Developing Meaning Vocabulary

1. Developing MeaningVocabulary

2. 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

3. 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 children’s vocabularies develop even before school begins and are key to inequality of educational attainment.

4. 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. • 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)

5. 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

6. 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

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

8. 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).

9. Sentence and Word Expansion • Take a simple sentence from a book or student’s 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)

10. 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)

11. 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

12. 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.

13. 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.

14. For more information regarding materials and ideas outlined in this presentation, please contact Cherry Carl atcarl1404@msn.com