Abstract:
A computerized system and method of teaching vocabulary to a student includes an application that provides words to the student that he or she has previously used in a writing effort. The previously words are utilized to automatically create an individualized vocabulary assignment. The user is instructed to learn the new vocabulary words by breaking the words into their suffixes, prefixes, roots and word origin and/or history. The student is encouraged to create a word history or etymology of the word to understand the history, the language of origin, and the language from which the word is borrowed. The student is then instructed to use the vocabulary word(s) in a sentence. A teacher, instructor or an online tutor may monitor the completion of the various assignments by the student and may also monitor how well the assignments are performed.

Description:
CROSS-REFERENCE TO RELATED APPLICATIONS 
       [0001]    This application is a Continuation-in-Part of co-pending U.S. patent application Ser. No. 13/742,448 filed Jan. 16, 2013 entitled “Vocabulary Learning System And Method”, which in turn claims priority to Provisional Patent Application No. 61/586,958 entitled “Vocabulary Learning System And Method”, filed on Jan. 16, 2012 both of which are incorporated fully herein by reference. 
     
    
     TECHNICAL FIELD 
       [0002]    The present invention relates to teaching systems and more particularly, to a system and method that is designed to allow students to investigate, at their own individual levels, how words work; how to deconstruct words by sound and by meaning to breakdown or deconstruct the words into prefixes, roots and suffixes, to investigate the age of words and where they come from, and finally to apply this knowledge in writing and then use these fragments as part of a comprehensive teaching tool. 
       BACKGROUND INFORMATION 
       [0003]    Various computer-based vocabulary or word programs exist and are well known in the art. These programs work in conjunction with various computer-based devices and programs such as word processors, e-mail programs, web page generation programs and the like, to provide vocabulary assistance, such as definitions, meanings of prefixes, roots and suffixes, and word origins. Each of these existing products looks at one particular word at a time and focus on one type of assistance. The programs do not make comparisons among similar words or enable a student to make connections among the meanings of various suffixes, roots and prefixes. 
         [0004]    Excellent vocabulary knowledge can translate into excellent scores on critical learning tests, such as the SAT. A thorough understanding of suffixes, roots and prefixes achieved through an understanding and study of high-frequency roots, when started early and practiced frequently, will give a student the skills to tackle difficult vocabulary assignments. 
         [0005]    In order to excel in vocabulary testing, a student must consider related roots, prefixes and suffixes. This involves both using context clues to determine the meaning of a word, but also includes having a subtle knowledge of Greek and Latin roots. A student must be comfortable taking apart a word into its parts to investigate all potential meanings. This can involve understanding the word&#39;s history and origin and knowing the subtleties surrounding when the word joined the language in order to understand different connotations. A student may also need to be able to determine the meaning of a word when there is little or no supporting context. This can best be accomplished when a student knows the structure of the word and is familiar with the process of word investigation. 
         [0006]    Students need to be able to use clear, precise and appropriate vocabulary in many contexts throughout their education and professional lives. Ideally, everyone should be able to master a broad and extensive vocabulary that they are able to access in a wide variety of syntactical structures and contexts. This practice involves recognizing the correct use of complex syntax, the ability to vary sentence structure and to apply conclusions drawn from a text to another context. These types of critical thinking exercises are essential for standardized tests as well as many professional and personal endeavors. 
         [0007]    An additional problem with the prior art computer based learning tools is that the programs are hardware dependent and must be downloaded and installed, creating issues such as operating system requirements, hard-drive capacity, minimum ram requirements, availability of IT support, high implementation costs for users such as school and school districts, etc. 
         [0008]    There has not, to date, been a product that is designed to accomplish all of these goals and to provide a student with a comprehensive vocabulary teaching tool. 
         [0009]    Accordingly, what is needed is a web based computer program and teaching methodology that is designed to offer students a method of learning high-frequency roots, starting at an early age, which is practiced frequently in order to gain the knowledge necessary to handle difficult vocabulary. The program should encourage students to be mentally active readers, to deeply process the words and their meanings, to know when the word originated and from where the word originated using historical context. The program should not just teach vocabulary, but should provide students with knowledge of the internal structure of words, a clear, precise and appropriate vocabulary; access to an extensive vocabulary across syntactic contexts; the ability to recognize and use complex and varied syntax; and creative, interdisciplinary thinking abilities. 
