home run. Hint: Have many more singles cards than the others.

Build It and They Will Come

Set up your baseball diamond inside your classroom or outside if it’s a nice day. Divide your students into two teams, appoint a scorekeeper to write on the board or easel, and establish four bases. When in the field, students sit in seats; when “up,” the students stand in line waiting their turn to bat. Shuffle the cards so that your students can see you’re not stacking the deck in favor of one team or another. We don’t need any more Shoeless Joe Jackson Black Sox Scandals (100 years ago in 1919).

Play Ball!

Teacher selects a single, double, triple, or home run card. To “play ball,” the teacher announces S, D, T, or H and either the word or example. The student batter must correctly define or identify the word within 10 seconds or the batter is “out.”

Examples: Teacher says word: S “Alliteration.” Student batter says the definition: “Repetition of initial consonant sounds.” Teacher says example: H “The politician suggests that poverty remains the most important problem in the world today; however, the world has always had its share of poor people.” Student batter says the term: “A red herring argument.”

Three outs per each team per inning. Play as many innings as you want. Re-shuffle the cards if you need to work through the deck again or you wound up in a tie and have to go to extra innings.

Some form of team incentives sparks friendly (or cut-throat) competition.

Of course you want other vocabulary games as fun as this one. Get others in Pennington Publishing’s year-long comprehensive vocabulary programs for grades 4, 5, 6, 7, and 8? The program includes 56 worksheets, along with vocabulary study guides, and biweekly unit tests to help your students collaboratively practice and master these Common Core Standards:

  • Multiple Meaning Words and Context Clues (L.4.a.)
  • Greek and Latin Word Parts (L.4.a.)
  • Language Resources (L.4.c.d.)
  • Figures of Speech (L.5.a.)
  • Word Relationships (L.5.b.)
  • Connotations (L.5.c.)
  • Academic Language Words (L.6.0)

*****

For full-year vocabulary programs which include multiple meaning words (L.4.a.), Greek and Latin morphology with Morphology Walls (L.4.a.), figures of speech (L.5.a.), words with special relationships (L.5.b.), words with connotative meanings (L.5.c.), and academic language words (L.6.0), check out the assessment-based grades 4, 5, 6, 7, and 8 Comprehensive Vocabulary.

Get the Grades 4,5,6,7,8 Vocabulary Sequence of Instruction FREE Resource:

Get the Greek and Latin Morphology Walls FREE Resource:

Get the Diagnostic Academic Language Assessment FREE Resource:

Worksheets FREE Resource:

Literacy Centers, Reading, Spelling/Vocabulary, Study Skills , , , , , , , , , , , , , , , , , , ,

Word Crimes (Revisited)

"Word Crimes (Revisited)" Video

“Word Crimes (Revisited)”

Let’s have a bit of fun at the president’s expense (and that of his English teachers). Check out a few of the more egregious examples of President Trump’s tweet and speech word crimes in this English teacher’s tongue-firmly-planted-in cheek lyrics and video spin-off of “Weird Al” Yankovic’s “Word Crimes,” found on his hilarious Mandatory Fun album.

Remember, “We’re all role models: Kids are watchin’ and they’re listenin’.”

Following are the lyrics, YouTube video link, and crass commercial plugs for Mark Pennington’s grammar, mechanics, spelling, and vocabulary programs. Suitable for both Democrats and Republicans. Special 10% discount for White House staffers: Enter discount code 3716 at check-out.

Check out the YouTube video: “Word Crimes (Revisited)

WORD CRIMES (Revisited) © Mark Pennington 2018

I’m an English teacher; I care about our GRAMMAR‒SPELLING, PUNCTUATION, and PRONUNCIATION matter.

So, when “Weird Al” Yankovic dropped his “WORD CRIMES,” I played it for my students, and we laughed a THOUSAND TIMES.

But since the election, we haven’t been the same; the kids are laughing at the PRESIDENT and he’s to blame

for those CHORUS

WORD CRIMES

against the English language.

WORD CRIMES

He causes so much anguish;

WORD CRIMES

High crimes and misdemeanors;

WORD CRIMES

Can’t he get a Twitter screener?

WORD CRIMES

His teachers couldn’t teach him;

WORD CRIMES

I think we should impeach him.

His Favorite Word is BIGLY

BIGLY

He thinks that something BIGGER is always something better; that’s why he starts his common nouns with CAPITAL LETTERS.

His favorite word is “bigly,” and he brags about his hands. No HYPHENATION, nor QUOTATION MARKS he understands.

The only BIG THING we know for sure is an ego so HUGE we can’t take anymore

of those CHORUS

His pronunciation is nothing short of mangled; his usage and his word choice are twisted, forced, and tangled.

