Final Thoughts
Root: luc
Roots: man, manu
Roots: mis, miss, mit, mitt
Roots: not, nota
Root: path
Root: ped
Root: photo
Root: port
Roots: scrib, scrip, script
Root: sol
Root: tele
Root: terr
Roots: vid, vis
Final Thoughts
Prefix: un-
Prefix: re-
Prefixes: in-, im-, il-, and ir-
Prefix: dis-
Prefixes: under-, over-, and sub-
Prefixes: pre- and fore-
Final Thoughts
Irregular Plurals
Latin Plurals
Singular Forms Ending in -is
Double Consonants
Problematic Plurals
Adjectives With -ly
Adverbs With -ly
Suffixes Used for People’s Roles
Adjectives With -ful and -ous
Final Thoughts
Features of Print
Reading and Research
Writing
Speaking, Listening, and Presenting
Mathematics
The Classroom Learning Environment
Final Thoughts
Words to Replace the Overused Verb Said
Words to Replace the Adjective Nice
Final Thoughts
Appendix: Index of All Vocabulary Words Appearing in the Book
About the Author
Angela B. Peery, EdD, is a consultant and author and has been a teacher since 1986. Since 2004, she has made more than one thousand presentations and has authored or coauthored eleven books. Angela has consulted with educators to improve teacher collaboration, formative assessment, effective instruction, and literacy across the curriculum. In addition to her consulting work, she is a former instructional coach, high school administrator, graduate-level education professor, and English teacher at the middle school, high school, and college levels. Her wide range of experiences allows her to work shoulder to shoulder with colleagues in any setting to improve educational outcomes.
Angela has been a Courage to Teach fellow and an instructor for the National Writing Project. She maintains memberships in several national and international education organizations and is a frequent presenter at their conferences. Her book The Data Teams Experience: A Guide for Effective Meetings supports the work of professional learning communities, and her most recent publications and consulting work highlight the importance of teaching academic vocabulary.
A Virginia native, Angela earned her bachelor’s degree in English at Randolph-Macon Woman’s College, her master’s degree in liberal arts at Hollins College, and her doctorate at the University of South Carolina. Her professional licensures include secondary English, secondary administration, and gifted and talented education. She has also studied presentation design and delivery with expert Rick Altman. In 2015, she engaged in graduate study in brain-based learning.
To learn more about Angela’s work, visit http://drangelapeery.com or follow @drangelapeery on Twitter.
To book Angela B. Peery for professional development, contact [email protected].
Introduction
Since the 1990s, teachers have begun to realize that “look it up in the dictionary” or “check the glossary” is not an appropriate response when students inquire about a word’s meaning. Thankfully, in most classrooms, the weekly lists of words to study for Friday quizzes have been replaced with vocabulary assignments that create better retention. Teachers know that their students need to learn and use more words than ever. Why have teachers come to this conclusion? Three factors have influenced most of the teachers with whom I work.
First, the increasing rate of children living in poverty means that students arrive in prekindergarten or kindergarten programs already displaying a vocabulary deficit. The thirty-million-word gap, as it is known, refers to the number of words that students in welfare-dependent families have heard spoken versus
