Manure for the Mind!

Recently, the students have been investigating words related to our study of the American Civil War.  In our last post students explained what they understood about some of the words.  One of the comments we received on that post was from Old Grouch, our true Real Spelling friend from France.  Since one of the words investigated was <emancipation>, and the students had found this compound word to be made up of the bound bases <man> and <cip>, Old Grouch playfully replied using many words that share those two bases.

He began his comment like this, ”  I anticipate that they won’t need a mandate to participate in manufacturing a manual of these bound bases.”  What fun we have had with that!  The students have each made a list of the words in his comment that share the base <man> and the ones that share the base <cip>.  Then the research began.  How does knowing the meaning of the base element in a word help us understand the meaning of the word?

Some of the words really gave us pause to think, while others were more obvious in their meaning connections.  Overall, it was a very bright week in the classroom (light bulb moments were happening in proliferation!)  The following videos focus on the words with the base <man> .


Stepping into a Deeper Understanding of Words.

Students have begun research on the American Civil War.  They are all researching Abraham Lincoln, and they are each researching both a particular person who was alive at the time and a specific battle or Civil War term (uniforms, artillery, medicine, etc.).  This week, we began talking about the research.  I also began lecturing, and they began taking notes.  Our discoveries are being shared, and the adventure of investigating a significant event in the history of our country has begun!

A new topic of study always lends itself well to word investigations.  The students practice their investigation skills and broaden their understanding of the topic at the same time.  This week the class was split into five groups.  The words investigated were <civil>, <slavery>, <abolish>, <immigration>, and <emancipation>.  The video clips below feature the words <civil>, <slavery>, and <abolish>.

<Civil> …

<Slavery> …

<Abolish> …

One of our last orthography investigations was that of comparing a word as it is split into word sums and into syllables.  The general consensus was that if we want to understand a word’s meaning, syllables  confuse the issue, whereas word sums help us isolate the base element.  The base element, of course, is the central kernal of meaning in a word.

When the students approached the task of investigating these words, they spent much less time creating word sum hypotheses.  They have internalized the difference between dividing a word into syllables and dividing a word into word sums.  When I went around asking about their word sums, their hypotheses was based on known prefixes and suffixes!  I smiled a big inward smile.

Celebrating Pi Day with Pizazz!

Pi.  Pi.  Mathematical Pi!   We had so much fun today!  We sang songs.  Some were based on familiar Christmas tunes, one was a rap, and one went to the tune of American Pie.  We learned about William Jones who first recorded the symbol for Pi.  We  read about Gaurav Raja who at one time held the record for reciting 10,000 digits of Pi.  We learned about Ludoph van Ceulen who had the first 35 digits of Pi engraved on his tombstone (until his wife swapped it out for something more proper)!

We felt that in order to really understand Pi, we needed to really understand circumference, diameter, and radius.  The class divided into three groups and the word investigations began!  With limited time, no group quite finished, but they made great progress.  I find it interesting that many students still fall back on old habits of dividing words by syllables instead of beginning with their lists of tried and true affixes.  Patience and practice.  They must discover the logic of that for themselves.   In one part of the video, the group investigating the word <diameter> started laughing.  I had just asked if the words they found that begin with <dia> had to do with the definition of <dia> which is through.  You see, diarrhea was on the list and they definitely saw the connection!

Next we held a Pi Digit Contest.  We were looking to see who could memorize the most digits of Pi with only two days of preparation.  Our first place winner recited 65 Pi digits!  In second and third place, students recited 46 and 42 places respectively.  The fourth, fifth, and sixth place winners recited 36, 28, and 27 places.  What an amazing accomplishment for all who gave it a try!

Then there were the pies!  Yum!  We had cherry, lemon meringue, apple, turtle, peanut butter, chocolate, toasted coconut creme, pecan, banana creme, and brownie pies.  Heavenly!

During math, we actually measured circles of all kinds and calculated Pi for ourselves by dividing the circumference by the radius.

Lastly, we sang our favorite Pi song just one more time.  Love Pi Day!


Curious Minds … apartheid and discrimination

As we continue our study of the Civil Rights Movement, interesting words keep popping up. So far we have looked at prejudice, segregation, and integration. During the research into those words, the words ‘apartheid’ and ‘discrimination’ surfaced. Intrigued, we began with the word ‘apartheid’. We read some information and recognized that there were some parallels to be drawn between the situation in South Africa from the late 1940’s to the 1990’s and the situation in the U.S. prior to the 1960’s. Then we wondered how the words ‘apartheid’ and ‘discrimination’ fit in with the other words (as far as meaning) that we have collected on the topic. It was time to investigate.
Two groups of students investigated the word ‘apartheid’. Here is what they found.

Three groups of students investigated the word ‘discrimination’. It was fascinating to listen to the hypotheses the students started with, and then the reasoning they used to alter them. It’s been pointed out to me by other orthographers that what I see happening while the students investigate and recap that investigation is the really worthwhile part of all this. I believe it.

While watching the following video, I thought of what the three groups found. Tomorrow each group will be asked to consider the following:

1) One of the groups found that ‘dis’ is a prefix and means away from. Can that be proven or disproven?
2) We know that ‘in’ is a prefix. Is it also a suffix? Check on WordSearcher for other words that end with ‘in’.
3) One group believes ‘ate’ and ‘ion’ are both suffixes in this word. Another group believes ‘at’ and ‘ion’ are the suffixes. How can we prove/disprove either of these?