He mispronounces CHINA and always gets some laughs, but every speech he’s ever made is filled with countless gaffes.

Just one word I’d like to hear from his tweet: Is it covĕfē or is it covēfe?

It’s those CHORUS

Teachers, popstars, parents, politicians:

We’re all role models‒kids are watchin’ and they’re listenin’.

The only dumb mistake is one that is repeated

So, keep that in mind before you say it or you tweet it.

He says he has the power to pardon his own grammar. I think we ought to put his English teachers in the slammer.

He doesn’t know the difference between right or wrong: an adjective or adverb, a fragment or run-on.

Now, I “Ain’t [sic] saying we never make mistakes (except the President of the United States)

with his CHORUS

"Word Crimes (Revisited)" The Video

“Word Crimes (Revisited)”

*****

Thanks for listening. I’m Mark Pennington, ELA and reading intervention teacher-publisher and amateur songwriter. Check out my assessment-based grammar, mechanics, spelling, and vocabulary programs at Pennington Publishing. Let’s keep our kids from committing word crimes while we keep our sense of humor.

Need more of my songs? Check out “Quick Looks at Good Hooks” for a nice sampling of my repertoire.

Need more grammar?

Get the Grammar and Mechanics Grades 4-8 Instructional Scope and Sequence FREE Resource:

Get the Diagnostic Grammar and Usage Assessment FREE Resource:

Get the Diagnostic Mechanics Assessment FREE Resource:

Grammar/Mechanics, Spelling/Vocabulary, Writing , , , , , , , , , , , , , , , , , , , , ,

How to Teach Multiple Meaning Words Vocabulary

Multiple Meaning Words

How to Teach Multiple Meaning Words

Multiple meanings matter. Can we learn how to teach multiple meaning words vocabulary to our students? I think so, and it’s important. For example,

From an old vaudeville act:

“You drove me to drink!” her husband shouted.

“No, you walked there yourself every night,” his wife responded.

This mildly humorous exchange is built upon word play. Word play is a basic tool for many writing and speaking genre. The word play in the short vaudevillian dialog involves the double-meaning of the verb, drove. It also involves different uses of the parts of speech: The husband uses to drink as an infinitive (an unconjugated verb). The wife interprets her husband’s word, drink, as a common noun place (say a bar) and the object of the prepositional phrase to drink (where). Finally, the husband uses the verb phrase, drove me toas an idiom, meaning forced me or caused me, whereas the wife uses drove me as a colloquialism meaning he used the car to drive (no one drives a person).

Enough already! English-language arts teachers certainly can take the fun out of anything. My point is that multiple meaning words are important components of any language. English has plenty of them.

The Common Core authors include multiple meaning words in the Language Strand as Standard L.4.a., but word play is also included in word relationships Standard L.5.b. and figures of speech Standard L.5.a. By the way, I love the fact that the Standards include puns (my boldface):

CCSS.ELA-LITERACY.L.8.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-LITERACY.L.8.5.A
Interpret figures of speech (e.g. verbal irony, puns) in context.

See how multiple meaning words fit into the breadth of the Common Core Vocabulary Standards in the Language Strand:

  • Multiple Meaning Words and Context Clues (L.4.a.)
  • Greek and Latin Word Parts (L.4.a.)
  • Language Resources (L.4.c.d.)
  • Figures of Speech (L.5.a.)
  • Word Relationships (L.5.b.)
  • Connotations (L.5.c.)
  • Academic Language Words (L.6.0)

What is the instructional focus of multiple meaning words?

Our instructional focus with multiple meaning words is centered on homonyms. A brief reminder: Homonyms represents a general category, literally meaning same names, that is used to indicate similar words which have different meanings. Homographs (words spelled the same, but pronounced differently, such as bass (a deep tone or voice) and bass (a type of fish), and homophones (words pronounced the same but spelled differently, such as reed and read) are subsets of homonyms. So, yes, bass, reed, and read are all examples of homonyms.

How do context clues fit in… the Standard does not mention these.

True, however words are always used in context. Without context clues, we wouldn’t understand homonyms. For example, saying “I like a lot of bass” is meaningless unless we surround the homograph with context clues, such as “I like a lot of bass on my speakers” or “I like a lot of bass, but not a lot of trout.”

As an aside, the Common Core Standards are quite explicit in some sections as exemplars for instruction; however, they are not a detailed instructional scope and sequence (see below for a helpful example). The Common Core authors expect teachers to use their brains to fill in the blanks. As an educational author, I always list applicable Standards; however, I also include a good measure of common sense. For example, the Language Strand Language Conventions Standards (L.2) include plenty of specific Standards regarding the use of different verb forms; however, the Standards nowhere mention “Thou shalt teach thine students what a verb is.”

