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Word Meaning with Common Suffixes

Are you careful, caring, or careless? A suffix is a word part that changes the meaning of a word. Use this lesson with your students to teach them how to determine word meaning based on their understanding of the meaning of common suffixes.

3rd grade

Reading & Writing

Practice Using Prefixes to Determine Word Meaning

Students will learn how knowledge of word parts can help readers determine the meaning of words. This interactive lesson will have students reviewing and putting into practice some of the most common prefixes.

5th grade

Reading & Writing

Using Word Parts to Determine the Meaning of Words

Give your readers the tools to decipher the meaning of Greek and Latin based words. In this lesson they review the meaning of commonly used prefixes, suffixes and roots and then practice constructing and deciphering words.

5th grade

Reading & Writing

Multiple Meaning Motivation

Help your students’ understand the English language with this lesson that teaches them that there are word «twins» that look and sound the same but have different meanings.

1st grade

Reading & Writing

Multiple-Meaning Words

This lesson will help students understand multiple-meaning words through the use of artistic and theatrical representation! Use as a stand-alone activity or a support lesson for Let’s Compare and Contrast Nonfiction Texts!

2nd grade

Reading & Writing

Synonyms: Using Shades of Meaning

Why walk when you can mosey? In this lesson, students will learn how to use synonyms to express shades of meaning in their writing. Introduce the topic with a book, then brainstorm descriptive options for overused words.

2nd grade

Reading & Writing

Deeper Meanings

Do your students understand the deeper meaning or humor behind a play on words? In this lesson, students will learn how to interpret the meaning of oxymorons and puns, identify key words, and explain the meanings!

4th grade

Reading & Writing

Tools for Tackling Words

Sometimes looking inside a word can help determine the meaning just like using context clues! In this lesson, students will learn to use roots and affixes as clues to the meaning of a word.

4th grade

Reading & Writing

Understanding Prefixes: Dia- and Per-

Show students how knowledge of prefixes can help them determine word meaning. This lesson reviews the prefixes dia- and per- and gives students opportunities to think about how a word’s meaning is related to the prefix.

5th grade

Reading & Writing

Word Wizards

Help your students become word wizards! In this creative and engaging lesson, students will review roots, prefixes, and suffixes before creating their own words and definitions.

5th grade

Reading & Writing

Solving Word Problems

Word problems getting you down? Then spread the word on a lesson that will help students decide when to add or subtract, as they identify clue words that aid in solving word problems.

Wonderful Word Walls

Students will go on a name scavenger hunt as they explore the classroom word wall.

Kindergarten

Reading & Writing

New Word Writing

Help your first graders learn word formation with this lesson that has them create a new word and write a story about it.

1st grade

Reading & Writing

Division Word Problems

Freshen up on your understanding of division word problems with long division and one-digit divisors! Use this lesson to help students identify key division terms and solve word problems.

Word Problem Comprehension

Make sure your students understand the word problem before they begin to solve it! Use this as a stand alone lesson or a pre-lesson for Two-Step Word Problems with Mixed-Operations — Gamified!

Word Problem Vocabulary Preparation

Prepare your ELs for word problems involving income and money in this vocabulary-based lesson. Use this lesson on its own or as support to the lesson Multi-Step Word Problems.

Deciphering Division Word Problems

Word problems present an additional challenge for English learners. This division lesson gives them a concrete strategy to decipher word problems. Teach it on its own or prior to teaching Division Word Problems.

Word Problem Creation

Have students show their understanding of various operations within word problems in this lesson! Use this lesson as a standalone lesson or as support for the lesson Mixed Word Problems with RDW Strategy.

Wowza Word Walls!

Students will use the classroom word wall to read and spell tricky sight words.

Sight Word Fun: Was

Featuring a unique story and some sight word practice activities, this reading and writing lesson will definitely help young students get the hang of the word «was.»

Kindergarten

Reading & Writing

Multi-Step Word Problems

Freshen up your understanding of multi-step word problems! Use this lesson to help students use problem-solving thought processes to solve multi-step word problems.

