Pennington Publishing Blog

Every teacher and parent has heard about transformers: the movies, the action characters, etc. If you’re a parent of a younger child, you know all about Bumblebee.

Since the dawn of the Transformers in 1984, the spunky little Autobot called Bumblebee has been a fan favorite. Why? He was the underdog. He was small, and he was one of the weaker Transformers, but his heart was huge and he showed great bravery on the battlefield. As a result, he was an admired and gentle friend not only to humans, but to his peers as well. And it didn’t hurt that his alternate mode was a cute little yellow Volkswagen Beetle. He now has at least six other transformations! https://screenrant.com/bumblebee-transformers-last-knight-solo-trivia-facts/

What if we could apply that same transformer concept to beginning reading, reading intervention, and multi-syllabic word work? We can with Syllable Transformers.

As a reading specialist working with struggling older readers in the 1990s, I had the pleasure of learning from the late Dr. John Sheffelbine from California State University at Sacramento. John was a self-described “phonicator” and developed both the BPST (Basic Phonics Skills Test), the Scholastic Phonics Readers, and the SIPPS program. One powerful set of lessons that John developed dealt with open (long vowel) and closed (short vowel) syllables. An open syllable is one which ends in a long vowel e.g. bay; a closed syllable ends in a consonant and the vowel is short e.g. bat.

John hypothesized that the best way to learn these open and closed syllable rules was to practice them together: to see how the vowel sound transforms from one syllable pattern to another. Additionally, because educators were transitioning from the whole language/balanced literacy philosophy to a phonics-based approach, many students over-relied on sight words and syllables, rather than upon applying sound-symbol correspondences. The instructional implications were clear that practice in real syllable patterns would not solve the problem for these “look and say” syllable guessers. The answer was to use nonsense syllables. Brilliant!

I tried John’s “Syllable Transformations” and they worked wonders. However, I could see the power of expanding John’s idea to other syllable patterns. I also tweaked his approach to make the methodology a bit more “user-friendly” and “technologically-savvy” (I typed them up and displayed them on a machine we used to call the overhead projector.)

Of course, John’s “Syllable Transformations” prefigured what we now refer to as flexing the vowel and applying set for variability. Years later I developed my own comprehensive reading intervention program (promo below), and I included Syllable Transformers as a quick warm-up activity before multi-syllabic word work. Teachers and students love this fast-paced whole-class response activity.

Examples (Open and Closed Syllables): ba-bam-bay-tay-tat

In my Pennington Multi-Syllabic Strategies for Familiar and Unfamiliar Words I expand the strategy of flexing the vowel to adjusting consonant sound variations, syllable types, syllable division guidelines, common syllable patterns, vowel and consonant accent shifts, and conventional spelling rules to provide a bank of problem-solving choices for decoding and encoding.

The Science of Reading Intervention Program: Word Recognition includes explicit, scripted instruction and practice with the 6 Daily Google Slide Activities every reading intervention student needs: 1. Phonemic Awareness 2. Blending, Segmenting, and Spelling 3. Phonics and Heart Words Practice 4. Word Chains 5. Sam and Friends Phonics Books (decodables for olders). 6. Elkonin Sound Box dictations, Personal Sound Walls, and Multi-Syllabic Word Work. Print versions are available for all activities. First Half of the Year Program (55 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program: Language Comprehension resources are designed for students who have completed the word recognition program or have demonstrated basic mastery of the alphabetic code and can read with some degree of fluency. The program features the 5 Weekly Language Comprehension Activities: 1. Background Knowledge Mentor Texts 2. Academic Language, Greek and Latin Morphology, Figures of Speech, Connotations, Multiple Meaning Words 3. Syntax in Reading 4. Reading Comprehension Strategies 5. Literacy Knowledge (Narrative and Expository). Second Half of the Year Program (30 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program: Assessment-based Instruction provides diagnostically-based “second chance” instructional resources. The program includes 13 comprehensive assessments and matching instructional resources to fill in the yet-to-be-mastered gaps in phonemic awareness, alphabetic awareness, phonics, fluency (with YouTube modeled readings), Heart Words and Phonics Games, spelling patterns, grammar, usage, and mechanics, syllabication and morphology, executive function shills. Second Half of the Year Program (25 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program BUNDLE  includes all 3 program components for the comprehensive, state-of-the-art (and science) grades 4-adult full-year program. Scripted, easy-to-teach, no prep, no need for time-consuming (albeit valuable) LETRS training or O-G certification… Learn as you teach and get results NOW for your students. Print to speech with plenty of speech to print instructional components.

