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