Easter Word Problems

It’s time to start adding and subtracting with word problems! In this Easter-themed lesson, students will get to practice their reading and math skills as they figure out how to write equations and solve addition and subtraction word problems.

A Sight Word Celebration!

Celebrate your students’ sight word success with a sight word celebration lesson! Customizable for use with any sight words, this lesson can be implemented after teaching a group of sight words or at the end of the year.

Kindergarten

Reading & Writing

Thinking Deeply About Word Problems

Word problems can be overwhelming to students, but if they have a tool to help them, they can handle it! Use this as a stand alone lesson or alongside Stepping Through Addition and Subtraction Word Problems.

Sight Word Extravaganza

Come one, come all — we’ve got movement, we’ve got word searches, we’ve got races! This lesson will help your students learn sight words in a fun and engaging way.

4th grade

Reading & Writing

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Standards

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Instructional Plan

Related Resources

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Overview

Students learn the meanings of new words by engaging in a wide array of reading. However, the chances of learning a new word from a single exposure in a naturally occurring context are slim. This lesson provides sixth, seventh- and eighth-grade students with the opportunity to practice using context clues that are purposefully manipulated. Context clues are then combined with semantic gradients, requiring students to both select and generate related words along continuums. Students work in groups and are required to verbalize their thinking. Additionally, they apply their learning by creating context clues and semantic gradients of their own.

From Theory to Practice

Learning words via naturally occurring context is important but not terribly efficient (Stahl & Nagy, 2006).
Students need instruction and practice using context clues including repeated, meaningful encounters with new words.
Words are learned best when associations bridge from the known to the new (Bromley, 2007).
Semantic gradients (Blachowicz & Fisher, 2006) provide opportunities for students to discern shades of meaning by building on what they already know.
In this article, context clues and semantic gradients are combined to help students reconnect individual word meanings and bridge the divide between vocabulary and comprehension.

Common Core Standards

This resource has been aligned to the Common Core State Standards for states in which they have been adopted. If a state does not appear in the drop-down, CCSS alignments are forthcoming.

State Standards

This lesson has been aligned to standards in the following states. If a state does not appear in the drop-down, standard alignments are not currently available for that state.

NCTE/IRA National Standards for the English Language Arts

3. Students apply a wide range of strategies to comprehend, interpret, evaluate, and appreciate texts. They draw on their prior experience, their interactions with other readers and writers, their knowledge of word meaning and of other texts, their word identification strategies, and their understanding of textual features (e.g., sound-letter correspondence, sentence structure, context, graphics).
4. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
11. Students participate as knowledgeable, reflective, creative, and critical members of a variety of literacy communities.

Printouts

Types of Context Clues
Context Clues
Semantic Gradients
Semantic Gradients Plus Contexts
Semantic Gradients Plus Contexts (Continued)

Websites

Preparation

1.	Throughout many of the sessions, it is recommended that students work in heterogeneous pairs or groups of four. Think about your range of learners and how best to group them for each of the sessions. Students can be paired by strengths, common needs, or interest. You can monitor and adjust pairings as students progress and gain experience. You’ll need to model and work with students on the requisite group expectations and skills.
2.	Use these lesson activities as an introduction to the strategies of context clues and semantic gradients. Once you and your students are comfortable with the concepts, you will want to customize further activities that relate to content area vocabulary and authentic readings. By reinforcing use of these strategies and engaging students in meaningful vocabulary activities, new words will be more easily learned and remembered.
3.	Reproduce the Student Handouts (see Printouts), one for each student in your class.