Literacy Centers, Reading, Spelling/Vocabulary, Study Skills base words, consonants, CV, CVVC, digraphs, diphthongs, encoding, Greek and Latin word parts, Mark Pennington, morphemes, multi-syllabic word work, open and closed syllables, phonics, reading fluency, sight syllables, sound-spellings, spelling, spelling games, spelling patterns, spelling rules, spelling skills, spelling sorts, structural analysis, syllable rules, syllable transformations, syllable transformers, syllables, Teaching Reading Strategies, transformations, transformers, VC, vowel digraphs, vowel teams, vowels, word attack, word parts, word recognition, word sorts

“Aargh! I can’t make sense of what this author is saying. Her vocabulary is out of control! To understand this, I’d have to look up every other word in the dictionary. Do you follow what she’s saying?”

Αυτά μου φαίνονται Ελληνικά”

“So what does that mean?”

“It means, ‘It’s all Greek to me’ in Greek.”

We’ve used that expression in English for centuries to describe something we hear or read that we don’t understand. Even Shakespeare referenced the saying in Act 1 Scene 2 of his Tragedy of Julius Caesar.

Of course, the Greeks would never say “It’s all Greek to me.” After all, it is their language. But they do use a similar figure of speech. A Greek would say, “Αυτά μου φαίνονται κινέζικα,” or “This seems Chinese to me.”

When you sit down to read an article, a technical document, or a book, does the language the author uses seem “All Greek (or Latin) to you”? If so, you’re not alone, and you’re not illiterate. Often, reading English text does seem like reading a foreign language. And this makes perfect sense, because so much of English does derive from other languages.

Why Should We Study Greek and Latin?

Before I answer this question, let me answer a few challenges to my argument.

Challenge: Aren’t both Latin and Classical Greek dead languages? Latin is not spoken or written language today. Additionally, the Greek that you suggest we learn is also somewhat of a dead language in that the classic Greek which English borrows from is not the same as the modern Greek written and spoken today.

Answer: Both Latin and Classical Greek remain alive today in the sense of their relevance and connection to vocabulary, grammar, and literature.

Challenge: Why waste time studying Greek and Latin when we could be memorizing more English words?

Answer: Those wishing to improve their vocabularies don’t have to enroll in a Rosetta Stone course on conversational Greek or taking a two-year online course on Latin. Learning high frequency and high utility Greek and Latin word parts is the most efficient way to quickly increase one’s advanced English vocabulary. Plus, you already know quite a lot of the meanings of these word parts through a lifetime of listening and reading experience. Building on a foundation is so much easier than starting from scratch.

Challenge: I’ve heard that the Greek and Latin word parts aren’t reliable clues to meaning. What meant one thing 2,000 years ago does not always mean the same to us in the Twenty-First Century.

Answer: You are correct that some Greek and Latin word parts can lead you astray. Not every Greek and Latin word part meaning is a reliable clue to meaning. Some word parts have multiple-meanings. For example, in can serve as a positive prefix, meaning in or into, as in inviting or invaluable. However, in can also serve as a negative prefix, meaning not as in invisible or incoherent. In other cases, a Greek word part which sounds and is spelled exactly like a Latin word part will mean something quite different. Additionally, besides their denotative (or dictionary) meanings, Greek and Latin word parts have their nuances and connotations.

But these drawbacks are the same for every language, including English. Understanding what authors mean in their word choices is sometimes as much art as it is science. Good reading comprehension always involves problem-solving. The bottom line is that learning the high frequency and high efficiency Greek and Latin word parts will make a significant improvement in your vocabulary.

