Pennington Publishing Blog

How Can I Get My Child to Read?

“How can I get my child to read?” is probably the question that I am asked most by parents. I’m Mark Pennington, M.A. Reading Specialist, teacher, and author of Teaching Reading Strategies. Variations of the question tend to include “My child hates to read!” and, sadly, “My child doesn’t understand what she (or often he) reads.” Don’t worry, parents. You are not alone. These are also the questions that your teachers ask me privately (never in front of their colleagues).

As a dad of three boys, I’ve dealt with the same questions. Despite the fact that we have a literate household with books galore, book gifts for birthdays and Christmas, places to read with good lighting… Despite the fact that my wife and I are voracious readers… Despite the fact that I am a teacher (and reading specialist)… The boys did not like reading.

Yes, we read every day with each of our boys. Yes, all three were reading quite fluently before entering kindergarten. As an aside, the kindergarten teacher (now retired) of our youngest son now lives in our neighborhood. She told me recently how Kenny was such a pain because he knew all of his letter, sounds, and spellings on Day 1 and was frustrated that every other child did not. The teacher told me that one day she asked a student to tell her the sound that the letter m makes. As she waited patiently for the child’s response, Kenny shouted out, “He needs to be in that special group you have.” How embarrassing!

But, aren’t the teachers supposed to get my child to read? Isn’t this their job?

They certainly did so, in class. But independent reading was another matter entirely. My wife and I can’t remember any teachers from kindergarten through sixth grade who did not assign nightly independent reading (usually 15 or 20 minutes) for our three boys. I still think it’s the best homework to assign. However, I can’t remember any accountability attached to this reading, except for the required parent signature to indicate that the reading was done. Three unfortunate exceptions were reading response logs from one teacher that were graded with check marks for completion (not read), a few oral book reports, and a couple of dreaded book projects–one a paper maché mask representing the theme of the book (Yes, really) and a few shoebox dioramas. The take-away is that the assigned reading and few attempts at accountability did not increase my boys’ love of reading.

And, I’m going to be a bit harsh here… The nightly independent reading assignments did not improve the reading fluency and comprehension skills of my boys. My wife and I had to do that.

I remember watching, okay spying, on my oldest son (unknown to him) doing his independent reading in a terrific book, which he chose, when he was in third grade. I watched him stare at the same page without turning to the next page for twenty solid minutes. The microwave beeper went off, and he dutifully closed the book and got up from his desk chair as I appeared in his bedroom doorway.

“All done?” I asked.

“Yep, 20 minutes,” he replied.

I had to do something.

About the same time as the incident described above, I had enrolled in a masters degree program reading specialist program at Cal State Sacramento. One of my professors surprised me (and the class) with the research regarding self-questioning strategies. What surprised us was not that the internal reader-author dialogue was important, but that reader-generated questions of the text produced greater comprehension than did teacher or publisher-generated comprehension questions. Wow!

I wondered if question prompts might help my son and my students generate questions as they read and would these questions increase concentration and reading comprehension.

I designed the SCRIP (Summarize, Connect, Re-think, Interpret, and Predict) Comprehension Strategies to permit the reader to explore and question a text independently, instead of being solely dependent upon author subtitles, publisher, or teacher questions and/or study helps. I also designed these question prompts to work with both expository and narrative text. Finally, I crafted the strategies to provide a language of instruction between children and their parents at home and students and teachers in the classroom. Yes, you can try them out. Get five free lessons and bookmarks at the end of this article.

Having earned my masters degree as a reading specialist, I moved from my high school teaching position to that of an elementary reading specialist. Assigned to several elementary schools, I began sharing my SCRIP Comprehension Strategy Questions with teachers.

Teachers commented on how the SCRIP method increased reader engagement with the text. Kids said that asking questions of the text “made the authors seem like they were talking to us.”

