Teaching Vocabulary Meaning Through Semantic-Based Activities Designed by:
Brenda Stephenson Mary Helen Gallien
Vocabulary
How do
we teach
it??
Teaching Vocabulary
Definition-Based Approaches
Context-Based Approaches
Concept-Based Approaches
Semantic Mapping (Schirmer, 2000)
Teaching Vocabulary
Definition-Based Approaches
Definition-Based Approach
Two Forms
1st- Students are asked to look up definitions of a list of words in the dictionary, copy them, and write a sentence for each word.
2nd- The teacher briefly discusses the meaning of new words in an upcoming reading selection.
Definition Related Technologies Many software programs
have dictionaries and other reference tools built into them
There are a variety of CD-based dictionaries including picture dictionaries and sign language dictionaries
Dictionary and ESL websites are another option
Cloze procedure (ex. ClozePro by Crick Software) and other vocabulary software programs (ex. Vocabulary Companion by VISIONS Inc.) can be used to present words in different contexts
There are many programs and websites that allow teachers to create materials using their own word lists related to their curriculum
Teaching Vocabulary
Definition-Based Approaches
Context-Based Approaches
Concept-Based Approaches
Semantic Mapping (Schirmer, 2000)
Teaching Vocabulary
Context-Based Approaches
Context-Based Approach
Youngsters ultimately need to encounter a word in context to develop a full sense of its meaning (Gipe, 1980; Gipe & Arnold, 1979).
Guessing vocabulary from context is the most frequent way to discover the meaning of new words.
Context-Based Approach
Students need to be taught to:
Look before, at, and after the word.
Connect what they know to what the author has written.
Predict a possible meaning.
Resolve or re-do. Decide if they know enough, should try again, or consult an expert or reference.
Blachowicz & Fisher (1996)
Context-Based Strategy Technologies There are many commercially available
educational software programs that focus on introducing vocabulary within passages (ex. Vocabulary Development by Optimum Resources)
Many have pre-test to determine the appropriate level for students
Many track student work done so teachers can print reports and keep data on progress
Cloze Pro is a program that allows teachers to create Cloze activities
Teaching Vocabulary
Definition-Based Approaches
Context-Based Approaches
Concept-Based Approaches
Semantic Mapping (Schirmer, 2000)
Teaching Vocabulary
Concept-Based Approaches
Concept-Based Approach
from finding new relationships in old knowledge and
from relating new information to old knowledge.
(Schirmer, 2000)
New Knowledge Is Gained…
Integration Methods
Semantic Maps
organize prior knowledge into formal relations
provide a basis for understanding
Semantic Mapping
Prereading Activity
used to activate prior knowledge used to introduce key vocabulary words
Postreading Activity
add words, categories, and new concepts to the original maps to provide understanding
Vocabulary development activities should consider how a word fits into a student's semantic repertoire rather than how it is used in a particular context.
Semantically based activities relate the meaning to the child’s world.
Semantic Mapping
Semantic Mapping
The teacher writes a word that represents the key concept.
The students are asked to think of words that relate to the key word.
These words are grouped around the key word in categories.
The teacher then presents new words and encourages a discussion about where these words might fit into the map.
(Duffelmeyer & Banwart, 1993; Heimlich & Pittelman, 1986; Johnson, Pittelman, &Heimlich, 1986)
Semantic map for the solar system:
Concept-Based Strategy Technologies There are a variety of
semantic mapping software programs, for example Inspiration
The maps can be color-coded, shape-coded, and images can be added to further support students
Visual Thesaurus is a web-based “program” that links related words to each other as a semantic map Students can click on
related words to more clearly understand meaning and relationships among concepts
Hands on Activity
(Suggestion: Have students create a semantic map here…)
Word Maps
A vocabulary word map
is a visual organizer
engages students with new terms
helps students to think about new terms or concepts in several ways
source: source: http://curry.edschool.virginia.edu/go/readquest/pdf/wordmap_2.pdf
Antonyms can go here too.
We must enhance our students’ knowledge of:
Words with Multiple Meanings
Figurative Language
Idiomatic Meaning of Words
Denotation/Connotation
Multiple Meaning Video Clip
Word of the Day clip
Multiple Meanings
Run
We will have to run to catch the plane. Does the pepper make your nose run? Don’t let the water run. The river will run into the ocean. I have a run in my hose. She will run for class president. How long will the school play run? He will run his father’s business. We run everyday.
Multiple Meanings
Made
I made my bed. I made money. My brother made me do that. The rain made the grass green. I made a present for you.
Multiple Meanings
http://www.manatee.k12.fl.us/sites/elementary/palmasola/ps4mm2.htm
http://www.quia.com/cb/29778.html (Jeopardy)
Develop presentations (ex. PowerPoint) that have multiple meaning words in context Students can sign the words appropriately based on
context or draw illustrations to demonstrate the meaning
Interactive Websites
Figurative Language
Idiomatic expressions Chip off the old
block.