Now that I’ve addressed some of the common complaints and reservations about studying Greek and Latin to improve one’s English vocabulary, let’s provide the justification for Why Should We Study Greek and Latin?

1. Sheer Numbers

Greek and Latin have added more affixes (prefixes and suffixes) and roots than all other languages combined. In fact, over 50% of the words in college level English dictionaries have a least one Greek or Latin prefix, root, or suffix. If half of our 800,000-word lexicon, in other words, our total English vocabulary is Greek or Latin-based, it certainly makes sense to pay some attention to these languages.

2. Accuracy and Reliability

Because both ancient Greek and Latin are so well-preserved in literature, the meanings of most words and word parts remain remarkably consistent as they are used as part of the English language. Even the spellings of these prefixes, roots, and suffixes are consistent and predictable (Rasinski & Padak, 2001; Bear, Invernizzi, Templeton & Johnston, 2000).

3. Applicability

According to one study, “Knowing Greek and Latin word parts helps students recognize and gain clues to understanding of other words that use known affixes and roots” (Nagy & Scott, 2000).

In this same study, the authors found that learning Greek and Latin roots gives students the ability to learn many new words independently by helping them make connections among words and word families that are semantically related (Nagy & Scott, 2000).

4. Efficiency

“One Latin or Greek root or affix (word pattern) aids understanding (as well as decoding and encoding) of 20 or more English words” (Nagy & Scott, 2000).

High frequency Greek and Latin prefixes, suffixes, and roots provide useful short-cuts to enhancing one’s speaking and reading vocabulary in English. For example, knowing the word parts in just 15 words will unlock clues to meaning for thousands of words. The list is in your FREE download at the end of this article.

Knowing even one Greek or Latin word part in an unknown word can help a reader problem-solve not only the word in which it appears, but also other words in the same sentence.

For example, if you know that contra means against, you can probably guess what contradictory means and what yontuke means in this sentence:

The defendant provided contradictory testimony in which he first claimed that his stolen painting was worth a fortune, but later referred to that same painting as a yontuke copy.

Yes, yontuke means cheap; I know, because I made up the word. But you know its meaning, too, because knowing the meaning of the one word part, contra, not only helped you understand the meaning of contradictory, but also clued you into the meaning of another unknown word in the sentence, yontuke. Knowing some Greek and Latin word parts can make all the difference in improving your reading comprehension.

5. Cultural Impact

Another reason why we should study Greek and Latin is because of their cultural influence. The impact of Greek and Roman philosophy, literature, and science on Western Civilization has been profound. Language is part of culture. We can’t divorce our words from our culture.

For example, to understand these words: bees knees, speakeasy, and flappers we would have to know a bit about the Roaring 20’s Jazz Age. To understand dope, homies, and skrrt, we would have to know a bit about hip hop culture. To understand this dialogue, you’d have to know a bit about the cultural language patterns of Jeff Foxworthy’s Rednecks:

If’n y’all don’t stop fat’n I’m comin’ down there to school you young’uns.

Dun’t need no hep. Pap dun got hisself a gubmint job.

Well I’ll be a monkey’s uncle! He getn’ too big for his own britches.

Ah, I ain’t unnerstand nuthin’ you sed…must be some farn talk. I best skedaddle.

(Adapted from YourDictionary definitions and usage example. Copyright © 2018 by LoveToKnow Corp)

6. Studying Greek and Latin Makes You Smarter

Take any college-admission test preparation class for the SAT, ACT, LSAT, MedCaT, etc. and the instructor will stress the memorization of Greek and Latin word parts. IQ tests are rarely administered these days, but they are largely divided into language and reasoning. You guessed it… the language consists of academic words. And Greek and Latin are the primary source of academic language.

The research-based Academic Word List is chiefly based upon Greek and Latin word parts. This list of generalizable Tier 2 words is not domain or content-specific. These words appear most frequently in challenging text, including textbooks, articles, bucket list novels, and technical documents. The authors of the Common Core State Standards recommend studying these Tier 2 words. Studying a bit of Greek and Latin will give you access to the world of ideas and enhance both your reading comprehension. Additionally, the words you speak will gain the precision of meaning necessary for academic discussion.

