Description & Research
It’s important for students to learn that definitions are not arbitrary; most of them originate with root words. However, it’s difficult to find exciting or innovative ways to teach root words. One strategy that might accomplish this is the vocabulary tree. Students literally create trees of root words. The root word goes in the root of the tree. Under the root word, students write the definition. In the tree trunk, students write a key word – perhaps a vocabulary word – that uses that root and its definition. Then, students write other words using the same root in the branches of the tree. Students can enhance their trees by writing definitions of branch words, using them in sentences, or providing examples from their lives. (Beers, 2003, p. 188-190). This practice helps students understand not only the origins of words but also the relationships between words. For example, “contract” and “detract” are related but are not often learned in the context of each other. In this strategy, students might actually learn three or four additional words for every assigned vocabulary word.
Research shows that teaching students patterns of words is an effective method of teaching vocabulary. Rasinski, Padak, Newton, & Newton (2011) argue that “the study of Latin and Greek linguistic patterns offers an approach to take vocabulary to a deeper and more expansive level” (p. 3). Rasinski et al (2011) further discuss methods of implementing the teaching of root words in multiple grade levels, starting with the concept of compound words in early elementary school. A study by Keiffer and Lesaux (2007) showed, “Students’ understanding of morphology was a better predictor of reading comprehension than their vocabulary level” (p. 138). That means that students who understand patterns of language are better able to comprehend texts. Because students know patterns, they are able to figure out the meaning of words they do not know. Miller & Veatch (2011) agree, “morphological analysis is important because it enables students to see the patterns of words and word families” (p. 29). If students do not learn these patterns, then they must rely on dictionary definitions of all words to comprehend texts.
Resources
http://membean.com/treelist
http://mseffie.com/assignments/roots/roots.html
https://www.learnthat.org/pages/view/roots.html
https://lindseycain.wordpress.com/vocabulary-strategies/vocabulary-tree/
http://education.yourdictionary.com/for-teachers/grade-5-elementary-root-words.html
Video
This video demonstrates how to model the vocabulary tree activity, which the narrator refers to as a “word tree,” for students. It also discusses a way to use a Jigsaw setup for differentiated instruction.
It’s important for students to learn that definitions are not arbitrary; most of them originate with root words. However, it’s difficult to find exciting or innovative ways to teach root words. One strategy that might accomplish this is the vocabulary tree. Students literally create trees of root words. The root word goes in the root of the tree. Under the root word, students write the definition. In the tree trunk, students write a key word – perhaps a vocabulary word – that uses that root and its definition. Then, students write other words using the same root in the branches of the tree. Students can enhance their trees by writing definitions of branch words, using them in sentences, or providing examples from their lives. (Beers, 2003, p. 188-190). This practice helps students understand not only the origins of words but also the relationships between words. For example, “contract” and “detract” are related but are not often learned in the context of each other. In this strategy, students might actually learn three or four additional words for every assigned vocabulary word.
Research shows that teaching students patterns of words is an effective method of teaching vocabulary. Rasinski, Padak, Newton, & Newton (2011) argue that “the study of Latin and Greek linguistic patterns offers an approach to take vocabulary to a deeper and more expansive level” (p. 3). Rasinski et al (2011) further discuss methods of implementing the teaching of root words in multiple grade levels, starting with the concept of compound words in early elementary school. A study by Keiffer and Lesaux (2007) showed, “Students’ understanding of morphology was a better predictor of reading comprehension than their vocabulary level” (p. 138). That means that students who understand patterns of language are better able to comprehend texts. Because students know patterns, they are able to figure out the meaning of words they do not know. Miller & Veatch (2011) agree, “morphological analysis is important because it enables students to see the patterns of words and word families” (p. 29). If students do not learn these patterns, then they must rely on dictionary definitions of all words to comprehend texts.
Resources
http://membean.com/treelist
http://mseffie.com/assignments/roots/roots.html
https://www.learnthat.org/pages/view/roots.html
https://lindseycain.wordpress.com/vocabulary-strategies/vocabulary-tree/
http://education.yourdictionary.com/for-teachers/grade-5-elementary-root-words.html
Video
This video demonstrates how to model the vocabulary tree activity, which the narrator refers to as a “word tree,” for students. It also discusses a way to use a Jigsaw setup for differentiated instruction.