I loved walking around with principals during class visitations and hearing the words Summarize, Connect, Re-think, Interpret, and Predict in teacher questions and, especially, in student questions and answers. The language of instruction was really catching on!

Teachers loved how the method worked for both expository and narrative texts. Being teachers, they starting creating. Soon I saw SCRIP questions as part of marginal annotations (margin notes). A perfect application! Next, I saw SCRIP questions added to Cornell Notes templates. Fantastic… it works with lectures, too! Teachers also began using the SCRIP questions in literature circles and in online book clubs.

I developed SCRIP Comprehension Bookmarks (you’ll get these in your free download… don’t worry) to serve as nice prompts. Parents begin noticing the bookmarks and asked how to use them to supervise independent reading. I started doing more and more parent workshops to teach them how to provide accountability for nightly independent reading homework. The SCRIP comprehension strategy questions gave parents and their children something specific to talk about regarding the child’s schoolwork and reading. At last! Something better to discuss than the dreaded “How was your day at school?” Teachers even began reducing the amount of in-class independent reading because the parents were doing at home with their child what the teacher could not do with thirty or so kids. Accountability need not destroy a child’s love of reading. In fact, parents even told me how much more their children are enjoying reading, now that they understand what they are reading.

Try the SCRIP Comprehension Strategy Questions with your children (or students). Get five one-page fairy tales, each introducing the SCRIP strategies, and a nice SCRIP bookmark to print.

The Science of Reading Intervention Program

The Science of Reading Intervention Program: Word Recognition includes explicit, scripted instruction and practice with the 5 Daily Google Slide Activities every reading intervention student needs: 1. Phonemic Awareness and Morphology 2. Blending, Segmenting, and Spelling 3. Sounds and Spellings (including handwriting) 4. Heart Words Practice 5. Sam and Friends Phonics Books (decodables). Plus, digital and printable sound wall cards and speech articulation songs. 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.

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A reader of my Pennington Publishing Blog asked me to explain how my PQ RAR reading-study strategy (Preview-Question-Read-Answer-Review) for textbooks and expository/informational writing works with my SCRIP Comprehension Strategy Questions.  An excellent question.

Background

I used and taught the classic SQ3R (Survey, Question, Read, Recite, and Review) method of textbook reading for years and asked one of the reading professor in my MA program about the technique. He stated that considerable research had demonstrated the efficacy of the S and Q steps (Survey and Question); however, no empirical research seemed to warrant using the last two “R’s” (Recite and Review).  By the way, the related PQ3R strategy simply substituted Preview for the anachronistic Survey.

I went home and over the next few days hammered out my PQ RAR reading-study strategy (Preview-Question-Read-Answer-Review). I added the last R, Review, to the professor’s suggestion of A, Answer, because not all of the reader’s self-generated questions will be answered by the text. Some were answered by the author, but were not noted by the reader during the initial reading; some were not addressed by the text; some require additional research.

As a reading specialist, I shared the PQ RAR reading-study strategy with quite a few teachers at seven different sites and through professional development. Teachers and their students much preferred the PQ RAR reading-study strategy compared to the traditional SQ3R or PQ3R strategies. However, I knew that a critical element was missing.

Weeks later I shared my PQ RAR reading-study strategy with the same professor and my colleagues in the class. One of my fellow teachers commented on the first R (Read) saying, “Simply telling a student to read, looking for the answers to subtitle questions, is clearly inadequate. To build comprehension, we have to teach readers to cue themselves as they read to “talk to the text.” Brilliant!

The professor responded, “It’s both/and.” He first affirmed the importance of the Q (Question) step of developing and writing text-dependent questions from the subtitles and the end of chapter publisher questions. Next, affirmed the importance of the internal reader dialogue and self-monitoring comprehension during the R (Read) step. What he said next surprised all of us in the class.

