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Developing Meaning Vocabulary. Remember that vocabulary development is complex. Remember that vocabulary development is complex. Introduce vocabulary.

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Presentation on theme: "Developing Meaning Vocabulary. Remember that vocabulary development is complex. Remember that vocabulary development is complex. Introduce vocabulary."— Presentation transcript:

1 Developing Meaning Vocabulary

2 Remember that vocabulary development is complex. Remember that vocabulary development is complex. Introduce vocabulary in authentic situations. Introduce vocabulary in authentic situations. Actively involve students in developing word knowledge Actively involve students in developing word knowledge Access and activate prior knowledge Access and activate prior knowledge Facilitate the development of independent vocabulary development Facilitate the development of independent vocabulary development Review and reinforce vocabulary growth Review and reinforce vocabulary growth Always present vocabulary in context 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. 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. Vocabulary knowledge is among the best predictors of reading achievement. Differences in childrens vocabularies develop even before school begins and are key to inequality of educational attainment. Differences in childrens 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 students overall vocabulary, and is critical for those students who do not read extensively. Direct instruction in word meanings is effective, can make a significant difference in a students overall vocabulary, and is critical for those students who do not read extensively. Studies show that words should be processed deeply and repeatedly. 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 Relate vocabulary to background knowledge and experience Construct definitions and illustrate words Construct definitions and illustrate words Dramatize words Dramatize words Expand sentences Expand sentences Use manipulatives Use manipulatives Develop concept cards Develop concept cards Connect to literature Connect to literature

6 Classroom Implications (cont.) Context clues Context clues Locate context clues Locate context clues Teach students to use context clues Teach students to use context clues Structural Analysis Structural Analysis Categorization Categorization Analogies and Word Lines Analogies and Word Lines Semantic Maps and Word Webs Semantic Maps and Word Webs

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

8 Presenting Vocabulary in Context Contextualize the word within the story. Contextualize the word within the story. Have children say the word. Have children say the word. Provide a student-friendly explanation of the word. Provide a student-friendly explanation of the word. Present examples of the word used in contexts different from the story context. 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. Engage children in activities that get them to interact with the words. Read the story. 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 students paper and write it on the board. Take a simple sentence from a book or students 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. 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. 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. Try marking the features of cup, glass, and mug. To what extent do these words have semantic overlap? To what extent do these words have semantic overlap? Moats, L. (2004)

11 Word Play Discuss puns and provide examples Discuss puns and provide examples Use Hink Pink, Hinky Pinkies, and Hinkety Pinketies Use Hink Pink, Hinky Pinkies, and Hinkety Pinketies Crossword puzzles Crossword puzzles Riddles and scavenger hunts Riddles and scavenger hunts Silly questions Silly questions Write words to illustrate their meanings Write words to illustrate their meanings Clue or 20 questions 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. 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. 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. 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. 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 at


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