Wouldn’t it be great to have the Greek and Latin instructional resources to learn and teach these vocabulary short-cuts?

Pennington Publishing’s Grades 4, 5, 6, 7, and 8 Common Core Vocabulary Toolkits include 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)

Years ago I created a list of 15 Power Words with these types of associations for the most common Greek and Latin affixes and roots. The word parts associated in this list comprise word parts found in over 15,000 words. Well worth teaching your students, I would say.

Get the 15 Power Words FREE Resource:

My Grades 4−8 Common Core Vocabulary Toolkits pair prefixes, roots, and suffixes to maximize learning. Each grade-level curriculum includes some great interactive games. Enter discount code 3716 and get 10% off your purchase price.

Literacy Centers, Reading, Spelling/Vocabulary, Study Skills, Writing Academic Word List, ACT, Common Core Vocabulary Toolkit, English vocabulary, Greek and Latin word parts, high frequency greek and latin, LSAT, Mark Pennington, MedCat, SAT, test preparation, Tier 2 words

Teachers know that teaching the most common Greek and Latin prefixes, bases, and suffixes makes sense to help students build academic language, but how to memorize Greek and Latin Word Parts? After all, about 50% of the words in any unabridged dictionary include at least one Greek or Latin affix or root. Tier 2 words have even more!

The question is how can students most efficiently learn these word parts? Rote memorization has a role; however, tapping into the students’ transferable, long-term memories is more effective.

One way to connect to the long-term memory is through association. Associating multiple word parts helps students remember each word part better than through individual memorization. For example, auto means “self,” bio means “life,” graph means “write” and y means “the process or result of.” Learning the whole word, autobiography, is a great way to memorize by association.

Years ago I created a list of 15 Power Words with these types of associations for the most common Greek and Latin affixes and bases. The word parts associated in this list comprise word parts found in over 15,000 words. Well worth teaching your students, I would say.

Get the 15 Power Words FREE Resource:

Here’s a great game that will help students practice their own Greek and Latin word part associations.

Have students create and spread out vocabulary word part cards into prefix, root, and suffix groups on their desks. Business card size works best. The object of the Put-Togethers 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—base combination
• 1 point for each base—suffix combination
• 2 points for a prefix—base combination that no one else in the group has
• 2 points for a base—suffix combination that no one else in the group has
• 3 points for each prefix—base—suffix combination
• 5 points for a prefix—base—suffix combination that no one else has.

Another great game this time of year is Word Part Monsters. Teach numerical prefixes, some body part bases, and some descriptive suffixes and students use these to name and draw their own monsters. A pyrcapunipod comes to mind… translation? a fire-headed, one-footed monster! Students guess the translations of their classmates’ monsters.

*****

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:

Spelling/Vocabulary English vocabulary, Greek and Latin Morphology, Greek and Latin word parts, Greek roots, high frequency greek and latin, Latin roots, Mark Pennington, morphological awareness, morphology walls, most common greek and latin, prefixes, roots, roots and affixes, suffixes, vocabulary games, vocabulary worksheets

I’m often asked how to memorize vocabulary. There is just no doubt about it. Society judges us by the words we use. Vocabulary is the key linguistic measure of intelligence on IQ tests. It is the most statistically significant correlation on the SAT 1 sentence completions and passage-based reading components. It identifies a well-educated man or woman perhaps more that any other characteristic.

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 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:

 

Reading, Spelling/Vocabulary, Study Skills, Writing base words, Greek and Latin, Greek and Latin Morphology, Greek and Latin word parts, how to memorize vocabulary, Mark Pennington, memorize vocabulary, morphemes, morphological awareness, morphology walls, Teaching the Language Strand, vocabulary, vocabulary flash cards, vocabulary flashcards, vocabulary skills, vocabulary word lists, vocabulary worksheets, word lists, word parts

Our pool of knowledge is built with words. Knowing the precise meanings of these words is crucial to developing academic vocabulary to think, read, and write well. Words build upon words. These foundations hold up houses and skyscrapers.