SCRIP Comprehension Strategy Questions

The professor shared the research regarding self-questioning strategies. He summarized, ” The research shows that reader-generated questions of the text produce greater comprehension than teacher or publisher-generated comprehension questions.” Clearly, I needed to add something to the R (Read) step in my PQ RAR reading-study strategy.

So, back to the drawing board.

I designed the SCRIP (Summarize, Connect, Re-think, Interpret, and Predict) comprehension cues to cue the reader to explore and question a text independently, instead of being solely dependent upon author subtitles, publisher, or teacher questions and/or study helps. Now the first R (Read) made sense in my PQ RAR reading-study strategy .

Also, although the PQ RAR reading-study strategy is designed for expository text, I carefully designed the SCRIP question prompts to work with both expository/informational and narrative text.

Read-Study Method

Teachers commented on how the SCRIP method increased reader engagement with the text. Students said that asking questions of the text “made the authors seem like they were talking to us.”

I loved walking around with principals during class visitations and hearing the words Summarize, Connect, Re-think, Interpret, and Predict in teacher questions and, especially, in student questions and answers. The language of instruction was really catching on!

Teachers loved how the method worked for both expository and narrative texts. Being teachers, they starting creating. Soon I saw SCRIP questions as part of marginal annotations (margin notes), in literature circles and in online book clubs. Next, I saw SCRIP questions added to Cornell Notes templates. Fantastic… it works with lectures, too!

Years later I wrote and published the digitally-based Reading Fluency and Comprehension Toolkit. This affordable program provides 43 expository animal fluency articles and 43 corresponding animal comprehension worksheets (fillable PDFs for distance learning)–each with five SCRIP strategy questions (answers provided)–along with CORRESPONDING YOUTUBE VIDEOS WITH ALL 43 FLUENCIES RECORDED AT 3 DIFFERENT READING SPEEDS–129 IN ALL. PERFECT FOR MODELED READINGS.

Get the SCRIP Comprehension Cues FREE Resource:

The Science of Reading Intervention Program

The Science of Reading Intervention Program: Word Recognition (Phonemic Awareness, Spelling, and Phonics) 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. Sounds and Spellings (including handwriting) 4. Heart Words Practice 5. Sam and Friends Phonics Books (decodables). 6. Elkonin Sound Box Spelling Dictations and digital and printable sound wall cards and speech articulation songs. Print versions are available for all activities. First Half of the Year Program (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 (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 to Pair with Language Comprehension (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.

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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 to, as 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):

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.

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:

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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.

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:

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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:

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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How to Teach Word Relationships

In Appendix A of the Common Core State Standards, the authors discuss the importance of learning new vocabulary in the context of word relationships. To deeply understand a new word, often students must see this word in light of its connections to other words. The authors state,

Students benefit from instruction about the connections and patterns in language.
Developing in students an analytical attitude toward the logic and sentence structure of their texts, alongside an
awareness of word parts, word origins, and word relationships, provides students with a sense of how language works
such that syntax, morphology, and etymology can become useful cues in building meaning as students encounter
new words and concepts (Beck, McKeown, & Kucan, 2008) (Appendix A 32).

Years ago the SAT tested vocabulary through word relationships, known as analogies. Knowing the typical analogy categories helped students make educated guesses to be able to match one set of word relationships to another. For example, NIGHT is to DAY in the same way as TALL is to SHORT. Both sets illustrate antonym categories.

Many teachers have found that teaching analogies helps students understand how new words fit into already-known words. Building these word connections helps students better memorize and also use the new vocabulary with greater precision.

Which Word Relationships and Which Words to Teach

Both word relationships and new vocabulary should increase in complexity throughout the grade levels. For example, from item to category, such as with hurricane to weather in grade 4, students should progress to problem to solution, such as with infection to diagnosis in grade 8. Where can you get such a list of word relationships and words? Print off my comprehensive grades 4-8 Vocabulary Scope and Sequence to plan your vocabulary instruction, found at the end of this article.

