Its just a figure of speech Describing something

It’s just a figure of speech! Describing something by comparing it with something else, is using figurative language. Any language that goes beyond the literal meaning of words in order to provide new insights or a different view of a subject or idea, is considered a figure of speech. Picture books can effectively convey to all ages many literacy elements found in mature literature. For example: figurative language.

Don’t Take It Literally! • Figurative language, or non literal language, can be confusing for young learners. • Exposing primary students to figurative language is beneficial, even though they may not have a real understanding of figurative language until the intermediate grades. • Not understanding the use of figurative language can impede a students comprehension. • They may have insufficient background knowledge about what is being compared. Example: “Blanket of fog” Is it a real blanket? What is fog? • Comparisons may seem incompatible to them. Example: Are you a man or a mouse? Brave or timid?

What are some common types of figurative language that can cause a reader trouble? • Simile- a comparison using like or as As quick as a wink • Metaphor- a direct comparison His room is a pigsty. • Personification-giving human attributes to an inanimate object or abstract idea *Oreo: Milk’s favorite cookie. (slogan for Oreos) *The flowers begged for water.

Types of Figurative Language… (cont’d. ) • Hyperbole- extreme exaggeration/exaggerate a statement for effect My backpack weighs a ton. I’m so hungry I could eat a horse. • Euphemism- substitution of a less offensive term for an unpleasant term or expression – a softer way to say something deceased instead of dead handicapped instead of crippled apprehended-arrested fail-fall short fat-overweight lazy-unmotivated noisy-boisterous stupid-slow poor-low income *listen activity* • Allusion- an indirect reference to a person, place, thing, or event considered to be known to the reader *Gracey didn’t like to spend money. She was no Scrooge, but she only purchased what she needed. *Were you born on Krypton? (alludes to Superman)

Student-Centered Vocabulary-Learning Techniques These are techniques that focus on students individual interests and needs. Self-Selected Vocabulary Activities • Using a word jar- Students find interesting words in environmental • • print or by other means. They write the words on a slip of paper, share the word and meaning with the class, then add it to the class word jar. Words can be revisited for review, or incorporated into word walls or bulletin boards. Being a word detective- Students look for unfamiliar or interesting words in their reading, content areas, home, etc. On designated days, present words to the class for analyzing and ask the following questions: What does it mean? What do you know about it? How is it used? What part of speech is it? Can you think of synonyms for the word? Antonyms? Creating a word map- Using words and information by means similar to that of “word detective”, students create a word map to clarify meanings of words. Record descriptions, examples, non-examples, synonyms, rephrasing, repetition, associations, and unique expression. This can be modeled whole group, then practiced small group or individually during reading or writing.

Examples of Word Maps

Word Banks and Vocabulary Notebooks Both help students maintain a record of their growing vocabulary. Word Banks • Typically used in primary grades • Can be created on index cards or folders • Words can be alphabetized, defined, illustrated, used in a sentence, and associated to other words. • May be used in word games and classification activities in the classroom

Vocabulary Notebooks • Typically used in intermediate grades and above • Can be used to record new words found by reading, conversations, radio or newspaper • Words can be alphabetized, illustrated and defined just as they are in word banks

Word Play • Use silly songs, rhymes, riddles, comic strips, and cartoons. • Promotes a love of words. Makes reading fun! • Provides multiple exposures to words in different contexts that are important for word learning. • Encourages practice with words and word parts, and results in active learning and meaning construction.

Word Play Activities • Have students write words in ways that express their meanings. drawkcab=backward *writing activity • Ask them silly questions containing new words. Would you enjoy having a marsupial for dinner? Why or why not? • Share puns and riddles. Riddles can… -Help students organize information and decide on significant details. -Give them an awareness of the multiple meaning of words. -Work best with children ages 6 -11 (Gale, 1982). After that, interest lessens.

Word Play (cont’d. ) • Scavenger Hunt- Have students explore a reading selection for words that fit word meaning clues or context clues. Example of a clue: ______ means the opposite of messy. Students write the words they find beside the appropriate clues. • Use Hink Pinks, Hinky Pinkies, and Hinkety Pinketies - Give students a two word concept and have them come up with rhyming definitions with the same amount of syllables. Here are some examples: hink pink- unhappy father = sad dad hinky pinky- play cash = funny money hinkety pinkety- place where Obama lives = President’s Residence • Crossword puzzles - words from reading, writing, or content areas • Commercial or board games

Special Words There are many types of words that need a teacher’s careful attention when planning vocabulary instruction. Here are 5 we will discuss in more detail. • Homophones- words that are spelled differently but pronounced the same way. (homo=same + phone=sound) Examples: be/bee, two, too hear/here *hum activity* Students can look for these pairs in stories and keep a list of them to foster awareness. Use each one in a sentence to keep concentration on meaning.

Special Words (cont’d. ) • Homographs- Words that have identical spellings, but different meanings. (homo=same + graph=writing) • Context clues must be used to discover correct pronunciation, meaning, and parts of speech. Example: I will read my book. I have read my book. *Small group book practice

Special Words (cont’d. ) • Synonyms- Words that have the same or similar meanings. Also important to know about synonyms… -Vocabulary tests on high stakes tests typically have synonyms in the multiple choice answers -There are “shades of meaning”/differences in the meanings of some synonyms Example: pretty and beautiful -Sports pages usually contain a good amount of synonyms -Word processing programs can be found that offer paragraphs with certain words used repeatedly. Students must replace repeated words with a synonym that makes sense. This makes the writing more interesting!

Special Words (cont’d. ) • Antonyms- Two words that have opposite meanings, not just different. Example: cold and hot=antonyms cold and tepid=different, but not antonyms • New Words- There always new words and phrases being coined to keep up with our changing society. They may be so new, that they are not in the dictionary, and may need to be discussed to arrive at an accurate definition. Some words are not coined for new concepts, but rather to set one group of people apart from another.

Combining various vocabulary strategies can help develop a successful education program. • Teaching content area words: Focus on differences in words, meanings, context, roots, derivatives, and parts of speech to increase understanding of the words. • Using related words, such as antonyms and synonyms, is more effective in improving vocabulary and test scores, than writing words and sentences. Example: Collin’s homework-noticeable difference. • Utilizing a source-based approach: Study a word that represents a concept, it’s definition, etymology, and figurative uses. Create a memorable moment through a trip or experience, if possible. *activity*

The Last Word on Developing Vocabulary With Our Students… • • • Keep it fun! Get on their level. Create a memorable event. Dramatize, illustrate and use examples. Utilize their prior knowledge. Repeat, repeat. Vocabulary development should be happening before, during and after instruction. Techniques that require students to work harder to learn words assist in the retention of those words. There are so many ways to approach vocabulary instruction. The best practices link new knowledge with our student’s prior knowledge, actively involve students, provide repetition of words and have them used meaningfully, spend time on the types of words that can cause problems for our students, and help them acquire new vocabulary independently. THANK YOU! THAT’S ALL FOLKS!