Developing Meaning Vocabulary

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Developing MeaningVocabulary
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Developing Meaning Vocabulary

• Remember that vocabulary development is complex.
• Introduce vocabulary in authentic situations.
• Actively involve students in developing word
  knowledge
• Access and activate prior knowledge
• Facilitate the development of independent
  vocabulary development
• Review and reinforce vocabulary growth
• Always present vocabulary in context

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What Does Research Say?

• The influence of meaning vocabulary is one of the
  most enduring findings of educational research.
• Vocabulary knowledge is among the best predictors
  of reading achievement.
• Differences in childrens vocabularies develop
  even before school begins and are key to
  inequality of educational attainment.

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• Direct instruction in word meanings is effective,
  can make a significant difference in a students
  overall vocabulary, and is critical for those
  students who do not read extensively.
• Studies show that words should be processed
  deeply and repeatedly.
• Source Words are wonderful Interactive,
  time-efficient strategies to teach meaning
  vocabulary (Margaret Ann Richek, 2005)

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Classroom Implications

• Use active approaches to learning vocabulary
• Relate vocabulary to background knowledge and
  experience
• Construct definitions and illustrate words
• Dramatize words
• Expand sentences
• Use manipulatives
• Develop concept cards
• Connect to literature

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Classroom Implications (cont.)

• Context clues
• Locate context clues
• Teach students to use context clues
• Structural Analysis
• Categorization
• Analogies and Word Lines
• Semantic Maps and Word Webs

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Classroom Implications (cont.)

• Semantic feature analysis
• Dictionary use
• Word Origins and Histories
• Figurative Language
• Word Play
• Computer Techniques
• Special Words

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Presenting Vocabulary in Context

• Contextualize the word within the story.
• Have children say the word.
• Provide a student-friendly explanation of the
  word.
• Present examples of the word used in contexts
  different from the story context.
• Engage children in activities that get them to
  interact with the words.
• Read the story.
• Beck, I.L., McKeown, M.G., Kucan, L. (2002).

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Sentence and Word Expansion

• Take a simple sentence from a book or students
  paper and write it on the board.
• Ask students to take each part of the sentence
  and replace it with more interesting words.
  Example The dog is in the house.
• Santa, Carol, Havens, L., Maycumber, E. (1996)

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Semantic Feature Analysis

• Feature analysis is a formal comparison of the
  aspects of meaning that define an entity or
  concept. It can be useful for differentiating
  terms.
• Try marking the features of cup, glass, and
  mug.
• To what extent do these words have semantic
  overlap?
• Moats, L. (2004)

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Word Play

• Discuss puns and provide examples
• Use Hink Pink, Hinky Pinkies, and Hinkety
  Pinketies
• Crossword puzzles
• Riddles and scavenger hunts
• Silly questions
• Write words to illustrate their meanings
• Clue or 20 questions

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Recommended Reading

• Bear, Donald, et al, Words Their Way Word Study
  for Phonics, Vocabulary, and Spelling
  Instruction. Upper Saddle River, NJ
  Prentice-Hall.
• Beck, I.L., McKeown, M.G., Kucan, L. (2002).
  Bringing words to life Robust vocabulary
  instruction. New York Guilford Press.

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• Moats, L. (2004). LETRS Language essentials for
  teachers of reading and spelling, Book 2.
  Longmont, CO Sopris West Educational Services.
• Santa, Carol, Havens, L., Maycumber, E. (1996).
  Project CRISS Second Edition. Dubuque, IA
  Kendall Hunt.

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• For more information regarding materials and
  ideas outlined in this presentation, please
  contact Cherry Carl atcarl1404_at_msn.com