Student Objectives

Students will

Develop inferential comprehension skills by «solving» unknown words using context clues
Enhance their word knowledge by selecting and generating words for semantic gradients (i.e., groupings of related words placed along a continuum)
Develop appropriate group processing skills as they verbalize their thinking and create new semantic gradients and contexts

Session 1: Introducing Context Clues

1.	Ask students what context clues are. Remind them that some authors «leak» information on the page and that it sometimes requires detective work to «solve» word meanings. Remind students also that context clues are helpful for learning new words and better understanding what they read.
2.	Prepare students to work as detectives, using clues to figure out what an unfamiliar word means. Divide students into pairs (see Preparation, Step 1). Write the following sentence on the board or overhead: «The vixen was not as fortunate.» Ask students to define the word vixen. At the middle level, most students will need to guess its meaning. Have them share their definitions with their partners. Discuss with students how there is not enough context in the sentence to infer the meaning of the word vixen.
3.	Write the following sentence: «The vixen was not as fortunate as her mate, and was caught in the steel-jawed trap. Her red pelt would bring a good price.» Model for students your reasoning as you think aloud how to infer the meaning of the word vixen from the context of the sentence (e.g., must be an animal, definitely female, has red fur, must be a female fox). Note: This is a fairly challenging first example. If students are not familiar with the word pelt, you may need to provide another sentence with context clues to help them figure out its meaning.
4.	Introduce the LPR3 mnemonic as a useful aid for figuring out unknown words from context. Look-before, at, and after the new word Predict-quickly predict the word’s meaning, remembering that a wrong prediction is often a good start Reason-think more carefully about the word’s meaning, trying to be as precise as the context clues permit Resolve-recognize that you may need to take other steps (e.g., look it up, ask someone) Redo-go through the steps again if necessary
5.	Write the following sentence on the board or overhead: «Billy’s reply was incoherent.» Model through a think-aloud process the LPR3 mnemonic to solve the meaning of the word incoherent as follows: «First, I need to look before, at, and after the unfamiliar word incoherent. Then I need to predict what the word might mean by substituting other words that could make sense in the sentence, like funny, stupid, clever, or wrong. When I try to reason or look more closely at the context, all I know is that incoherent is being used to describe Billy’s reply. I think I need more help to resolve the meaning of this word.»
6.	Next write the following sentence on the board or overhead: «Due to a severe lack of sleep and extreme nervousness, Billy’s reply was incoherent.» Think aloud while modeling the LPR3 mnemonic again. «When I look this time, there are no words after incoherent, but I can figure out a lot from what’s before the word. I’m going to predict that it means ‘does not make any sense.’ My reason is that it says ‘severe lack of sleep and extreme nervousness.’ I think I can resolve the meaning based on this context because I know what it’s like when I’m overtired and nervous.» Discuss as a class how the context clues in the sentence and the LPR3 mnemonic helped to solve the meaning of the word incoherent.
7.	Have students work in pairs to practice applying the LPR3 mnemonic with a few unfamiliar words found in a text they are reading in class. Make sure they are able to explain their thought process as they work through each step. (You might also assign this activity for homework if time in class is limited.)
8.	Distribute the Types of Context Clues handout, and introduce the four different types of context clues. After discussing the examples on the handout, have students work with their partners to write two sentences, each exemplifying one of the types of context clues just introduced. Have dictionaries and thesauri available or encourage students to access the online versions at dictionary.com and thesaurus.com.
9.	Take time at the end of the session for pairs to share their sentences with other pairs or the whole class. Collect the sentences and check for understanding.

