Hand Signing Tier 2 Words A strategy for

Hand Signing Tier 2 Words A strategy for imparting T 2 word meanings, making T 2 words visible, and fostering long term recall. Jeff Linn – Franklin Township jlinn@franklinboe. org

Monosemy § We have been taught a polysemic approach to vocabulary, the idea of “shades of meaning” and multiple definitions. § The monosemic approach states that words have one static meaning that is deployed by language users in concert with other word meanings to convey an idea. (Ferdinand de Saussure, William Diver – Form-Content Linguistics)

Why monosemy? § The single meaning is much easier to store in LTM and recall later than multiple meanings. § The single meaning approach fits naturally into a strategy for determining meaning from context. Note: It is not necessary to prove that monosemy is the correct theory of semantics in order to appreciate that it is an abundantly productive approach.

Why use hand signs? Tier 2 words are unmemorable because … § They are inscrutable. This approach makes them much easier to understand distinguish from other T 2 words. § They are invisible. They cannot be easily associated with a graphic … unless we develop one. The multisensory approach creates multiple anchors for the term in memory.

The Significance of Context § Another de Saussure idea is that a language is solely an inventory of signs (signal – meaning pairs, that is: words and their meanings. § Therefore, how words contrast in meaning is crucial to comprehension and use of the language. § Thus, presenting T 2 words in the context of fluent academic writing is critical.

Procedure - Part I § Select 1 to 2 sentence excerpts which explain a fundamental concept of a discipline. § Pre- teach tier 2 and tier 3 vocabulary and common academic phrases using pre-determined hand signals (Make the hand signals descriptive of the basic meaning of the word, and explain to students what the hand signals mean and why they were chosen. ) § Conduct a simultaneous word study of the components of the words.

Procedure - Part II § Read the excerpt to the students and ask the students what the excerpt is about (the subject) and then ask them to list all the information they learn about it just from these words (Wong. Fillmore). § Provide opportunities for academic speech and writing using the new vocabulary. § Afterward, post Tier 2 vocabulary that you have studied in the room on displays associated with the different academic disciplines for later review and for referencing when they are encountered in other contexts.

Rationale § This procedure will allow you to "de-mystify" (Zwiers) academic terms that students frequently encounter, rarely understand, and almost never use themselves, but which are vital for understanding academic language that is commonly encountered in textbooks, standardized tests, and in print and web-based news. § Students will be able to read, comprehend, and use critical academic terms. § Additionally, students will be able to store the spelling, correct pronunciation, and core meaning of the terms in long term memory because of the kinesthetic, auditory, and visual associations (Asher).

Tier 2 Words We’ve Developed Hand Signs for Grade 3… § § § § § based on dissolve cause divide community develop cultural diffusion describe equal determine exclude include significant total vertical volume economic interdependence

Other Types of Words or Symbols § § § § § relative pronouns that which student assisted development Tier 3 words solute solvent solution Short Vowel Sounds A E I O U recently

Tier 2 Words I’ve Developed Hand Signs for Grade K … § § the a and Is need want work earn Tier 3 Words: clouds, rain, sky, wind

Middle School/Secondary: An Array § § analyze interpret evaluate synthesize § imply

Sample Excerpt § “Gill - a highly vascularized respiratory organ with a large surface area in aquatic animals. Gills are in direct contact with surrounding water for gas exchange. ” Source: http: //coris. noaa. gov/glossary/coris_glossary. pdf

Word Study § Tier 3: aquatic organ respiratory vascularized gas § Tier 2 Words and Phrases: exchange highly in direct contact surface area surrounding

Bibliography § Asher, James The Total Physical Response Approach to Second Language Learning. The Modern Language Journal. Vol. 53, Issue 1, pages 3– 17, January 1969. § de Saussure, Ferdinand Cours de linguistique générale, édition originale: 1916. § Huffman, Alan "The Linguistics of William Diver and the Columbia School. " Word 52: 1, 29 -68, 2001. § Wong-Fillmore, Lily. Supporting Access to the Language & Content of Complex Texts for EL & LM § Zwiers, Jeff Building Academic Language: Essential Practices for Content Classrooms, Grades 5 -12 John Wiley and Sons, 2008.

L 1 Application of Hand Signing § http: //www. youtube. com/watch? v=8 y. VYARYjl 9 o