Developing Meaning Vocabulary Developing Meaning Vocabulary n Remember

Developing Meaning Vocabulary

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 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 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 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 context clues § Structural Analysis § Categorization § Analogies and Word Lines § Semantic Maps and Word Webs

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 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 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 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, 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, 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 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 Carl at carl 1404@msn. com