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Chapter4DevelopingMeaning Ocabulary

This document discusses developing vocabulary through meaningful contexts. It recommends introducing vocabulary through authentic situations and actively involving students. Research shows vocabulary knowledge predicts reading achievement and differences in vocabulary before school can lead to educational inequality. Direct instruction of word meanings makes a significant impact, especially for less extensive readers. Teachers should use active approaches like relating words to experiences, dramatizing words, and engaging students through activities. Context clues, structural analysis, categorization and other techniques can help students learn and retain new vocabulary.

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62 views14 pages

Chapter4DevelopingMeaning Ocabulary

This document discusses developing vocabulary through meaningful contexts. It recommends introducing vocabulary through authentic situations and actively involving students. Research shows vocabulary knowledge predicts reading achievement and differences in vocabulary before school can lead to educational inequality. Direct instruction of word meanings makes a significant impact, especially for less extensive readers. Teachers should use active approaches like relating words to experiences, dramatizing words, and engaging students through activities. Context clues, structural analysis, categorization and other techniques can help students learn and retain new vocabulary.

Uploaded by

ratna-raf-5153
Copyright
© Attribution Non-Commercial (BY-NC)
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPT, PDF, TXT or read online on Scribd
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Developing Meaning

Vocabulary
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
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.
 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)
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
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 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).
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)


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

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