         [0010]    Such a program and method should also be designed to allow students to investigate, at their own individual levels, how words work; how to deconstruct words by sound and by meaning to breakdown or deconstruct the words into prefixes, roots and suffixes, to investigate the age of words and where they come from, and finally to apply this knowledge in writing and then use these fragments as part of a comprehensive teaching tool. 
       SUMMARY 
       [0011]    The present invention provides a system and method of teaching vocabulary and reading comprehension that involves the use of historical context and critical thinking to break down a word into its prefix, suffix and root. 
     
    
     
       BRIEF DESCRIPTION OF THE DRAWINGS 
         [0012]    These and other features and advantages of the present invention will be better understood by reading the following detailed description, taken together with the drawings wherein: 
           [0013]      FIG. 1  is a block diagram of a system on which may be implemented the present invention according to one aspect of the present invention; 
           [0014]      FIG. 2  is a block diagram of how words are funneled into the word database and ultimately an individual&#39;s vocabulary lesson plan according to one feature of the present invention; 
           [0015]      FIG. 3  is a representation of an individual&#39;s vocabulary assignments/lessons provided by the system and method according to one aspect of the present invention; 
           [0016]      FIG. 4  is a block diagram of the functions or actions which a student takes in using the present invention; 
           [0017]      FIG. 5  is a flow chart illustrating the functions or actions which a teacher takes in using the system and method according to the present invention; 
           [0018]      FIG. 6  is a representation of exemplary teacher functions to be selected from the system and method of the present invention; 
           [0019]      FIG. 7  is an example of a list of words from a predetermined word category or program list; 
           [0020]      FIG. 8  is a screen shot of a displayed computerized method wherein is displayed how a student reads a clue and searches for the missing piece of a word meaning; 
           [0021]      FIG. 9  is a screen shot of a displayed computerized method wherein is illustrated how as each route possibility is selected, the meaning is displayed to the user; 
           [0022]      FIG. 10  is a screen shot of a displayed computerized method wherein is displayed how the word root is presented to the user and the user must next choose a modern meaning of the word; 
           [0023]      FIG. 11  is a screen shot of a displayed computerized method wherein is illustrated word cousins are displayed to the user based on other derivatives of the word root meaning; 
           [0024]      FIG. 12  is a screen shot of a displayed computerized method illustrating how the student is asked to rewrite a sentence using a synonym of the word being studied; and 
           [0025]      FIG. 13  is a screen shot of a displayed computerized method illustrating how the student is asked to write a compound sentence utilizing the word being studied. 
       
    
    
     DETAILED DESCRIPTION OF THE PREFERRED EMBODIMENTS 
       [0026]    The system  10 ,  FIG. 1 , according to the present invention, provides a comprehensive computerized vocabulary teaching tool. The system  10  includes, in a first preferred embodiment, one or more components that are hosted on a server that is accessed by a user&#39;s computerized device. In fact, the universal access via the web is a key advantage. The program is hardware agnostic, download and installation free. This breaks down common barriers to computer learning tools such as operating system requirements, hard-drive capacity, minimum ram, availability of IT support, etc. and reduces implementation costs for schools and school districts and well as individual students. The invention delivers differentiated instruction that would otherwise be cost-prohibitive. The program works on all computers and tablets. There is no download or installation required, and students can log in from home, reducing demands on school computers and IT staff. And of course, there is no paper and no printing required. 
         [0027]    In a second embodiment, the invention may be implemented as a smart phone or tablet application (app) that would be downloaded/installed onto a user&#39;s electronic device  12  (such as, but not limited to a personal computer (PC), notebook computer, Ipad, smartphone or the like), and an optional complimentary component or components loaded onto the same or a second electronic device  14  which may be used by a parent, teacher, tutor or other entity to assist in the teaching of vocabulary to a user. By student is meant any user of the computerized program and method according to the present invention who wishes to increase his or her vocabulary and word fluency. 
