Word Talks

Word Talks

Word Talks were presented as a vocabulary strategy in January 2013 to KGCS staff by Ms. Darcy. The strategy is intended to provide an opportunity for students to analyze words in a variety of ways and to engage in rich discussion that further develops their understanding of words and concepts.

Materials:

Word Talk Template

Word Talk Template Modified  for younger students or struggling learners

Video Clip  Take a look at some 4th grade students grappling with the word unbreakable in a word talk.  Notice all of the layers of analysis and meaning that come into play in this 10-minute activity.

Procedure:

1.  Select a word (ideally from current text) for deeper analysis.  Create a sentence to establish context or use an authentic context.  Complete some advanced analysis of the word to prepare for questions that might arise and to insure that you've chosen a word with rich possibilities.

Selected words should not be brand new to students.  They should have some background about the word, but the word talk should extend their analysis and understanding.

Dictionary/Thesaurus.com  Use this site to research the etymology of word parts and to prepare some possible synonyms and antonyms.

MoreWords  Type in a word part to find other words that contain the target part.  Use this to prepare some possible related words.

List of Prefixes/Suffixes

Common Greek/Latin Roots for Content Areas
List of Common Greek/Latin Roots
Etymology Dictionary

Word Root of the Day Archive

The following instructional routine is important, so please plan to use all parts.

2.  Allow students about 3-5 minutes to record something about the target word on the word talk map.

3.  Allow students about 3-5 minutes to share ideas with a partner or table and add to their map.

4.  Debrief with students for about 10 minutes emphasizing word structure and meaning.  Create a web of ideas about the word as students share ideas. 

NOTE:  Dictionaries and online references can and should be used as questions arise.  However, don't begin the routine by passing out dictionaries.  Students should initially be using their background knowledge and collaboration to develop the word map.  Then use reference materials to further refine and clarify.