Session 2: Practicing Context Clues

1.	Begin this session by reviewing a few of the student-generated sentences from Session 1, Step 8 showing examples of the four types of context clues. Reinforce how the meaning of an unknown word can be solved by identifying the type of context clue in the sentence. Review also the LPR3 mnemonic-students do not need to follow the mnemonic slavishly, but remind them that it is a good starting point. You may also wish to promote the mnemonic as a bookmark or wall chart.
2.	Write the following sentence on the overhead or board: «They ___________ across the street.» Have students fill in plausible answers. Make it clear that there are many good action verbs that may fit, but that students need more information, particularly what or who «they» refers to, to identify the unknown word.
3.	Next, add to the context by writing: «Kelly dropped her can of tennis balls. They ____________across the street.» Discuss how the context helps to narrow the words that would make sense in the sentence.
4.	Demonstrate another example: «They are still seeing the optimistic, charmingly loquacious teenager.» As opposed to filling in a blank, in this example, students are encountering a genuine word in an authentic context. Think aloud while you model the LPR3 mnemonic one more time. «I have no idea what loquacious means, but I’m going to try to figure it out. First, I need to look before, at, and after the word. I know the words charming and optimistic are positive traits, and that loquacious is another adjective describing the teenager. I predict that it will also be a positive trait…I’m going to say that it means pretty, just as a guess. Now, I’m going to reason a little more, but I’m not sure I’ll be able to resolve the meaning from this sentence alone. Let me look at the next sentence.» «She was constantly on the phone for hours at a time.» «This is a huge clue-I’m going to redo my prediction and resolve that loquacious must mean really talkative—a motormouth-but not in an obnoxious way.»
5.	Distribute the Context Clues handout for guided practice. Have students complete the examples provided. Then, allow students time to add to the contexts. For example, in sentence 4, a student could have written, «Charlie was exhausted.» The objective in this second part of the exercise is for students to enrich the context so that exhausted is explicitly called for in the sentence. An example would be, «After working a double shift, Charlie was exhausted.» Collect the handouts and check for understanding.

Session 3: Introducing Semantic Gradients

1.	Tell students that in this session they will be learning a new strategy called semantic gradients, which are a sequential array of words organized according to a meaningful set of criteria. In Sessions 4 and 5, they will combine this new strategy with what was learned about context clues in the first two sessions.
2.	Ask students whether angry and furious are synonyms. Then, try cool and frigid. Try to elicit from them the notion of degree and shades of meaning-that furious is a stronger, more intense word for angry and that frigid is a more intense word than cool.
3.	Write the following example on the overhead or board, explaining that the words frigid and scorching are called anchor words on the gradient. frigid scorching \|——\|——\|——\|——\| Word Bank: warm, hot, cool, cold
4.	Thinking aloud, work with the class to place the four words in the Word Bank along the gradient. Remind students to justify their placements. Again, help students focus on shades of meaning as they place the words.
5.	Distribute the Semantic Gradients handout for guided practice. Remind students to use the anchor words as reference points in placing the Word Bank words. Circulate around the classroom and assist students who are struggling.
6.	Have students work in pairs to create their own original semantic gradient. They will need to choose two anchor words and then identify 4 to 5 Word Bank words. They should also work together on an answer key. Stop and recognize publicly when a pair develops a particularly cogent or creative gradient.
7.	Have pairs exchange their semantic gradient with another pair to place the Word Bank words. Encourage the two pairs (or group of four) to discuss the words and the thought process that went in to placing them. Circulate while students are working to check group-work behaviors and assist struggling students. Collect the handouts and check for understanding.

Session 4: Semantic Gradients Combined With Context Clues

1.	Review with students what was learned in the first three sessions. Remind students that writers choose their words carefully. Remind them also of the LPR3 mnemonic.
2.	Put the following model sentence on the board or overhead, referring to the Semantic Gradients Plus Contexts handout: «Jimmy _________ home.» As in previous sessions, note that the possibilities for words that fit in the blank are numerous. Ran? Hurried? Walked?
3.	Then, strengthen the context by adding to the sentence: «Jimmy __________ home. He couldn’t wait to see the new puppy.»
4.	Supply the semantic gradient included in the Semantic Gradients Plus Contexts handout, which matches the above context. First, have students fill in the gradient. Second, discuss with students which words from the gradient are most plausible to fill in the blank.
5.	Next, provide students with the following sentences from the handout: 1. «Jamon’s team ________ their opponents.» 2. «Jamon’s mom _________during the movie.» 3. Jamon felt __________ when he got the test back.» 4. Jamon was dressed properly for the __________ weather.»
6.	Delve for possible words to fill in the blank in each sentence, having a scribe keep a list of the responses (e.g., for sentence 1, possible words could include beat, killed, crushed, clobbered). This list will be needed for Session 5.

