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

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 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
 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/ps4mm
2.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  Metaphors

 Chip off the old block.  My brain is a sieve.

 Similes  Personification
 She looks like an angel.  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: Connotative:

“any of numerous scaly, Snake meanings of the

legless, sometimes word snake could
venomous reptiles having a include evil or
long, tapering, cylindrical danger.
body and found in most
tropical settings.”
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:
i ld r en n t  commonly used words
af ch iffere
De the d ext in  found in most basal readers
s t see n cont em.
mu ings i ire th  Deaf children and hearing children
n u
mea r to acq do not learn Dolch words in the
orde 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