Since independent reading remains the chief vehicle that we use to access words, educators would be wise to focus on this point of access. Learning precise vocabulary is, of course, one of the keys to reading. The point of this article is that it is the precision of vocabulary words are the lower level gatekeepers  that allow readers access to the higher level thinking, reading, and writing skills.

However, some may be thinking… How can we be sure of precision when even the dictionaries disagree? Merriam-Webster defines precision as “the degree of refinement with which an operation is performed or a measurement stated”. Oxford Dictionary defines precision as “The quality, condition, or fact of being exact and accurate“. 

Others 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 meaning of the author’s words 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 Extreme

*****

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:

Reading, Spelling/Vocabulary, Writing affixes, base words, Greek and Latin, Greek and Latin word parts, Mark Pennington, morphemes, prefixes, roots, semantic spectrums, syllable rules, syllables, Teaching the Language Strand, vocabulary, vocabulary flash cards, vocabulary flashcards, vocabulary skills, vocabulary worksheets, word lists, word parts

Memorizing vocabulary words can present a problem for many students, but vocabulary review games can help. Spending class time practicing vocabulary memorization may seem, on the surface, a waste of valuable time. After all, doesn’t memorization all come down to study and practice? True, but  most of us did not leap out of the womb already knowing how to study and practice. In fact, many students have never learned how to study effectively, and many do not have home environments that are conducive to sufficient practice.

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 creates or uses a student’s Vocabulary Study Cards with vocabulary words 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.

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. The teacher shuffles the cards and announces whether the card is a single, double, triple, or home run.  The teacher says the vocabulary word and the batter must provide the definition within five seconds or the batter is out. Mix it up by giving definitions and having students respond 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.

Examples: Teacher picks a card and says, “single” and the vocabulary word, “Alliteration.” Student batter responds with the definition: “Repetition of initial consonant sounds.” Teacher motions the student to first base.

Three outs per each team per inning. Some form of team incentives sparks friendly (or cut-throat) competition.

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

Directions

1. With a dark pen or sharpie, the teacher (or older students) draw jigsaw puzzle lines on one side of white paper that will include the desired number of vocabulary words and their matching definitions. Avoid drawing small puzzle pieces to provide enough room to write longer definitions. Drawing curved lines takes less effort than straight ones and makes the puzzle more challenging to solve for students. Students will rely on vocabulary knowledge, as well as the shapes, to complete the puzzles.

2. The teacher or students print the vocabulary word at the edge of one puzzle piece and its matching definition at the edge of another puzzle piece that touches it. Finish labeling the puzzle. 

3. Cut out the puzzle pieces.

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

Note: To add more vocabulary words and definitions or to create the next set of vocabulary words and definitions, have students complete the previous puzzle, blank side up, and label the new vocabulary words and their definitions. Provides great review for both the new set of words, as well as the old. 

To Play

Have students race each other or along with the clock to set their own world puzzle completion records.

*****

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:

 

Reading, Spelling/Vocabulary, Study Skills, Writing base words, Greek and Latin, Greek and Latin word parts, Mark Pennington, morphemes, Teaching the Language Strand, vocabulary, vocabulary flash cards, vocabulary flashcards, vocabulary instruction, vocabulary memorization, vocabulary practice, vocabulary skills, vocabulary worksheets, word lists, word parts

Memorizing vocabulary word parts is essential to academic vocabulary acquisition. However, memorization can present a problem for many students. Spending class time practicing vocabulary memorization may seem, on the surface, a waste of valuable time. After all, doesn’t memorization all come down to study and practice? True, but  most of us were not born already  knowing how to study and practice. In fact, many students have never learned how to study effectively, and many do not have home environments that are conducive to sufficient practice.