Session 5: Semantic Gradients Combined With Context Clues (Continued)

1.	Review what was covered during the previous session. Students should be able to verbalize the importance of context clues, the shades of meaning of words, the fact that they can learn a lot from each other, and that vocabulary can be like solving a mystery or puzzle.
2.	Discuss the list of responses from the Jamon sentences from Session 4, Step 6, writing them on the board or overhead.
3.	Next, distribute the Semantic Gradients Plus Contexts (Continued) handout. Explain that the original Jamon sentences have been given more of a context. The range of words that can possibly fit in the blanks is thus narrowed.
4.	Ask students to generate words that are good fits along the semantic gradients and then select the best answer for each sentence.

Extensions

As noted in Preparation, Step 2, the activities in this lesson are intended as an introduction to context clues and semantic gradients. Students will need repeated and meaningful practice with these strategies to become comfortable using them independently and to understand how they can help them solve unknown words when reading texts in class or at home. Revisit these strategies whenever possible to reinforce the concepts and provide authentic practice.

Student Assessment / Reflections

Collect the completed handouts at the end of each session to check for understanding of the concepts. Note also how well students work in pairs or groups. Make sure to revisit these vocabulary strategies when students encounter unknown words in authentic readings, and ask them to reflect on how the strategies are useful to them.

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Word Meaning
Lecture # 6
Grigoryeva M.
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Word Meaning

Approaches to word meaning

Meaning and Notion (понятие)

Types of word meaning

Types of morpheme meaning

Motivation
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Each word has two aspects:

the outer aspect
( its sound form)
cat

the inner aspect
(its meaning)
long-legged, fury animal with sharp teeth
and claws
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Sound and meaning do not always constitute a constant unit even in the same language

EX a temple

a part of a human head
a large church
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Semantics (Semasiology)
Is a branch of lexicology which studies the
meaning of words and word equivalents
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Approaches to Word Meaning
The Referential (analytical) approach

The Functional (contextual) approach

Operational (information-oriented) approach
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The Referential (analytical) approach
formulates the essence of meaning by establishing the interdependence between words and things or concepts they denote

distinguishes between three components closely connected with meaning:
the sound-form of the linguistic sign,
the concept
the actual referent
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Basic Triangle
concept (thought, reference) – the thought of the object that singles out its essential features
referent – object denoted by the word, part of reality
sound-form (symbol, sign) – linguistic sign
concept – flower

sound-form referent
[rәuz]
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In what way does meaning correlate with
each element of the triangle ?

In what relation does meaning stand to
each of them?
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Meaning and Sound-form
are not identical
different
EX. dove — [dΛv] English sound-forms
[golub’] Russian BUT
[taube] German
the same meaning
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Meaning and Sound-form
nearly identical sound-forms have different meanings in different languages
EX. [kot] Russian – a male cat
[kot] English – a small bed for a child

identical sound-forms have different meanings (‘homonyms)
EX. knight [nait]
night [nait]
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Meaning and Sound-form
even considerable changes in sound-form do not affect the meaning

EX Old English lufian [luvian] – love [l Λ v]
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Meaning and Concept
concept is a category of human cognition

concept is abstract and reflects the most common and typical features of different objects and phenomena in the world

meanings of words are different in different languages
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Meaning and Concept
identical concepts may have different semantic structures in different languages

EX. concept “a building for human habitation” –
English Russian
HOUSE ДОМ

+ in Russian ДОМ
“fixed residence of family or household”
In English HOME
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Meaning and Referent

one and the same object (referent) may be denoted by more than one word of a different meaning
cat
pussy
animal
tiger
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Meaning
is not identical with any of the three points of the triangle –
the sound form,
the concept
the referent