The instructional scope and sequence is from my three vocabulary programs for grades 4, 5, 6, 7, and 8 (described at the end of the article). Not only is there an instructional plan for word relationship, but all Vocabulary Standards are included:

• 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 Word Relationships

To teach word relationships deeply, provide students with paired words to be learned which have a definable category relationship. Require students to write sentences which apply context clues strategies to show the different meanings of the two words in relationship to each other. Teach the S.A.L.E. Context Clue Strategies to equip your students to use surrounding word clues.

*****

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, Reading, Spelling/Vocabulary Academic Language, academic language word lists, adages, affixes, colloquialisms, Common Core Vocabulary, Common Core Vocabulary Toolkit, connotations, consonants, context clues, conventional spelling, diagnostic spelling test, dictations, differentiate instruction, dramatic irony, eighth grade, encoding, fifth grade, figures of speech, flash cards, fourth grade, Greek, Greek and Latin, homographs, homonyms, homophones, idioms, intermediate, intervention, Latin, Mark Pennington, metaphors, middle school, multiple-meaning words, personification, phonics, prefixes, proverbs, puns, quizzes, reading comprehension, reading fluency, remediation, roots, seventh grade, shades of meaning, similies, situational irony, sixth grade, sound-spellings, spelling games, spelling inventory, spelling patterns, spelling programs, spelling rules, spelling skills, spelling sorts, spelling tests, spelling word sorts, spelling worksheets, spelling-vocabulary patterns, standardized test, structural analysis, syllable rules, syllable transformers, syllables, teachers, test preparation, verbal irony, vocabulary, Vocabulary Academic Literacy Center, vocabulary games, vocabulary programs, vocabulary review, vocabulary review games, vocabulary skills, vocabulary standards, vocabulary word sorts, vocabulary worksheets, vowels, within word, word attack, word lists, word recognition, word relationships, word sorts, worksheets

How to Teach Academic Language

It’s been a while (2009) since I’ve read the carefully-crafted Appendix A of the Common Core State Standards. Not light bedtime reading, but reading is the subject of this appendix. As a reading specialist, this compilation of reading research is quite remarkable. What is fascinating to me is how this appendix informs what is in the standards themselves. To understand the English-language arts Anchor Standards and the reading strands, you’ve got to know where the standards are coming from.

Nine years later, some of the authors’ comments seem prescient. For example, in discussing the need to read complex expository text, Marilyn Adams writes,

In particular, if students cannot read complex expository text to gain information, they will likely turn to text-free or text-light sources, such as video, podcasts, and tweets. These sources, while
not without value, cannot capture the nuance, subtlety, depth, or breadth of ideas developed through complex text… There may one day be modes and methods of information delivery that are as efficient and powerful as text, but for now there is no contest. To grow, our students must read lots, and more specifically they
must read lots of ‘complex’ texts—texts that offer them new language, new knowledge, and new modes of thought (Appendix A 32).

So, teachers know that we have to up the level of text complexity and that includes more expository text. What is the key characteristic of complex text? Academic language vocabulary.

The importance of students acquiring a rich and varied vocabulary cannot be overstated… (Baumann & Kameenui, 1991; Becker, 1977; Stanovich, 1986), but vocabulary instruction has been neither frequent nor systematic in most schools (Biemiller, 2001; Durkin, 1978; Lesaux, Kieffer, Faller, & Kelley, 2010; Scott & Nagy, 1997) (Appendix A 32).

The authors clearly advocate explicit, frequent, and systematic vocabulary instruction. But what about reading a lot? Isn’t independent reading the most efficient means of acquiring vocabulary?

Yes, but… the question is what kind of vocabulary?

Both Tier 1 conversational vocabulary and Tier 3 domain-specific words are surrounded by context clues far more often than Tier 2 words. “What is more, many Tier Two words are far less well defined by contextual clues in the texts in which they appear and are far less likely to be defined explicitly within a text than are Tier Three words” (Beck, McKeown, & Kucan, 2008).