         [0028]    The present invention includes a Web server  16  which serves to store a words database  17 , and to present the words to one or more applications  32 / 34  running on a Web browser  18  of PC  12  or  14 . The words database  17  is posted on the Web server  16  and provides each school, classroom or organization with its own unique database. Each words database  17  is a complete record of each student&#39;s vocabulary lessons organized by session and date, teacher and class. The database  17 ,  FIG. 2 , may include a predetermined vocabulary list  28 ,  FIG. 2 , that is managed by the database  17  and organized by class and associated with weekly dates. As students work through the vocabulary instruction, practice and test activities, the students are reviewed and retested at specified intervals. The teacher, tutor or other instructor can also add additional teacher/tutor words  36  to the words database  17 . The individualized vocabulary lesson plans  38  are created from the words database  17 . 
         [0029]    This critical approach to word study allows each student to proceed at their own pace and on their own level. Within a structured, teacher-directed lesson, a student discovers word structure, meaning and origin on their own, thereby engaging the student in the process of critical thinking. The system guides the student through this critical endeavor step-by-step. Each student learns how words work, by compelling a student to look inside language and to deconstruct words by sound and by meaning, thereby understanding how the word was formed. This critical thinking approach involves investigating the age of words and the history behind where the words came from. In searching for borrowings, students practice metalinguistic knowledge, which is a key literacy element. The program also allows students to apply the knowledge in writing. The program offers repeated rounds of practice with word-level tasks. 
         [0030]    The lessons are divided into two sections: discovery  42  and challenge  44 ,  FIG. 3 . The discovery section  42 ,  FIG. 4 , asks the student to engage each word in four ways: word parts with sound  46 , word parts with meaning  48 , word origin/history  50  and sentence writing  52 . Each student is provided with one or more assignments  38  that contain one or more vocabulary words. Word parts with sound  46  assignment requires the student to listen to the word (given either as an individual word or in a sentence)  46   a  and to count the syllables  46   b,  to then spell the word by syllable  46   c  and then to select the accented syllable  46   d.  “Authentic” words or authentic spelling errors, (means actual words used and/or misspelled words generated by a user during normal day-to-day writing such as from writing emails, text message is, word documents and the like) captured from the student&#39;s own writing, may also be practiced in this section. For some words, a “Spelling Tip” button will play a dictated spelling rule to offer the student additional spelling support. 
         [0031]    The word parts with meaning  48  assignment requires the student to determine the prefix, base root and suffix  48   a  of each word. The prompt will vary depending on the word and the presence of the various word portions. For example, if the word does not have a prefix, then the application will not prompt for a prefix. Each prefix, root and suffix is selected from a menu of various options. Each prefix, suffix and root is defined in the menu. The student will then be prompted to select the part of speech  48   b,  such as whether the word is a noun, adjective, verb, pronoun, etc. Then the student will be asked to organize the root meanings into the word meaning up from the roots  48   c . This involves taking the individual roots, prefixes and suffixes and their associated definitions and organizing them into an order that best represents the cohesive definition of the word. Then the student is asked to compare this root definition with the dictionary definition  48   d.    
         [0032]    The word origins and history assignment  50  teaches the student the country of origin of the word  50   a,  and then prompts the student to find the word from the country of origin  50   b  as the word was originally used in that country. This involves finding the foreign source-word. The student is prompted to look up the foreign word in a dictionary to find the meaning of the foreign word and to then compare that foreign word definition with the dictionary definition  50   c.  Finally, the student is asked to determine the period that the word came into English  50   d.    
         [0033]    The sentence writing and grammar assignment  52  requires the student to first listen to, and transcribe, a dictated sample sentence that demonstrates a proper usage of the vocabulary word. Next, the student is asked to rewrite the sample sentence replacing the vocabulary word with a synonym word or phrase, retaining the same overall meaning of the sample sentence. Lastly, the student is asked to write the vocabulary word in an original sentence as assigned by the teacher  52   a.  The teacher can provide various instructions to the sentence writing portion, such as requiring a minimum number of words, or requiring various punctuation to be used in the sentence. The program will screen the sentence for certain errors, for example but not limited to capitalization, punctuation, and minimum required words. Then the student is prompted to proofread the sentence  52   b.  The act of proofreading the sentence may require that the student review the sentence for proper spelling, grammar, punctuation, capitalization, etc. The sentence is then passed into the teacher. The teacher may accept or return it for revision, with or without comment. The student can then revise the sentence as required by the teacher. 