BUT
is closely connected with them.
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Functional Approach
studies the functions of a word in speech
meaning of a word is studied through relations of it with other linguistic units
EX. to move (we move, move a chair)
movement (movement of smth, slow movement)

The distriution ( the position of the word in relation to
others) of the verb to move and a noun movement is
different as they belong to different classes of words and
their meanings are different
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Operational approach
is centered on defining meaning through its role in
the process of communication

EX John came at 6
Beside the direct meaning the sentence may imply that:
He was late
He failed to keep his promise
He was punctual as usual
He came but he didn’t want to

The implication depends on the concrete situation
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Lexical Meaning and Notion
Notion denotes the reflection in the mind of real objects

Notion is a unit of thinking
Lexical meaning is the realization of a notion by means of a definite language system
Word is a language unit
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Lexical Meaning and Notion
Notions are international especially with the nations of the same cultural level

Meanings are nationally limited

EX GO (E) —- ИДТИ(R)
“To move”
BUT !!!
To GO by bus (E)
ЕХАТЬ (R)

EX Man -мужчина, человек
Она – хороший человек (R)
She is a good person (E)
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Types of Meaning
Types of meaning

grammatical
meaning

lexico-grammatical
meaning
lexical meaning
denotational
connotational
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Grammatical Meaning
component of meaning recurrent in identical sets of individual forms of different words

EX. girls, winters, toys, tables –
grammatical meaning of plurality

asked, thought, walked –
meaning of past tense
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Lexico-grammatical meaning
(part –of- speech meaning)
is revealed in the classification of lexical items into:
major word classes (N, V, Adj, Adv)
minor ones (artc, prep, conj)

words of one lexico-grammatical class have the same paradigm
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Lexical Meaning
is the meaning proper to the given linguistic unit in all its forms and distributions

EX . Go – goes — went
lexical meaning – process of movement
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PRACTICE
Group the words into 3 column according to the grammatical, lexical or part-of –speech meaning
Boy’s, nearest, at, beautiful,
think, man, drift, wrote,
tremendous, ship’s, the most beautiful,
table, near, for, went, friend’s,
handsome, thinking, boy,
nearer, thought, boys,
lamp, go, during.
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Grammatical
The case of nouns: boy’s, ship’s, friend’s
The degree of comparison of adj: nearest, the most beautiful
The tense of verbs: wrote, went, thought

Lexical
Think, thinking, thought
Went, go
Boy’s, boy, boys
Nearest, near, nearer
At, for, during (“time”)
Beautiful, the most beautiful

Part-of-speech
Nouns—verbs—adj—-prep
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Aspects of Lexical meaning
The denotational aspect

The connotational aspect

The pragmatic aspect
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Denotational Meaning
“denote” – to be a sign of, stand as a symbol for”

establishes the correlation between the name and the object
makes communication possible

EX booklet
“a small thin book that gives info about smth”
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PRACTICE
Explain denotational meaning

A lion-hunter
To have a heart like a lion
To feel like a lion
To roar like a lion
To be thrown to the lions
The lion’s share
To put your head in lion’s mouth
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PRACTICE

A lion-hunter
A host that seeks out celebrities to impress guests
To have a heart like a lion
To have great courage
To feel like a lion
To be in the best of health
To roar like a lion
To shout very loudly
To be thrown to the lions
To be criticized strongly or treated badly
The lion’s share
Much more than one’s share
To put your head in lion’s mouth
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Connotational Meaning
reflects the attitude of the speaker towards what he speaks about
it is optional – a word either has it or not

Connotation gives additional information and includes:
The emotive charge EX Daddy (for father)
Intensity EX to adore (for to love)
Imagery EX to wade through a book
“ to walk with an effort”
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PRACTICE
Give possible interpretation of the sentences