So, teachers need to explicitly teach Tier 2 academic language vocabulary. Is there any research about high frequency Tier 2 words?

Comprehensive Vocabulary

Are there any research-based word lists, divided into grade levels?

Yes. The author of this article, Mark Pennington, has divided the Academic Corpus into grade-level lists by frequency. These academic language words are included in his vocabulary programs for grades 4, 5, 6, 7 and 8.

How should we teach the Tier 2 words?

Explicitly, frequently, and systematically (to borrow the language of the Common Core authors once again). Specifically, the author’s vocabulary programs use the Frayer Model: the four square (definition, synonym, antonym, and example-characteristic-picture) method. The Common Core authors and reading specialists (like me) refer to this process as learning vocabulary with depth of instruction. Check out examples of these four square academic vocabulary instructional components in the author’s vocabulary worksheets:

Academic Language Instruction

In addition to academic language vocabulary, the author’s programs include rigorous, grade-level instruction in each of the Common Core Vocabulary 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:

Literacy Centers, Reading, Spelling/Vocabulary Academic Language, academic language word lists, adages, affixes, colloquialisms, Common Core Vocabulary, Common Core Vocabulary Toolkit, connotations, consonants, context clues, conventional spelling, diagnostic spelling test, dictations, differentiate instruction, dramatic irony, eighth grade, encoding, fifth grade, figures of speech, flash cards, fourth grade, Greek, Greek and Latin, homographs, homonyms, homophones, idioms, intermediate, intervention, Latin, Mark Pennington, metaphors, middle school, multiple-meaning words, personification, phonics, prefixes, proverbs, puns, quizzes, reading comprehension, reading fluency, remediation, roots, seventh grade, shades of meaning, similies, situational irony, sixth grade, sound-spellings, spelling games, spelling inventory, spelling patterns, spelling programs, spelling rules, spelling skills, spelling sorts, spelling tests, spelling word sorts, spelling worksheets, spelling-vocabulary patterns, standardized test, structural analysis, syllable rules, syllable transformers, syllables, teachers, test preparation, verbal irony, vocabulary, Vocabulary Academic Literacy Center, vocabulary games, vocabulary programs, vocabulary review, vocabulary review games, vocabulary skills, vocabulary standards, vocabulary word sorts, vocabulary worksheets, vowels, within word, word attack, word lists, word recognition, word relationships, word sorts, worksheets

How to Teach Greek and Latin Word Parts

Earlier in my teaching career I taught SAT/ACT preparation courses on the side. No, not the math. 

In checking out all of the SAT prep books I found page after page of Greek and Latin prefixes, roots, and suffixes. As I began reviewing countless practice tests, I saw why. Academic vocabulary is loaded with Greek and Latin word parts. In fact, I discovered later that over 50% of the words in our dictionaries contain one or more Greek or Latin morphemes (the word parts which have meaning, not grammatical inflections).

Now, I never had a class in Latin in high school; it wasn’t offered and I wouldn’t have taken this dead language if it had been. However, having subsequently earned my MA as a reading specialist, having taught ELA at the elementary, middle school, high school, and community college levels for twenty years, and having taken two years of Greek classes, I certainly see the value of learning both Greek and Latin to enhance one’s English vocabulary.

Memorizing high frequency Greek and Latin word parts is truly the most efficient short-cut to academic language acquisition.

I do wish to say that I have found little long-term retention of vocabulary learned through simple rote memorization. The keys to memorization involve deep learning, association, and continued practice. Students won’t benefit from these Greek and Latin short-cuts by simply learning a list of 20 per week with a quiz on Friday. Instead, a few well-chosen, high frequency Greek and Latin word parts learned well in the word analysis context, associated with each other to develop mental linking, and practiced in the four communicative contexts of listening, speaking, writing, and reading works so much better.

