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Teaching Vocabulary

Building Meaning Vocabulary and Comprehension Connections

Audrey Snyder

on 26 September 2012

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Transcript of Teaching Vocabulary

Building Meaning Vocabulary
Comprehension Connections Teaching Vocabulary Four Approaches to a
Vocabulary Program Direct instruction to develop meaning of the context
Direct teaching of selected words needed for material and beyond the context
Present word-leaning strategies to encourage independence
Wide and extensive reading to develop vocabulary learning from context Word is appealing, sounds interesting sound, adult-like in usage
Word involves strong emotion or a mispronunciation could create embarrassment
Word is immediately useful
Word is common in peer-group usage Motivation for Word Learning Introduces vocabulary before reading a story
May also be used in follow-up vocabulary reinforcement Before-Reading: Teaching Vocabulary in Context (TVC) How To:
Identify new vocabulary
Establish meaningful story context; connect to vocabulary to background knowledge
Introduce new words
Evaluate vocabulary knowledge Used when no other resource is available for students
An independent learning tool
Used to assist word identification
Promote understanding of word meaning During Reading: The Context-Structure-Sound Resource System (CSSR) How To:
Prepare a chart showing "how to figure out a word you do not know"
Walk students through the system and explain each part
Use a short passage and a few (4) vocabulary words
Remind and find opportunities to reinforce students' understanding of the system
Direct students to apply the system when independent reading
Reflect upon and review how the system works "How to Figure Out a Word You Don't Know" Context
Resource After Reading: Semantic Development and Enrichment Instruction Strategy (SDEI) Fosters long-term acquisition and development of vocabulary
Focuses on high interest words
involves active processing and meaning
Requires manipulation and transformation of meaning
Encourages application of new words to students lives developing them into independent word learners SDEI Activities Meaning manipulation-questions and sentences
Novel situations and questions
Group design of questions, sentences, and novel situations How To:
Preread story and find 5-8 target words for detailed study
Have students read silently or aloud
Incorporate each target word in a brief context on chalkboard or overhead
Use a high-interest semantic development and enrichment activity to broaden word meaning
In small groups, have students pick 2 words from the list and create an "engaging" question
Have students read the connected meanings or allow each group to give to another group for discussion
Encourage students to look for target words at home and in everyday life Interactive cloze A fill in the blank activity that assists students with developing the ability to use context and derive word meaning Synonym: same
Antonym: opposite/nearly opposite
Simile: speech that compares two unlike things using "like" or "as"
Metaphors: speech that directly compares unlike things Concept web: simple diagram used to connect a concept to prior knowledge and to text Semantic maps: diagrams that show complex relationships among concepts Semantic Feature Analysis (SFA) An instructional strategy that assists in building vocabulary which is based on shared features of meaning among words How to Do:
Determine a major concepts or topic that pertains to the reading
Write the concept in the center of dry-erase board, chalk board etc.
Have students brainstorm what they know about the topic
Record ideas on board; draw lines to show connections
Encourage students to identify categories/classifications and create their own maps Vocabulary Logs A system for recording new words to learn Ways to Organize:
Alphabetical; dictionary-like
Chronological; given as words are discovered
Subject-matter; specific sections of log are for reading, science, math etc. Word Sleuthing Goal: to build high interest and motivation
Investigate new vocabulary and concepts
Explain the contribution of other languages to English words ("borrowed words")
How many words started as product names (example=Kleenex) Examples of Word Borrowing African: banjo, voodoo
Italian: opera, umbrella
Spanish: mosquito, alligator
Middle Eastern: lemon, sherbet
Mexican: patio, tornado Conclusion Four approaches to a strong vocabulary program
Motivation for word learning
Before reading: Teaching Vocabulary in Context (TVC)
During Reading: The Context-Structure-Sound Resource System (CSSR)
After Reading: Semantic Development and Enrichment Instruction Strategy (SDEI)
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