She failed to buy it and felt a strange pang.
Don’t be afraid of that woman! It’s just barking!
He got up from his chair moving slowly, like an old man.
The girl went to her father and pulled his sleeve.
He was longing to begin to be generous.
She was a woman with shiny red hands and work-swollen finger knuckles.
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PRACTICE
Give possible interpretation of the sentences
She failed to buy it and felt a strange pang.
(pain—dissatisfaction that makes her suffer)
Don’t be afraid of that woman! It’s just barking!
(make loud sharp sound—-the behavior that implies that the person is frightened)
He got up from his chair moving slowly, like an old man.
(to go at slow speed—was suffering or was ill)
The girl went to her father and pulled his sleeve.
(to move smth towards oneself— to try to attract smb’s attention)
He was longing to begin to be generous.
(to start doing— hadn’t been generous before)
She was a woman with shiny red hands and work-swollen finger knuckles.
(colour— a labourer involved into physical work ,constant contact with water)
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The pragmatic aspect of lexical meaning

the situation in which the word is uttered,
the social circumstances (formal, informal, etc.),
social relationships between the interlocutors (polite, rough, etc.),
the type and purpose of communication (poetic, official, etc.)

EX horse (neutral)
steed (poetic)
nag (slang)
gee-gee (baby language)
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PRACTICE
State what image underline the meaning

I heard what she said but it didn’t sink into my mind.
You should be ashamed of yourself, crawling to the director like that.
They seized on the idea.
Bill, chasing some skirt again?
I saw him dive into a small pub.
Why are you trying to pin the blame on me?
He only married her for her dough.
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PRACTICE
State what image underline the meaning
I heard what she said but it didn’t sink into my mind.
(to understand completely)
You should be ashamed of yourself, crawling to the director like that.
(to behave humbly in order to win favour)
They seized on the idea.
(to be eager to take and use)
Bill, chasing some skirt again?
(a girl)
I saw him dive into a small pub.
(to enter suddenly)
Why are you trying to pin the blame on me?
(to blame smb unfairly)
He only married her for her dough.
(money)
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Types of Morpheme Meaning
lexical
differential
functional
distributional
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Lexical Meaning in Morphemes
root-morphemes that are homonymous to words possess lexical meaning
EX. boy – boyhood – boyish

affixes have lexical meaning of a more generalized character
EX. –er “agent, doer of an action”
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Lexical Meaning in Morphemes
has denotational and connotational components
EX. –ly, -like, -ish –
denotational meaning of similiarity
womanly , womanish

connotational component –
-ly (positive evaluation), -ish (deragotary) женственный — женоподобный
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Differential Meaning
a semantic component that serves to distinguish one word from all others containing identical morphemes

EX. cranberry, blackberry, gooseberry
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Functional Meaning
found only in derivational affixes
a semantic component which serves to
refer the word to the certain part of speech

EX. just, adj. – justice, n.
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Distributional Meaning
the meaning of the order and the arrangement of morphemes making up the word
found in words containing more than one morpheme
different arrangement of the same morphemes would make the word meaningless
EX. sing- + -er =singer,
-er + sing- = ?
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Motivation
denotes the relationship between the phonetic or morphemic composition and structural pattern of the word on the one hand, and its meaning on the other

can be phonetical
morphological
semantic
44 слайд

Phonetical Motivation
when there is a certain similarity between the sounds that make up the word and those produced by animals, objects, etc.

EX. sizzle, boom, splash, cuckoo
45 слайд

Morphological Motivation
when there is a direct connection between the structure of a word and its meaning
EX. finger-ring – ring-finger,

A direct connection between the lexical meaning of the component morphemes
EX think –rethink “thinking again”
46 слайд

Semantic Motivation
based on co-existence of direct and figurative meanings of the same word

EX a watchdog –
”a dog kept for watching property”

a watchdog –
“a watchful human guardian” (semantic motivation)
48 слайд

Analyze the meaning of the words.
Define the type of motivation
a) morphologically motivated
b) semantically motivated

