Word Meaning

Word Meaning Strategy

"The one subtext on any achievement measure that is the best predictor of overall success is vocabulary. If I were to do one thing to raise test scores, even on standardized tests, it would be to build vocabulary."

Heidi Hayes Jacobs speaking at ASCD's Conference on Teaching and Learning, 1998.

Classroom Poster | Student Bookmarks

Findings from the National Reading Panel:

1. Vocabulary should be taught both directly and indirectly.
2. Repetition and multiple exposures to vocabulary items are important.
3. Learning in rich contexts, incidental learning and the use of computer technology all enhance the acquisition of vocabulary.

Source: http://www. nichd.nih.gov/publications/nrp/findings.htm

	Word Meaning Strategy "The one subtext on any achievement measure that is the best predictor of overall success is vocabulary. If I were to do one thing to raise test scores, even on standardized tests, it would be to build vocabulary." Heidi Hayes Jacobs speaking at ASCD's Conference on Teaching and Learning, 1998. Classroom Poster \| Student Bookmarks
Vocabulary and Reading	Findings from the National Reading Panel: 1. Vocabulary should be taught both directly and indirectly. 2. Repetition and multiple exposures to vocabulary items are important. 3. Learning in rich contexts, incidental learning and the use of computer technology all enhance the acquisition of vocabulary. Source: http://www. nichd.nih.gov/publications/nrp/findings.htm
When is a word known?	A student knows a word when he/she can: Generate an oral definition Use the word sensibly in oral and written context Place the word in a semantic category (noun, verb, adjective, etc...) Identify a synonym, antonym and/or metaphor for the word Express obvious and subtle differences among a set of synonyms
Possible Sentences (Moore & Moore, 1986)	This technique helps students to make predictions of unknown words as well as heightening motivation to read. Each stage could easily be done as an individual, small group, or whole class activity. This is also beneficial for teachers to use as a way to assess the students' prior knowledge of the curriculum. Teacher selects 8-12 terms from the reading, some familiar and some not. Students (individually or in groups) write sentences hypothesizing the use of the words. Be sure they double check the accuracy of those sentences AFTER they have read the assigned reading. Assign a (+) to those sentences predicted accurately for the word's meaning and a (-) for those with inaccurate predictions. Rewrite incorrectly predicted words in new sentences using the word correctly.
Card Sort	This activity is beneficial for many reasons. Groups must draw upon members prior knowledge, encourages collaboration, focuses students' attention on key terms, can be a pre-reading activity or a post-reading activity. Tip: groups of 2-3 allow for the greatest amount of interaction. Teacher selects 10-20 words Print words on index cards or use MS Word label templates (print on real paper not labels). Each group of students will need a full set of the words. Students work in small groups and categorize the words. There is no correct way, but they must be able to explain why they sorted the words the way they did. Groups present to the class categories they used and why they placed the words where they did.
Word Map (Schwartz & Raphael, 1985)	Use graphic organizers to help students map out the following questions: What is it? (categorize the concept) What is it like? (characteristics of the concept) What are some examples? (from prior knowledge or text reading) Example of Completed Sheet KRIS SCAN PG 24 jpg \| Word Map worksheet **Remember the drawing tools in Word, Kidspiration or Inspiration are perfect for making templates for word maps. There are more ideas for graphic organizers on the Prior Knowledge page.
Rate Your Words	This activity can be done individually or in a group setting. A great activity to do pre and post reading so that students can see their growth over time. Use teacher selected words that are written on the board or vocabulary from the end of the section or chapter. Rate Your Words worksheet (1 per student, or as a group activity on a transparency in class). Terms are written in the column on the far left Students mark with a X on individual sheet or put a tally mark if doing this as a whole class. Students then read the passage and take notice on how words are used in the text. After individuals or the whole class can repeat the activity, but this time use a different color/type or pen so that it is clear to see which words they now understand and which they still need some help with.