Developing Meaning Vocabulary Developing Meaning Vocabulary n Remember

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Developing Meaning Vocabulary

Developing Meaning Vocabulary

Developing Meaning Vocabulary n Remember that vocabulary development is complex. n Introduce vocabulary in

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

What Does Research Say? n The influence of meaning vocabulary is one of the

What Does Research Say? n The influence of meaning vocabulary is one of the most enduring findings of educational research. n Vocabulary knowledge is among the best predictors of reading achievement. n Differences in children’s vocabularies develop even before school begins and are key to inequality of educational attainment.

n Direct instruction in word meanings is effective, can make a significant difference in

n Direct instruction in word meanings is effective, can make a significant difference in a student’s overall vocabulary, and is critical for those students who do not read extensively. n 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)

Classroom Implications Use active approaches to learning vocabulary n Relate vocabulary to background knowledge

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

Classroom Implications (cont. ) § Context clues Locate context clues Teach students to use

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

Classroom Implications (cont. ) § Semantic feature analysis § Dictionary use § Word Origins

Classroom Implications (cont. ) § Semantic feature analysis § Dictionary use § Word Origins and Histories § Figurative Language § Word Play § Computer Techniques § Special Words

Presenting Vocabulary in Contextualize the word within the story. n Have children say the

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

Sentence and Word Expansion n Take a simple sentence from a book or student’s

Sentence and Word Expansion n Take a simple sentence from a book or student’s paper and write it on the board. n 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)

Semantic Feature Analysis n Feature analysis is a formal comparison of the aspects of

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

Word Play n Discuss puns and provide examples n Use Hink Pink, Hinky Pinkies,

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

Recommended Reading n Bear, Donald, et al, Words Their Way: Word Study for Phonics,

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

n Moats, L. (2004). LETRS: Language essentials for teachers of reading and spelling, Book

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

For more information regarding materials and ideas outlined in this presentation, please contact Cherry

For more information regarding materials and ideas outlined in this presentation, please contact Cherry Carl at carl [email protected] com