Which Multiple Meaning Words to Use and How to Team Them

Students should practice grade-level homonyms (same spelling homographs and sound homophones) in context clue sentences which show the different meanings and function (part of speech) for each word.

Examples

In my five vocabulary programs (see below), I use vocabulary worksheets to help students learn grade-level multiple meaning words and context clue strategies to explain their use. Check out my S.A.L.E. Context Clue Strategies with free lessons HERE.

Homonyms

Multiple Meaning Words

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For full-year vocabulary programs which include multiple meaning words (L.4.a.), Greek and Latin morphology with Morphology Walls (L.4.a.), figures of speech (L.5.a.), words with special relationships (L.5.b.), words with connotative meanings (L.5.c.), and academic language words (L.6.0), check out the assessment-based grades 4, 5, 6, 7, and 8 Comprehensive Vocabulary.

Get the Grades 4,5,6,7,8 Vocabulary Sequence of Instruction FREE Resource:

Get the Greek and Latin Morphology Walls FREE Resource:

Get the Diagnostic Academic Language Assessment FREE Resource:

Grammar/Mechanics, Literacy Centers, Spelling/Vocabulary, Writing , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , ,

Figures of Speech and Idiomatic Expressions

Grades 4-8 Comprehensive Vocabulary

Comprehensive Vocabulary

How do figures of speech and idiomatic expressions fit into vocabulary acquisition? ELA teachers do a great job of teaching the traditional figures of speech, metaphors and similes and many or the poetic devices, such as alliteration and personification in the context of literature and poetry. Check out a nice list with examples of the “Top 20” figures of speech with examples. 

However, most of us give short shrift to the colloquial forms of language which actually fill more literature and poetry than the venerable figures of speech. For example, in Shakespeare’s Richard III:

GLOUCESTER:
Off with his head! Now, by Saint Paul I swear,
I will not dine until I see the same.

RATCLIFF:
Dispatch, my lord [Hastings]; the duke would be at dinner:
Make a short shrift; he longs to see your head.

https://www.phrases.org.uk/meanings/short-shrift.html

The authors of the Common Core State Standards recognize the essential roles that colloquial expressions play in our English language. See the varied examples detailed in the Language Strand (L.5.a.). Did you know that the eighth grade standards include puns? I love that.

I especially appreciate the authors’ emphasis on teaching idiomatic expressions. Idiomatic expressions are more than just the archaic “A stitch in time saves nine” examples that I used to teach, one per day, and have my students illustrate for Open House.

In fact, our non-literal language fills what we read, say, and speak. For example, I love that idiom of ours: through the door. It always gets some head-shaking in my EL, SDAIE, ELD, ESL, etc. classes. But all languages are filled with colloquial language.

For example, when I arrived in Mexico City to really learn the language some years back, I already had six years of middle school and high school Spanish, one college conversational Spanish class and one Spanish-only literature class. I felt pretty confident with the language.

Upon my arrival I found that my new friends understood me just fine. However, I only understood about 50% of what was being said to me. My Spanish instruction was failing me. I knew the formal, but not the informal language.

My Mexican roommate asked me if I had a chamarca. It was 90 degrees out and humid, as well. Why was he asking if I had a jacket? I looked at him strangely, and he explained that he had substituted the slang, charmarca, for his novia. You see, chamarca is slang for girlfriend; while novia was the formal word for girlfriend I learned in Spanish classes back in the U.S.

Learning to really learn the language was all about learning the idiomatic expressions. Spanish uses a lot.

The Common Core State Standards emphasize a balanced approach to vocabulary development. Unlike some of the other ELA Standards, the vocabulary Standards are quite specific and especially so with figures of speech. Although much of our Tier 2 (academic language) vocabulary is acquired through reading challenging text, other methods of vocabulary acquisition are best taught through explicit, direct instruction. Take a moment to skim the vocabulary standards and see how you’re doing in your class or classes this year.

  • Multiple Meaning Words and Context Clues (L.4.a.)
  • Greek and Latin Word Parts (L.4.a.)
  • Language Resources (L.4.c.d.)
  • Figures of Speech (L.5.a.)
  • Word Relationships (L.5.b.)
  • Connotations (L.5.c.)
  • Academic Language Words (L.6.0)

How to Teach Figures of Speech and Idiomatic Expressions

In my five vocabulary programs for grades 4, 5, 6, 7, and 8 (details follow), I use the wide variety of figures of speech (stated and suggested by the Language Standards) to teach students what the figure of speech is, what it means, and how to use it properly. My vocabulary worksheets require students to practice the figure of speech in the writing context, using surrounding context clues to show the meaning of the figure of speech.