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 (such as Greek and Latin) morphemes) 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 display 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—base combination

1 point for each base—suffix combination

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

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

3 points for each prefix—base—suffix combination

5 points for a prefix—base—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 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:

Reading, Spelling/Vocabulary, Study Skills, Writing base words, Greek and Latin, Greek and Latin Morphology, Greek and Latin word parts, Mark Pennington, morphemes, morphological awareness, morphology walls, Teaching the Language Strand, vocabulary, vocabulary flash cards, vocabulary flashcards, vocabulary instruction, vocabulary memorization, vocabulary practice, vocabulary skills, vocabulary worksheets, word lists, word parts

Developing spellers often struggle in the “Within Word” stage of spelling development. The key challenge for spellers within this spelling stage involves the vowel sound-spellings. The vowel combinations are especially challenging. Both vowel digraphs (two vowel spellings producing one sound), such as “aw” as in hawk, and vowel diphthongs (two or more vowel spellings producing more than one sound, such as “ow” as in towel, are frequently called vowel teams.

The following three spelling games will help your developing spellers both recognize and practice these vowel team spellings. First, learn which vowel sound-spellings that your students don’t know with an effective diagnostic spelling assessment. The games should not be played until the vowel team spelling pattern has been introduced with plenty of examples. Students should also have some practice in spelling the vowel team spelling pattern in the context of dictations and sentence writing before play because the games are designed as reinforcement and practice. The games will help your remedial readers discriminate among similar vowel sound-spelling patterns. Oh, by the way… the games are fun!

Word Jumbles

-Overview/Object of the Game

Each vowel team sound-spelling pattern has a multi-syllabic word jumble. The jumble is a word that includes the vowel sound-spelling with all the letters re-arranged. The object of the game is to make as many words as possible out of the word jumble and then to try and guess the entire word.

-Materials/Preparation

Write out the unscrambled word on one side of a 3 X 5 card and the jumbled word on the other. All students need to play is a sheet of binder paper and a pencil.

Divide your spellers up into small groups of three or four students, clustered around a desk or table. The students must be seated, in order to write.

Directions

Place the card on the desk or table, jumbled side facing up. Give a three minute time limit for students to write down as many words as they can find within the word jumble. Instruct the players to turn over the card.

Students take turns sharing their list, spelling each out loud. Award ten points for the whole unscrambled word, if spelled correctly. Additionally, add on one point for each correctly spelled word and  two points for a word that no one else in the group finds. Students total their points to see who is the winner.

For example, for the “_ay” vowel team long a spelling, the word payment has the word jumble, APETNYM. The jumble includes these words:

ape              ten            tap       yet       map     man     pay      pat       many   mane    meant  tape