         [0034]    Once the instructions have been completed for a first word, the system  10  will determine if there are more words  54  to be similarly worked through. If there are more words, the system will go back to the first act, word parts with sound  46 , and continue through the acts of  FIG. 4 . If there are no more words in the vocabulary lesson plan  38 , then the discovery assignment  42  is complete  56 . 
         [0035]    The second assignment section is the challenge section  44 , which quizzes the student on this content. The challenge section  44  can test the student on one or more individual predetermined vocabulary lists  28  or teacher/tutor added words  36 . The challenge section may include all of the vocabulary lesson plans  38  learned by a student in a given day, week, month or year. 
         [0036]    Each word can be connected with a story. This story is the etymology of the particular word. The story may include how old the word is, which languages the word passed through on its way to English, what the word&#39;s ethnicity is, the characteristics that the word shares with other words, and more. Whenever a student is confronted with an unfamiliar word, they are encouraged to discover and learn the back story of the word. By connecting each word with a back story, there is a higher probability that the meaning and spelling of the word will be remembered. 
         [0037]    The system  10  provides all necessary reference materials, which may include video materials. The reference materials teach the students about syllables, word roots, root meanings, parts of speech, borrowings, and periods of English. The system  10  allows one teacher to facilitate instruction for 100 or more students. The teacher is provided with various teacher functions,  FIG. 5 , shown on an interface on their PC or other electronic device  14 , which allows the teacher to customize the assignments for and track progress of each individual student. The teacher can assign new words and/or word categories to student(s)/class(es)  80 . The teacher can track each student&#39;s progress and ensure that students complete assignments  82 . The teacher can review words and sentences  84  completed by each student. The system  10  also allows a teacher to review a student&#39;s word journal  86  and create challenges or new lessons from the word journal. The teacher can arrange or move students or groups  88  into level-appropriate default settings, word-lists and writing assignments. Each group or setting can be customized and established through a simple process. Students can be moved from group to group at any time and groups can be of any size. 
         [0038]    Each lesson can include one or more of the four discovery sections defined above. The teacher can set the lesson scope via the ability to turn each one of these four discovery sections on or off, thereby personalizing the study for each group, and allowing students to focus only on the activities that are activated. The teacher can also set the lesson size, the due dates, the scoring parameters, and the creation of automatic lessons, which enables lessons to be sent automatically to a particular group without the need for recurring teacher input. 
         [0039]    Teachers are provided with a multitude of tools to customize lessons based on the age and progress of each group.  FIG. 6  includes a screenshot of a sample group of students  60 . Each student  62 ( a, b, c,  etc.) has at least one lesson plan or program list  64 , which includes a program list of words  66  ( FIG. 7 ) as assigned by the teacher. For example, there are various program lists  64  for Greek and Latin root words and for SAT/ACT test preparation, as well as program lists based on various novels and fields of study. Additionally, there is an origins section that includes words from various origins such as, French, German, Italian, Arabic, Old English, Latin, Greek, Dutch, Hindi, Old Norse, Sanskrit, and Spanish. The tools can be customized and can be periodically updated with new words, new lists, or additional testing materials. 
         [0040]    The system  10  also includes a sentence writing feature that provides assignments to each group. These assignments break down each word into the type (Declarative/Imperative/Exclamatory/Interrogative), the structure (Simple/Compound/Complex/Compound-Complex), and the number of parts (1-4) and can include teacher composed directions. Teachers also have the ability to utilize additional tools to individualize lessons beyond the differentiation offered by the group settings. Some of these additional tools include the ability to create captured words, which are spelling errors from the student&#39;s own writing, which can be added to the lessons. The ability to use recycled words, which come from a journal for each student that contains all previously studied words. The teacher can used the journal, which is sortable, to track recurring errors and re-assign words for additional practice. The teacher can provide feedback for student sentences, which enables a teacher to return unacceptable sentences to students with the option of including comments. Comments which are used frequently can be saved for repeated use. Additionally, the system includes lesson plans for classroom activities that support the program. 