Using Figures of Speech

Figures of Speech

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For full-year vocabulary programs which include multiple meaning words (L.4.a.), Greek and Latin morphology with Morphology Walls (L.4.a.), figures of speech (L.5.a.), words with special relationships (L.5.b.), words with connotative meanings (L.5.c.), and academic language words (L.6.0), check out the assessment-based grades 4, 5, 6, 7, and 8 Comprehensive Vocabulary.

Get the Grades 4,5,6,7,8 Vocabulary Sequence of Instruction FREE Resource:

Get the Greek and Latin Morphology Walls FREE Resource:

Get the Diagnostic Academic Language Assessment FREE Resource:

Literacy Centers, Spelling/Vocabulary, Study Skills , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , ,

How to Teach Connotations | Shades of Meaning Vocabulary

How to Teach Connotations Shades of Meaning Vocabulary

How to Teach Connotations Shades of Meaning

Some of our English words are quite imprecise and have shades of meaning. Whereas the Greeks have at least four words for love, we only have one. How crazy is it that we can say, “I love you darling, and I also love hot dogs” in the same sentence? Some of our English words are extremely precise. When we’re discussing walking, we can use that general word, as in this example: Walking through the park, we stopped to feed the birds. However, we can assign more precision to the gerund by saying the following: Ambling, or Sauntering, or Cruising, or Strolling Walking through the park, we stopped to feed the birds.  

Whether the words we choose to say or write are imprecise or precise in the denotative sense (what the dictionary says), we pour meaning into the words (connotations) by the way we use the words and the surround context clues. After all, we could say, “I love you darling” in a romantic sense, in a sarcastic, mocking sense, or in a humorous sense. It all depends on the communication clues we provide.

However, words do mean something on their own and it makes sense to teach our students what they do mean apart from the surrounding clues to help developing speakers and writers make proper word choices. Teaching the connotative meanings of words is best facilitated through the use of synonyms.

The writers of the Common Core Vocabulary Standards include connotative vocabulary acquisition in CCSS L.5.c.:

  • Multiple Meaning Words and Context Clues (L.4.a.)
  • Greek and Latin Word Parts (L.4.a.)
  • Language Resources (L.4.c.d.)
  • Figures of Speech (L.5.a.)
  • Word Relationships (L.5.b.)
  • Connotations (L.5.c.)
  • Academic Language Words (L.6.0)

How to Teach Connotations

One great way to teach connotations is with semantic spectrums. Just like a rainbow is a color spectrum, certain vocabulary words can be placed within their own spectrum of meaning (semantics). Typically, when using semantic spectrums to introduce new words, the teacher selects two new words which have connotative meanings. The teacher provides the definitions of the two new words (or students look them up), and students write these new words on a semantic spectrum to fit in with two similar words, which most of your students will already know. For example, the two new words, abundant and scarce would fit in with the already known words, plentiful and rare, in this semantic order: abundant–plentiful–scarce–rare.

In my three standards-based vocabulary programs (described below with free downloads), my semantic spectrums look like this:

Connotative Semantic Spectrums

Semantic Spectrums

Notice that the parts of speech are all verbs for both the new words and already known words in the first example. In the second example, the new words are nouns, but the already known words are adjectives.

It makes no difference whether the parts of speech are consistent or not for the purposes of learning the connotations. Plus, it provides a nice means of extended learning, should you choose to use the teachable moment.

Teacher: Notice that social and shy are what kind adjectives. What inflected endings would we have to add onto our vocabulary words: extrovert and introvert to make them into what kind adjectives? 

Students: “ed.”

Teacher: Who could use the adjective forms in a sentence to show their meanings? What transition words would most likely be used to show the differences between extrovert and introvert? Can anyone think of another word to fit in our spectrum? Yes, you can use your thesaurus.

Semantic spectrums are wonderful teaching tools to help students master Connotations (L.5.c.) Standard. I provide 28 semantic spectrums for each of my vocabulary programs, different ones for each 4, 5, 6, 7, and 8 grade level.

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For full-year vocabulary programs which include multiple meaning words (L.4.a.), Greek and Latin morphology with Morphology Walls (L.4.a.), figures of speech (L.5.a.), words with special relationships (L.5.b.), words with connotative meanings (L.5.c.), and academic language words (L.6.0), check out the assessment-based grades 4, 5, 6, 7, and 8 Comprehensive Vocabulary.

Get the Grades 4,5,6,7,8 Vocabulary Sequence of Instruction FREE Resource:

Get the Greek and Latin Morphology Walls FREE Resource:

Get the Diagnostic Academic Language Assessment FREE Resource:

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