Let’s refresh our knowledge of the Common Core State Standards to see how learning Greek and Latin word parts fits into a balanced approach to vocabulary development:

• 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)

An Instructional Approach

Although many instructional techniques can be used to practice Greek and Latin vocabulary acquisition, I have never come across an effective instructional approach to introduce Greek and Latin word parts, so I had to invent my own. First, I had to select the right words. I used three criteria for doing so:

1. Frequency

I found high frequency research on prefixes, suffixes, and roots and examined the recent Academic Word List to verify that the Greek and Latin word parts I chose appeared in Tier 2 words (cross-curricular academic language) and not the domain-specific Tier 3 words (ones which each academic discipline has, yet is relatively exclusive to that discipline). Here’s a nice high frequency list.

2. Grade Level Utility

Frequency is important, but grade-level utility is an essential criterion as well. For example, the prefix em (meaning in) as used in emphatic is ranked #5 in the high frequency Greek and Latin prefixes; however, the prefix pre (meaning before) as used in preview is down the list at #13. No fourth grade teacher I know would argue that students should learn em before pre. You see the research studies don’t measure high frequency at reading grade levels. So, which words to teach can’t solely be based upon frequency.

3. Pairing

Lastly, I considered which words to teach in conjunction with which other words. First, I decided to avoid the conjugations. For example, if you were learning English, you would certainly need to learn the root, view, at some point. However, you would not have to memorize viewed, has viewed, had viewed, viewing, was viewing, will view, etc. This criterion cuts out a lot of memorization. Second, I chose word parts which link to other word parts by meaning, for example, em and en mean in and association, for example, pre + dict. Again, the prefix pre (meaning before) associates with the root dict (meaning to say). Together they mean to say before. Highly memorable. Of course, precocious teachers are adding on the suffix ion (meaning process or result) to form prediction (the process or result of saying before). 

Now, besides the memorable association, this pairing also helps students problem-solve the meaning of the whole word. As you know, Greek and Latin word parts are usually, but not always helpful cues to the meanings of words. The pairing serves as an educated guess or predicted meaning.

I next required students to check their predictions. Students look up the Greek and Latin pairings as whole words in a dictionary (print or online) to compare and contrast their educated guesses to the denotative definition of the words.

Finally, I required students to divide the vocabulary word into syl/la/bles, mark its primary áccent, list its part of speech, and write its primary definition.

Now, that’s how to introduce Greek and Latin word parts!

Example

In addition to Greek and Latin word parts, the author’s programs include rigorous, grade-level instruction in each of the Common Core Vocabulary 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:

Literacy Centers, Spelling/Vocabulary Academic Language, academic language word lists, adages, affixes, colloquialisms, Common Core Vocabulary, Common Core Vocabulary Toolkit, connotations, consonants, context clues, conventional spelling, diagnostic spelling test, dictations, differentiate instruction, dramatic irony, eighth grade, encoding, fifth grade, figures of speech, flash cards, fourth grade, Greek, Greek and Latin, homographs, homonyms, homophones, idioms, intermediate, intervention, Latin, Mark Pennington, metaphors, middle school, multiple-meaning words, personification, phonics, prefixes, proverbs, puns, quizzes, reading comprehension, reading fluency, remediation, roots, seventh grade, shades of meaning, similies, situational irony, sixth grade, sound-spellings, spelling games, spelling inventory, spelling patterns, spelling programs, spelling rules, spelling skills, spelling sorts, spelling tests, spelling word sorts, spelling worksheets, spelling-vocabulary patterns, standardized test, structural analysis, syllable rules, syllable transformers, syllables, teachers, test preparation, verbal irony, vocabulary, Vocabulary Academic Literacy Center, vocabulary games, vocabulary programs, vocabulary review, vocabulary review games, vocabulary skills, vocabulary standards, vocabulary word sorts, vocabulary worksheets, vowels, within word, word attack, word lists, word recognition, word relationships, word sorts, worksheets