1. Vocabulary Instruction Across the Disciplines
Jennifer McCarty Plucker, Ed. D.
JMPlucker, Ed. D.

2. JMPlucker, Ed. D.

3.  I can clarify Greek and Latin Prefix, Suffix, Base, Root
 I can develop a motivation for sharing the wealth
 I can glimpse into techniques for teaching the word
parts
JMPlucker, Ed. D.

4. ~ Rasinski, et. al., 2008, p.33
ROOT
Prefix
base
suffix
JMPlucker, Ed. D.

5. 90 % of English words with more than one syllable are
Latin based
Most of remaining 10% are Greek based
A single Latin root generates 5-20 English words.
~Rasinsky, et. al, 2008
JMPlucker, Ed. D.

6. 90
80
70
60
50 Percentile
40 rank on
30 test
20
10
0 No vocab Direct Direct
instruction Vocab instruction
Instruction related to
Content
JMPlucker, Ed. D. Marzano, 2004, p. 69

7.  Essential Vocabulary
 2-3 words per week (per class) is all students can handle.
 Do the math:
 Word Parts
 2-3 per week
 5-20 additional words generated from that part
 Do the math:
JMPlucker, Ed. D.

8.  Essential Vocabulary
 2-3 words per week (per class) is all students can handle.
 Do the math:
6 hours x 3 essential vocabulary words x 38 weeks=
684 words.
JMPlucker, Ed. D.

9.  Essential Vocabulary
 2-3 words per week (per class) is all students can handle.
 Do the math: 684 words
 Word Parts
 2-3 per week
 5-20 additional words generated from that part
 Do the math:
JMPlucker, Ed. D.

10.  Essential Vocabulary
 2-3 words per week (per class) is all students can handle.
 Do the math: 684 words
 Word Parts
 2-3 per week
 5-20 additional words generated from that part
 Do the math: 6 periods x 3 essential words x 38 weeks x
5-20 addition09al words generated from each word part=
3420—13,6 80 words.
JMPlucker, Ed. D.

11.  mort (death)
 chrom (color)
 aud (hear)
 script (write)
 psych (mind)
JMPlucker, Ed. D.

12. A brief message written inside a book is
an inscription.
What does the base “script” mean?
 to hear
 time
 to write
JMPlucker, Ed. D.

13. A political agitator appealing to a mob of
people is called a demagogue.
What does the prefix “dem” mean?
 to believe
 to drag, draw
 distance, from afar
 people
JMPlucker, Ed. D.

14. Look at these words:
benefit, benevolent, beneficiary
What does the prefix “bene-” mean?
 good, well
 people
 time
JMPlucker, Ed. D.

15. Look at these words:
chronicle, chronological, chronic
What does the base “chrono-” mean?
 life
 time
 outside
 self
JMPlucker, Ed. D.

16. Pneumonoultramicroscopicsilico-
volcanoconiosis
JMPlucker, Ed. D.

17. (pneu-), or (pneumo-) means “lung”
(ultra) means “extreme”
(micro) means “small”
(scopic) refers to an instrument for viewing
(silico) refers to silicon, and (volcano) refers to
the mineral particles that make up a volcano
(coni-), is a derivative of the Greek word konis
meaning “dust” JMPlucker, Ed. D.

18.  Collaborate with colleagues for teaching ideas, word
part lists, and efficiency tricks.
 Make the word parts/ essential vocabulary VISIBLE.
Expect students to use them on tests, in papers, in
academic dialogue.
 Break words apart as you lead whole group instruction.
JMPlucker, Ed. D.

19.  Collaborate to determine which word parts should be
taught/reinforced in each discipline.
Example: Science
Word part Meaning Example words
bio life biology;
biodegradable;
ecto, exo outside, external ectoderm,
ectoplasm,
ectopic,
exothermic
scope see microscope,
telescope, scope
JMPlucker, Ed. D.

20. Example: Art
Word Part Meaning Example Words
chrom color, pigmant achromatic,
monochromatic
dur harden, to last durable, enduring
fac do, make factory, manufacture,
facsimile
JMPlucker, Ed. D.

21.  Examine 30 most common word parts and highlight
or underline those that fit with your current
curriculum
JMPlucker, Ed. D.

22. Once word parts are chosen determine where they
logically fit into your curriculum/essential learnings
Teach them. . .support on how to do so will be provided.
Reinforce—word consciousness (word walls)
JMPlucker, Ed. D.

23. Brick and Mortar words:
Brick words: Specific to a discipline (our essential content
vocabulary)
Mortar Terms: Academic Vocabulary— “general but
sophisticated words used across domains that mature
users use to communicate complex thoughts.” ~Zwiers, p.
22
Jennifer McCarty Plucker, EdD

24. Essential vs. “Non-essential”
• Choose essential words—2-3 per week.
• Give students non-essential words to have.
– Ideally, K-12 lists by content area.
– Better, 9-12 by content area—academic vocabulary
across the school.
– Good, by grade and content
– At least, by unit within your class.
Jennifer McCarty Plucker, EdD

25. Demonstration Lesson from Building Academic Vocabulary (Marzano and
Pickering, 2005)
opine
Step 1: Explanation and Choral Repeat
http://wordcentral.com
Step 2: Pair/Share
Step 3: Non-Linguistic Activity
Steps 1-3 would be done in 10-15 minutes of first day. Do with each
essential word.
Jennifer McCarty Plucker, EdD

26.  Word: Opine
 Linking Word: First word that comes to mind
 Caption: sentence using both word and linking word
 Cartoon:
JMPlucker, Ed. D.

27.  Word: Opine
 Linking Word: Pine Tree
 Caption: The child opined to his dog that this pine
tree would make THE perfect Christmas tree!
 Cartoon:
JMPlucker, Ed. D.

28. Step 4: Independent activity with the word
Step 5: Collaborative work with the term.
Step 6: Play games and have fun with the term
Jennifer McCarty Plucker, EdD

29. Opine
Passionate, firm
Debating, expressing, speaking
Heart of our elections
Rant
One word (subject or noun)
Two words (adjectives)
Three words (action verbs)
Four words (feelings or statement)
One word (synonym)
Jennifer McCarty Plucker, EdD

30. Take MORE time with essential vocabulary and worry
less/ let go of/ give to students “non-essential” vocab.
If possible, teach word PARTS to :
BUILD the BASE
Jennifer McCarty Plucker, EdD

31. Word
Part
Shair Carlson, 2006

32. Word
Part
Shair Carlson, 2006

33. Word Part
Shair Carlson, 2006