Teaching Vocabulary Meaning Through Semantic-Based Activities Designed by: Brenda Stephenson Mary Helen Gallien Vocabulary How do we teach it ?
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Transcript Teaching Vocabulary Meaning Through Semantic-Based Activities Designed by: Brenda Stephenson Mary Helen Gallien Vocabulary How do we teach it ?
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 CDbased 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
New Knowledge Is Gained…
from finding new relationships in old knowledge and
from relating new information to old knowledge.
(Schirmer, 2000)
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
Semantic Mapping
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
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 colorcoded, 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
Antonyms can go here too.
source:
http://curry.edschool.virginia.edu/go/readquest/pdf/wordmap_2.pdf
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
Interactive Websites
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
Figurative Language
…those forms of language that result in a
non-literal meaning.
(Easterbrooks & Baker, 2002)
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.
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)
- Cut it out
- Piece of cake
- Hit the hay
- Bent out of shape
- Kick the bucket
Interactive Website: http://www.geocities.com/Athens/Aegean/6720
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:
“any of numerous scaly,
legless, sometimes
venomous reptiles having a
long, tapering, cylindrical
body and found in most
tropical settings.”
Connotative:
Snake
meanings of the
word snake could
include evil or
danger.
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
Adapted Dolch Words
Dolch words:
commonly used words
found in most basal readers
Deaf children and hearing children do not learn
Dolch words in the same way
Most hearing children acquire the
various meanings effortlessly
through their sense of hearing.
(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). Language
Learning 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