Developing MeaningDeveloping MeaningVocabularyVocabulary

Developing Meaning VocabularyDeveloping Meaning Vocabulary

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 knowledgeActively involve students in developing word knowledge

Access and activate prior knowledgeAccess and activate prior knowledge

Facilitate the development of independent vocabulary Facilitate the development of independent vocabulary

developmentdevelopment

Review and reinforce vocabulary growthReview and reinforce vocabulary growth

Always present vocabulary in contextAlways present vocabulary in context

What Does Research Say?What Does Research Say?

The influence of meaning vocabulary is one of the most The influence of meaning vocabulary is one of the most

enduring findings of educational research.enduring findings of educational research.

Vocabulary knowledge is among the best predictors of Vocabulary knowledge is among the best predictors of

reading achievement.reading achievement.

Differences in children’s vocabularies develop even Differences in children’s vocabularies develop even

before school begins and are key to inequality of before school begins and are key to inequality of

educational attainment.educational attainment.

Direct instruction in word meanings is effective, can Direct instruction in word meanings is effective, can

make a significant difference in a student’s overall make a significant difference in a student’s overall

vocabulary, and is critical for those students who do not vocabulary, and is critical for those students who do not

read extensively.read extensively.

Studies show that words should be processed deeply Studies show that words should be processed deeply

and repeatedly.and repeatedly.

Source: Source: Words are wonderful: Interactive, time-efficient strategies to teach Words are wonderful: Interactive, time-efficient strategies to teach

meaning vocabulary meaning vocabulary (Margaret Ann Richek, 2005)(Margaret Ann Richek, 2005)

Classroom ImplicationsClassroom Implications

Use active approaches to learning vocabularyUse active approaches to learning vocabulary

Relate vocabulary to background knowledge and Relate vocabulary to background knowledge and

experienceexperience

Construct definitions and illustrate wordsConstruct definitions and illustrate words

Dramatize wordsDramatize words

Expand sentencesExpand sentences

Use manipulativesUse manipulatives

Develop concept cardsDevelop concept cards

Connect to literatureConnect to literature

Classroom Implications (cont.)Classroom Implications (cont.)

Context cluesContext clues

Locate context cluesLocate context clues

Teach students to use context cluesTeach students to use context clues

Structural AnalysisStructural Analysis

CategorizationCategorization

Analogies and Word LinesAnalogies and Word Lines

Semantic Maps and Word WebsSemantic Maps and Word Webs

Classroom Implications (cont.)Classroom Implications (cont.)

Semantic feature analysisSemantic feature analysis

Dictionary useDictionary use

Word Origins and HistoriesWord Origins and Histories

Figurative LanguageFigurative Language

Word PlayWord Play

Computer TechniquesComputer Techniques

Special WordsSpecial Words

Presenting Vocabulary in ContextPresenting 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 Present examples of the word used in contexts

different from the story context.different from the story context.

Engage children in activities that get them to Engage children in activities that get them to

interact with the words.interact with the words.

Read the story.Read the story.

Beck, I.L., McKeown, M.G., & Kucan, L. (2002).Beck, I.L., McKeown, M.G., & Kucan, L. (2002).

Sentence and Word ExpansionSentence and Word Expansion

Take a simple sentence from a book or student’s paper Take a simple sentence from a book or student’s paper

and write it on the board.and write it on the board.

Ask students to take each part of the sentence and Ask students to take each part of the sentence and

replace it with more interesting words.replace it with more interesting words. Example: The Example: The

dog is in the house.dog is in the house.

Santa, Carol, Havens, L., Maycumber, E. (1996)Santa, Carol, Havens, L., Maycumber, E. (1996)

Semantic Feature AnalysisSemantic Feature Analysis

Feature analysis is a formal comparison of the aspects Feature analysis is a formal comparison of the aspects

of meaning that define an entity or concept. It can be of meaning that define an entity or concept. It can be

useful for differentiating terms. 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)Moats, L. (2004)

Word PlayWord Play

Discuss puns and provide examplesDiscuss puns and provide examples

Use Hink Pink, Hinky Pinkies, and Hinkety PinketiesUse Hink Pink, Hinky Pinkies, and Hinkety Pinketies

Crossword puzzlesCrossword puzzles

Riddles and scavenger huntsRiddles and scavenger hunts

Silly questionsSilly questions

Write words to illustrate their meaningsWrite words to illustrate their meanings

Clue or 20 questionsClue or 20 questions

Recommended ReadingRecommended Reading

Bear, Donald, et al, Bear, Donald, et al, Words Their Way: Word Study for Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction. Upper Phonics, Vocabulary, and Spelling Instruction. Upper Saddle River, NJ: Prentice-Hall.Saddle River, NJ: Prentice-Hall.

Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. Bringing words to life: Robust vocabulary instruction. New York: Guilford Press.New York: Guilford Press.

Moats, L. (2004). LETRS: Language essentials for Moats, L. (2004). LETRS: Language essentials for teachers of reading and spelling, Book 2. Longmont, CO: teachers of reading and spelling, Book 2. Longmont, CO: Sopris West Educational Services.Sopris West Educational Services.

Santa, Carol, Havens, L., Maycumber, E. (1996). Santa, Carol, Havens, L., Maycumber, E. (1996). Project CRISS: Second Edition. Dubuque, IA: Kendall Project CRISS: Second Edition. Dubuque, IA: Kendall Hunt.Hunt.

For more information regarding materials and ideas For more information regarding materials and ideas

outlined in this presentation, please contact Cherry Carl atoutlined in this presentation, please contact Cherry Carl at

carl1404@msn.comcarl1404@msn.com