Similes She looks like an
angel.
Metaphors My brain is a sieve.
Personification Mr. Toothbrush wants
you to tickle him.
…those forms of language that result in a non-literal meaning. (Easterbrooks & Baker, 2002)
Idiomatic Meanings
An idiom is an expression whose meaning is not compositional- that is, whose meaning does not follow from the meaning of the individual words of which it is
composed. (Google)
Interactive Website: http://www.geocities.com/Athens/Aegean/6720
- Cut it outCut it out- Piece of cake- Piece of cake- Hit the hay- Hit the hay- Bent out of shape- Bent out of shape- Kick the bucket- Kick the bucket
Denotation/Connotation Denotation (Concrete)- Literal meaning of the word…
“dictionary definition.”
Connotation (Abstract)- Associations that are connected to a certain word or the emotional suggestions related to that word. The connotative meanings of a word exist together with the denotative meanings.
Denotative: Denotative:
““any of numerous scaly, any of numerous scaly, legless, sometimes legless, sometimes venomous reptiles having a venomous reptiles having a long, tapering, cylindrical long, tapering, cylindrical body and found in most body and found in most tropical settings.”tropical settings.”
Connotative:Connotative:
meanings of the meanings of the word snake could word snake could include evil or include evil or danger. danger.
SnakeSnake
The Fairview Learning Program
It provides direct access to ASL and opens a window for hearing and deaf people to begin to think and sign bilingually. (Fairview Learning Network)
It is currently being used in 42 states
www.fairviewlearning.net
The Fairview Learning Program The Bridge Lists
English phrases requiring ASL translation for understanding.
‘Down the street’ requires multiple sign concepts, depending on the context.
“A ball was hit down the street” “A man walked down the street.”
The Fairview Learning Program The Bridging Process
allows the conceptual signing of phrases, rather than the word for word signing required by most sign codes.
“Put out the fire.” Word by word, one is literally signing, “Pick up
the fire and put it outside.”
Bridging provides the visual translation of the phase’s true meaning, “Extinguish the fire.”
(Fairview Learning Network)
The Fairview Learning Program
Dolch words: commonly used words found in most basal readers Deaf children and hearing
children do not learn Dolch words in the same way
Adapted Dolch Words
Deaf children
Deaf children
must see the
must see the
different meanings
different meanings
in context in order
in context in order
to acquire them.
to acquire them.
Most hearing children acquire the Most hearing children acquire the various meanings effortlessly various meanings effortlessly through their sense of hearing. through their sense of hearing.
(Fairview Learning Network)(Fairview Learning Network)
Helpful Tips for Vocabulary Development:
Promote Natural Growth in Meaning Vocabulary
Promote Lifelong Vocabulary Learning through Indirect Vocabulary Instruction
Promote Learning of Specific Words through Direct Vocabulary Instruction
(Schirmer, 2000)
Additional Technologies to Assist with Vocabulary Development Image-to-Text programs can be used to develop
vocabulary study cards or learning activities (ex. Picture It, Signing Exact English Interactive, etc.)
Image-to-Text programs can be used to make “rebus” passages with images matched with text (ex. The above and Clicker 5, Writing with Symbols)
Many programs have settings for images to be shown or not so phrases rather than individual words can have a picture prompt or after a period of time the image can set not to show for specific words
Additional Technologies to Assist with Vocabulary Development Some software programs allow for the development
of class or personal digital dictionaries (ex. Wordbar or Clicker 5 by Crick Software) Grids that contain cells with words or phrases are located
below the word processing portion of the screen to assist students in selecting appropriate vocabulary
Grids can be custom made related to units of study Students can develop their own grids as references for
their subject areas Wordbar includes only text and Clicker can contain an
image as well as text
Additional Technologies to Assist with Vocabulary Development Specialized sign videotapes and DVDs are
available for free to deaf individuals and people who work with deaf/hh individuals Captioned Media Program PEPNet
These videotapes can help students (and others) learn specialized vocabulary for content and career areas in both sign and English
Bibliography
Easterbrooks, Susan R. & Baker, Sharon (2002). LanguageLearning in Children Who Are Deaf and Hard of Hearing. Boston, MA: Allyn and Bacon
Schirmer, Barbara, R. (2000). Language and Literacy Development in Children Who Are Deaf. Needham Heights, MA: Allyn & Bacon
http://www.manatee.k12.fl.us/sites/elementary/palmasola/ps4mm2.htm
http://www.quia.com/cb/29778.html
http://www.geocities.com/Athens/Aegean/6720
http://www.fairviewlearning.net/deaf-overview.php
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