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