         [0041]    The system  10  is preferably completely web-based and compatible with various operating systems including, but not limited to Windows, Mac and Linux. The system  10  is supported on browsers such as Internet Explorer, Firefox, Chrome and Safari. The system  10  does not require the use of additional software, such as Flash Player from Adobe or another similar program. The system  10  allows teachers and students to self-register and for each student to be managed by a teacher. Students can be transferred from one teacher to another as they move from grade to grade or as needed. The system may also include user friendly features for students, such as a first time user tour video, an on-screen character that can assist students by addressing them by name, explaining exercises and providing feedback. 
         [0042]    The system may also include user friendly features for teachers, such as a first time user tour video, videos that demonstrate the operations of each page, phone and email support, a blog and forum for posting questions and networking with other teachers, web meetings that offer web-based training in program operations and academic content and on-site training where trainers would visit schools or other locations to offer face-to-face training services. The system also provides extensive reports on student performance. Tools are provided to easily transfer students between teachers or grades. Transferred students come with all performance data and journal entries accumulated under the previous teacher. In this way, each student&#39;s individual skill deficiencies can easily be tracked, identified, and addressed as the student advances through the grades. 
         [0043]    In another embodiment of the present invention, the system offers a virtual tutor. This embodiment is ideal for home schooling or other situations where a teacher needs additional oversight of the lesson planning. An individualized lesson is administered over the web by a tutor. Lessons can be continually adjusted based on student performance. The tutor can assess the student&#39;s level and focus the lesson on skills needing reinforcement or improvement and as progress is achieved, the tutor can expand the difficulty of the lessons. Progress is tracked and then reported to parents and/or teachers on a regular basis, such as quarterly. 
         [0044]    In a further embodiment, the present invention provides additional emphasis on learning words utilizing the word&#39;s “root” to learn and understand not only the meaning of a particular word being taught but also the words “cousins” that include the same route being studied. 
         [0045]      FIG. 8  illustrates a screen shot  70  showing how the student will be taught the meaning of the word “untenable”. In the displayed example, the root “ten” will be taught to the user. Reading the clue  72  at the top of the screen, the user may select or collect on one of the displayed boxes  74  to search for the missing piece of the meaning; in this case the root meaning of “held or hold”, box  74   c,    FIG. 9 . The user will drag this box into the middle,  FIG. 10 . Now that all of the word&#39;s “roots” are in place and displayed, the student is asked to choose the modern meaning of the word,  76 . 
         [0046]    Next, “cousins” of the word being studied words with other derivatives of the root being studied) are displayed  80 ,  FIG. 11 , in the student must match the other derivatives of the root “ten or ten(e)” to their meaning. Additional information may be displayed concerning the meaning of the prefix and/or suffix of the words to help the student and provide additional clues to making the proper match by clicking on an appropriate symbol in this case, the letter “I”  82  displayed under the word. 
         [0047]    Next, the student may be asked to write or rewrite an example sentence. As shown in  FIG. 12 , the student is asked to rewrite the example sentence replacing the instructional word “untenable” with a synonym. Finally, in an additional attempt at making sure the student understands the meaning of the word, the student may be asked to write an original sentence utilizing the word as shown in  FIG. 13 . 
         [0048]    Accordingly, the present invention provides a computerized system and method that actively engages students in vocabulary lessons. The system encourages students to break down words into their roots and to discover the meaning of the words based on these parts as well as the surrounding context. The system leads to better word comprehension through high frequency Greek and/or Latin roots and the repetitive practice of braking down the words to discover their meaning and to associate the word being studied with other words having the same root. 
         [0049]    It is important to note that the present invention is not intended to be limited to a device or method which must satisfy one or more of any stated or implied objects or features of the invention. It is also important to note that the present invention is not limited to the preferred, exemplary, or primary embodiment(s) described herein. Modifications and substitutions by one of ordinary skill in the art are considered to be within the scope of the present invention, which is not to be limited except by the allowed claims and their legal equivalents.