Developing Meaning

Vocabulary
 Developing Meaning Vocabulary

 Remember that vocabulary development is complex.

 Introduce vocabulary in authentic situations.
 Actively involve students in developing word knowledge
 Access and activate prior knowledge
 Facilitate the development of independent vocabulary
development
 Review and reinforce vocabulary growth
 Always present vocabulary in context
 What Does Research Say?

 The influence of meaning vocabulary is one of the most

enduring findings of educational research.
 Vocabulary knowledge is among the best predictors of
reading achievement.
 Differences in children’s vocabularies develop even
before school begins and are key to inequality of
educational attainment.
 Direct instruction in word meanings is effective, can
make a significant difference in a student’s overall
vocabulary, and is critical for those students who do not
read extensively.
 Studies show that words should be processed deeply
and repeatedly.

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

meaning vocabulary (Margaret Ann Richek, 2005)
 Classroom Implications
Use active approaches to learning vocabulary
 Relate vocabulary to background knowledge and
experience
 Construct definitions and illustrate words
 Dramatize words
 Expand sentences
 Use manipulatives
 Develop concept cards
 Connect to literature
 Classroom Implications (cont.)
 Context clues
Locate context clues
Teach students to use context clues
 Structural Analysis
 Categorization
 Analogies and Word Lines
 Semantic Maps and Word Webs
 Classroom Implications (cont.)
 Semantic feature analysis
 Dictionary use
 Word Origins and Histories
 Figurative Language
 Word Play
 Computer Techniques
 Special Words
Presenting Vocabulary in Context
 Contextualize the word within the story.
 Have children say the word.
 Provide a student-friendly explanation of the word.
 Present examples of the word used in contexts
different from the story context.
 Engage children in activities that get them to
interact with the words.
 Read the story.
Beck, I.L., McKeown, M.G., & Kucan, L. (2002).
 Sentence and Word Expansion

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

and write it on the board.
 Ask students to take each part of the sentence and
replace it with more interesting words. Example: The
dog is in the house.

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

 Semantic Feature Analysis

 Feature analysis is a formal comparison of the aspects

of meaning that define an entity or concept. It can be
useful for differentiating terms.
 Try marking the features of “cup,” “glass,” and “mug”.
 To what extent do these words have “semantic overlap”?

Moats, L. (2004)
 Word Play

 Discuss puns and provide examples

 Use Hink Pink, Hinky Pinkies, and Hinkety Pinketies
 Crossword puzzles
 Riddles and scavenger hunts
 Silly questions
 Write words to illustrate their meanings
 Clue or 20 questions
 Recommended Reading

 Bear, Donald, et al, Words Their Way: Word Study for

Phonics, Vocabulary, and Spelling Instruction. Upper
Saddle River, NJ: Prentice-Hall.

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

Bringing words to life: Robust vocabulary instruction.
New York: Guilford Press.
 Moats, L. (2004). LETRS: Language essentials for
teachers of reading and spelling, Book 2. Longmont, CO:
Sopris West Educational Services.

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

Project CRISS: Second Edition. Dubuque, IA: Kendall
Hunt.
For more information regarding materials and ideas
outlined in this presentation, please contact Cherry Carl at
carl1404@msn.com