It’s just a figure of speech!
Describing something by comparing it with
something else, is using figurative language.
Any language that goes beyond the literal meaning
of words in order to provide new insights or a
different view of a subject or idea, is considered a
figure of speech.
Picture books can effectively convey to all ages many
literacy elements found in mature literature.
For example: figurative language.
Don’t Take It Literally!
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Figurative language, or non literal language, can be confusing for young learners.
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Exposing primary students to figurative language is beneficial, even though they
may not have a real understanding of figurative language until the intermediate
grades.
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Not understanding the use of figurative language can impede a students
comprehension.
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They may have insufficient background knowledge about what is being compared.
Example: “Blanket of fog”
Is it a real blanket? What is fog?
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Comparisons may seem incompatible to them.
Example: Are you a man or a mouse?
Brave or timid?
What are some common types of figurative
language that can cause a reader trouble?
• Simile- a comparison using like or as
As quick as a wink
• Metaphor- a direct comparison
His room is a pigsty.
• Personification-giving human attributes to an
inanimate object or abstract idea
*Oreo: Milk’s favorite cookie. (slogan for Oreos)
*The flowers begged for water.
Types of Figurative Language… (cont’d.)
• Hyperbole- extreme exaggeration/exaggerate a statement for effect
My backpack weighs a ton.
I’m so hungry I could eat a horse.
• Euphemism- substitution of a less offensive term for an unpleasant term or
expression – a softer way to say something
deceased instead of dead
handicapped instead of crippled
apprehended-arrested fail-fall short
lazy-unmotivated noisy-boisterous
poor-low income
*listen activity*
fat-overweight
stupid-slow
• Allusion- an indirect reference to a person, place, thing, or event considered to
be known to the reader
*Gracey didn’t like to spend money. She was no Scrooge, but she only purchased
what she needed.
*Were you born on Krypton? (alludes to Superman)
Student-Centered Vocabulary-Learning Techniques
These are techniques that focus on students individual
interests and needs.
Self-Selected Vocabulary Activities
• Using a word jar- Students find interesting words in environmental
print or by other means. They write the words on a slip of paper, share the
word and meaning with the class, then add it to the class word jar. Words
can be revisited for review, or incorporated into word walls or bulletin
boards.
• Being a word detective- Students look for unfamiliar or interesting
words in their reading, content areas, home, etc. On designated days,
present words to the class for analyzing and ask the following questions:
What does it mean? What do you know about it? How is it used? What
part of speech is it? Can you think of synonyms for the word? Antonyms?
• Creating a word map- Using words and information by means similar
to that of “word detective”, students create a word map to clarify
meanings of words. Record descriptions, examples, non-examples,
synonyms, rephrasing, repetition, associations, and unique expression.
This can be modeled whole group, then practiced small group or
individually during reading or writing.
Examples of Word Maps
Word Banks and Vocabulary Notebooks
Both help students maintain a record of their growing vocabulary.
Word Banks
• Typically used in primary grades
•Can be created on index cards or folders
•Words can be alphabetized, defined, illustrated, used in a sentence,
and associated to other words.
•May be used in word games and classification activities in the
classroom
Vocabulary Notebooks
•Typically used in intermediate grades and above
•Can be used to record new words found by reading, conversations,
radio or newspaper
•Words can be alphabetized, illustrated and defined just as they are in
word banks
• Use silly songs, rhymes, riddles, comic strips, and
cartoons.
• Promotes a love of words. Makes reading fun!
• Provides multiple exposures to words in different
contexts that are important for word learning.
• Encourages practice with words and word parts, and
results in active learning and meaning construction.
Word Play Activities
• Have students write words in ways that express their meanings.
drawkcab=backward
*writing activity
• Ask them silly questions containing new words.
Would you enjoy having a marsupial for dinner? Why or why not?
• Share puns and riddles.
Riddles can…
-Help students organize information and decide on significant details.
-Give them an awareness of the multiple meaning of words.
-Work best with children ages 6-11 (Gale,1982). After that, interest
lessens.
Word Play (cont’d.)
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Scavenger Hunt- Have students explore a reading selection for words
that fit word meaning clues or context clues.
Example of a clue: ___________ means the opposite of messy.
Students write the words they find beside the appropriate clues.
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Use Hink Pinks, Hinky Pinkies, and Hinkety Pinketies - Give students a two
word concept and have them come up with rhyming definitions with the same
amount of syllables. Here are some examples:
hink pink- unhappy father = sad dad
hinky pinky- play cash = funny money
hinkety pinkety- place where Obama lives = President’s Residence
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Crossword puzzles - words from reading, writing, or content areas
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Commercial or board games
Special Words
There are many types of words that need a teacher’s careful
attention when planning vocabulary instruction.
Here are 5 we will discuss in more detail.
• Homophones- words that are spelled differently
but pronounced the same way.
(homo=same + phone=sound)
Examples: be/bee, two,to,too hear/here
*hum activity*
Students can look for these pairs in stories and keep
a list of them to foster awareness.
Use each one in a sentence to keep concentration
on meaning.
Special Words (cont’d.)
• Homographs- Words that have identical
spellings, but different meanings.
(homo=same + graph=writing)
• Context clues must be used to discover
correct pronunciation, meaning, and parts of
speech.
Example: I will read my book. I have read my
book.
*Small group book practice
Special Words (cont’d.)
• Synonyms- Words that have the same or similar meanings.
Also important to know about synonyms…
-Vocabulary tests on high stakes tests typically have synonyms in the
multiple choice answers
-There are “shades of meaning”/differences in the meanings of some
synonyms
Example: pretty and beautiful
-Sports pages usually contain a good amount of synonyms
-Word processing programs can be found that offer paragraphs with certain
words used repeatedly. Students must replace repeated words with a
synonym that makes sense. This makes the writing more interesting!
Special Words (cont’d.)
• Antonyms- Two words that have opposite meanings,
not just different.
Example: cold and hot=antonyms
cold and tepid=different, but not antonyms
• New Words- There are always new words and phrases
being coined to keep up with our changing society.
They may be so new, that they are not in the dictionary,
and may need to be discussed to arrive at an accurate
definition.
Some words are not coined for new concepts, but rather
to set one group of people apart from another.
Combining various vocabulary strategies can help develop a
successful education program.
• Teaching content area words: Focus on differences in
words, meanings, context, roots, derivatives, and parts of
speech to increase understanding of the words.
• Using related words, such as antonyms and synonyms, is
more effective in improving vocabulary and test scores,
than writing words and sentences.
Example: Collin’s homework-noticeable difference.
• Utilizing a source-based approach: Study a word that
represents a concept, it’s definition, etymology, and
figurative uses. Create a memorable moment through a trip
or experience, if possible.
*activity*
The Last Word on Developing
Vocabulary With Our Students…
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Keep it fun! Get on their level.
Create a memorable event.
Dramatize, illustrate and use examples.
Utilize their prior knowledge.
Repeat, repeat, repeat.
Vocabulary development should be happening before, during and
after instruction. Techniques that require students to work harder
to learn words assist in the retention of those words.
There are so many ways to approach vocabulary instruction. The best
practices link new knowledge with our student’s prior knowledge,
actively involve students, provide repetition of words and have
them used meaningfully, spend time on the types of words that
can cause problems for our students, and help them acquire new
vocabulary independently.
THANK YOU!
THAT’S ALL FOLKS!