Word Jumble List

Sound-Spelling   Word              Word Jumble

Long a Sound

“a__e”                         carefully          yluflarec

“ai__”                          straining          ginianrts

“__ay”                         betrayal           tylaaebr

“ei”                               freighter          hefrgiret

Long e Sound

“__ee”                         meetings          mtsgniee

“ea”                            teachers           srehcaet

“__y”                           leisurely           ylurelies

“i__e”                          tambourine      neuriboamt

“[c]ei”                          ceiling              ginclie

Long i Sound

“i__e”                          provided          dideprvo

“__igh”                        frightened       tndeehgirf

“__y”                           beautify           fyiauetb

“__ie”                          untied              teunde

Long o Sound

“o__e”                         hopeful            plefuoh

“__oe”                         mistletoe         stelimeot

“oa__”                         groaned           anodegr

“ow”                            ownership        phisernow

Long u Sound

“u”                               musical            csualim

“u__e”                         usefulness       uefessflns

“__ew”                        curfew             furcwe

“_ue”                           fueling             inufegn

oo as in food Sound

“oo”                             toothache        eooatthch

“u”                               cruising            rciuisgn

“u__e”                         attitude            tttiadeu

“__ew”                        unscrewed       dweenuscr

“_ue”                           barbecued        ecduberab

oo as in foot Sound

“oo”                             understood      ouorsdtden

“__u__”                       sugarless          ragulsses

oy Sound

“oi__”                          poisonous        oponsiuos

“__oy”                         enjoyment       nemtnojey

aw Sound

“aw”                            awesome         ewaosme

“au”                             auditorium       tduaoiumir

“al”                              almost              malsto

“all”                             smallest           lamsselt

ow Sound

“__ow”                        downtown       wnownotd

“ou__”                         doubtful          tbduoluf

ur Sound

“er”                              partnership     ntphrapresi

“ir”                              birthday           hdyabitr

“ur”                             urgency           nygceur

ar Sound

“ar”                              calendar          leacnrda

or Sound

“or”                             thunderstorm   rmostdrenuht

The next two spelling games help your students review a targetted vowel sound-spelling pattern, alongside other spelling patterns. Both The Quick Picks Game and Vowel Concentration are small group games that use the Spelling Sort Cards.

The Quick Picks Game

-Overview/Object of the Game

This spelling game is designed to help your students review a targetted vowel team spelling pattern, alongside other spelling patterns. The object of the game is to pick up the most number of cards that have words that use the designated vowel team spelling.

-Materials/Preparation

Click the link to download these Spelling Sort Cards from the Pennington Publishing website. These cards are formatted to cut into individual cards for word sort games. Simply run off the pages on tag board and laminate for each group.

-Directions

Divide your spellers up into two groups, clustered around two desks or tables, and spread out some, or all, of the vowel team spelling cards that you have already introduced (the same set to each group). Have the two groups spread out their cards spelling side up and then race to pick up the cards that have words that use the designated vowel team spelling.

For example, pass out the long a and long e cards. Then, announce “Find  ‘a__e’ cards.” After picking up all of the “a__e” cards, tell students to take turns, saying each of their words and their spellings. The speller from each group with the most word cards that match the vowel team spelling that you announced is the winner.

Vowel Team Concentration

-Overview/Object of the Game

This spelling game is designed to help your students review  targetted vowel team spelling patterns. The object of the game is to pick up the most two-word matches  of the same vowel team spelling.

-Materials/Preparation

Click the link to download these Spelling Sort Cards from the Pennington Publishing website. These cards are formatted to cut into individual cards for word sort games. Simply run off the pages on tag board and laminate two sets for each group of students.

-Directions

Pass out some, or all, of the vowel team spelling cards that you have already introduced from one set of the laminated cards face up.  Pass out some, or all, of the second set of vowel team spelling cards face down. Have the students spread them out, being careful not to turn any over.

Students take turns turning over two cards at a time to find a vowel sound-spelling match. For instance, the boat card would match the oak card. If the student finds a match, he or she picks up the cards and gets another turn. The winner is the student who collects the most cards.

A Model Grades 3-8 Spelling Scope and Sequence

Preview the Grades 3-8 Spelling Scope and Sequence tied to the author’s comprehensive grades 3-8 Language Strand programs. The instructional scope and sequence includes grammar, usage, mechanics, spelling, and vocabulary. Teachers and district personnel are authorized to print and share this planning tool, with proper credit and/or citation. Why reinvent the wheel? Also check out my articles on Grammar Scope and Sequence, Mechanics Scope and Sequence, and Vocabulary Scope and Sequence.

FREE DOWNLOAD TO ASSESS THE QUALITY OF PENNINGTON PUBLISHING AMERICAN ENGLISH AND CANADIAN ENGLISH SPELLING PROGRAMS. Check out these grades 3-8 programs HERE. Administer my FREE comprehensive Diagnostic Spelling Assessment with audio file and recording matrix. It has 102 words (I did say comprehensive) and covers all common spelling patterns and conventional spelling rules. It only takes 22 minutes and includes an audio file with test administration instructions. Once you see the gaps in your students’ spelling patterns, you’re going to want to fill those gaps.

Get the Diagnostic Spelling Assessment, Mastery Matrix, and Sample Lessons FREE Resource:

 

Literacy Centers, Reading, Spelling/Vocabulary, Study Skills digraphs, diphthongs, Greek and Latin word parts, Mark Pennington, spelling, spelling games, spelling practice, spelling rules, spelling sorts, spelling worksheets, Teaching the Language Strand, vowel digraphs, vowel teams