Driver
Leg
Horse
Wall
Hand-made
Careless
piggish
49 слайд

Analyze the meaning of the words.
Define the type of motivation
a) morphologically motivated
b) semantically motivated
Driver
Someone who drives a vehicle
morphologically motivated
Leg
The part of a piece of furniture such as a table
semantically motivated
Horse
A piece of equipment shaped like a box, used in gymnastics
semantically motivated
50 слайд

Wall
Emotions or behavior preventing people from feeling close
semantically motivated
Hand-made
Made by hand, not machine
morphologically motivated
Careless
Not taking enough care
morphologically motivated
Piggish
Selfish
semantically motivated
51 слайд

I heard what she said but it didn’t sink in my mind
“do down to the bottom”
‘to be accepted by mind” semantic motivation

Why are you trying to pin the blame on me?
“fasten smth somewhere using a pin” –
”to blame smb” semantic motivation

I was following the man when he dived into a pub.
“jump into deep water” –
”to enter into suddenly” semantic motivation

You should be ashamed of yourself, crawling to the director like that
“to move along on hands and knees close to the ground” –
“to behave very humbly in order to win favor” semantic motivation

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Resource Details

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Grade

5th

Strengthen and enhance your class’s vocabulary with a guided lesson on word relationships. Focusing on synonyms and antonyms, the lesson demonstrates ways to compare and define different words, including word analogies and thesaurus skills.

111 Views

94 Downloads

CCSS:
Adaptable

Concepts

Additional Tags

Instructional Ideas

Use in a literacy center with small groups
Encourage young readers to come up with their own analogies, using vocabulary words from a book you are reading in class or their weekly vocabulary lists

Classroom Considerations

Most of the packet works best as a presentation, with the last page serving as a good individual activity (either projected or printed out)

Pros

Encourages learners to think critically about word choice and reference tools
Comes with practice pages to reinforce the skills covered in the lesson

Common Core

Источник

FAOW Calling all wordsmiths! October 16 is Dictionary Day, named in honor of the birthday of that famous American wordsmith,
Noah Webster. To recognize this special day, Education World offers eight lessons to involve students in using dictionaries!
Included: Activities that teach guide words, involve young students in creating picture dictionaries
and playing a dictionary game, and much more!

What do the letters ZIP in the word Zip Code stand for?

What is a shaddock?

What does the word somnambulate mean?

Where can your students find the answers to those and other baffling word questions? Check the dictionary!

Celebrate the wonder of words! Encourage the future lexicographers in your classroom with the lessons below. A brief
description is provided for each lesson. Click any headline for a complete teaching resource.

Answers:

The letters ZIP in the word Zip Code stand for «Zone Improvement Plan.»

A shaddock is tropical tree that grows in southeastern Asia. The shaddock is related
to the grapefruit.

Somnambulate means «to sleepwalk.»

Guide Word Game

Do you have a favorite lesson or game for building vocabulary or dictionary skills? Click to join
the conversation.

Students play a timed word game to locate guide words in a dictionary. (3-5, 6-8)

Guide Word Sentences
Students write sentences using dictionary guide words, putting two guide words in the same sentence. (3-5, 6-8)

Using Dictionary Entries
Students answer work sheet questions about dictionary entries. (3-5, 6-8)

Sound It Out
Students match phonetic spellings with real spellings of words on a dictionary page. (3-5, 6-8)

Up from the Roots
Students create new words by combining root words and/or short words. (3-5, 6-8)

Create a Word
Students brainstorm new words for a class dictionary! (3-5, 6-8, 9-12)

My Own Picture Dictionary
Students create a personal picture dictionary. (Pre-K, K-2)

Noah Webster and His Dictionary
Students use library or online sources to create time lines about Noah Webster, who compiled the first American dictionary,
and the development of dictionaries. (6-8, 9-12)

Additional Resources from Education World

Oh, My Words! Great Word Sites on the Net!

Happy Birthday, Noah Webster!

Education World Celebrates Noah Webster’s Birthday

ABC Books Aren’t for Babies!

Article by Lois Lewis

Originally published 10/16/2000
Links last updated 09/23/2008

Источник