english sol institute secondary vocabulary & nonfiction reading workshop

English SOL InstituteSecondary

Vocabulary &Nonfiction Reading

Workshop

Sarah Crain, Literacy CoachHilary Loftus, Reading SpecialistStafford County Public Schools

ObjectivesParticipants will be able to: Select and analyze vocabulary using

a variety of strategies Examine common elements of non-

fiction found in text books and primary source documents

Compose a one sentence summary for a paired reading

Vocabulary Provide students with opportunities to

study vocabulary in authentic texts (newspapers, labels, advertisements, etc.) and words from reading material

Studying vocabulary from authentic texts strengthens nonfiction reading skills

VocabularyStudents Scan text for new,

interesting, unfamiliar words

With a partner, try to determine meaning

Be able to explain how you arrived at that meaning

Teachers Scan the text to

anticipate words students will select

Consider: High impact/frequency

words Content specific

vocabulary Any word over three

syllables

Vocabulary“We have also come to this hallowed spot to remind America of the fierce urgency of now. This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism. Now is the time to make real the promises of democracy. Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood.”

Vocabulary Divide and conquer: Greek and Latin

roots!

According to the Oxford English Dictionary, the English language has over 250,000 distinct words!

Vocabulary Over 60 percent of all words in the

English dictionary are based on Greek or Latin roots.

90 percent of English words with more than two syllables come from Latin and Greek.

VocabularyA word can consist of three parts:1. Root: contains the basic meaning of

the word2. Prefix: comes before the word;

provides direction, negates, or intensifies

3. Suffix: comes after the word; usually modifies grammatical function

VocabularyExample: segregation1. Root: greg – meaning “gather” or

“flock”2. Prefix: se – meaning “apart”3. Suffix: ion – meaning “act or

process; condition” “The act or process of gathering something apart; separating”

Vocabulary Model context clues. Give plenty of

practice opportunities. Use acronym SAID

Synonym Antonym Inference Definition

Vocabulary Synonyms, antonyms, and

definitions are going to be found in the text near the vocabulary word.

Example:“Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood.”

Vocabulary Inference requires background

knowledge plus the text

Example:“We have come to this hallowed spot to remind America of the fierce urgency of now.”

Vocabulary Inference requires background

knowledge plus the text

Example:“Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice.”

Vocabulary Connect vocabulary instruction to

the text through text-dependent questions.

Example:“Based on the text, what are possible meanings of this word.”

VDOE Resources

VDOE Resources

Nonfiction ReadingUse content text books to create: nonfiction paired passages reading comprehension questions vocabulary questions usage/mechanics questions constructed response questions research connections paired passages

Nonfiction Reading

Text features Boldface

Italics

Color

CaptionsHeadings & Subheadings

GraphicsK-12 English SOL Institute

October 2013

Nonfiction Reading

Organizational Patterns

K-12 English SOL InstituteOctober 2013

Pairing Passages Students should be able to think

critically about and make connections across texts from a variety of genres.

Pairing PassagesAt your seat:1. Read both text selections2. Organize and record your thinking

in the T chart diagram3. Use a sentence frame to respond to

your assigned question

Theme

The authors of both the “I Have a Dream” speech and the poem, “The Cold Within,” develop a theme throughout their pieces. Using the T-chart below, please list evidence from the text to support your understanding of each theme.

T Chart Example I Have a Dream The Cold Within

T Chart ExampleI Have a Dream The Cold Within

The whirlwinds of revolt, the tranquilizing drug of gradualismBlow off steam fierce urgencyNow be content lift our nationRude awakening fatalWarm threshold InvigoratingNeither rest nor tranquilityGaining our rightful place

Bleak and bitter cold dying fire tattered clothes Couldn’t bring himself toKeep what he had earnedFace bespoke revengeSaw one not of his churchDid nought except for gainProof of human sinDied from the cold within

Sentence Frame

The theme of the speech tells us__________________________________ while the poem

________________________________________. Although they are similar in that they both _____________________________________, the speech

___________________________________, whereas the poem

______________________________________________.

Sentence Frame

The theme of the speech tells us that racial injustice can no longer be tolerated and that the “whirlwinds of revolt” are getting so hot that, unless urgently addressed, things will soon be too hot to handle, while the poem illustrates the shame of prejudice and the shame and ultimate death of the soul of a person who refuses to see the humanity in his fellow man . Although they are similar in that they both address the inhumanity of prejudice, the speech uses the symbolism of an impending explosion, whereas the poem uses the imagery of a dying fire.

Contact InformationSarah Crain

Stafford County Public Schoolscrainse@staffordschools.net

Hilary LoftusStafford County Public Schoolsloftushl@staffordschools.net

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