Teaching Content Area Vocabulary Essay Research Paper — страница 2
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examples of sematic mapping are used for monocot seeds and dicot seeds, words found in a fourth grade science textbook. SEMANTIC FEATURE ANALYSIS A semantic feature analysis helps students understand relationships among words, such as like and unlike properties. This approach is helpful when class or common features closely relate words. Students create a matrix comparing the common features by placing a (+) or (-) in the spaces. (Rupley, Logan, & Nichols, 1999) Here is an example of a semantic feature analysis, using the terms conifer, fern, and moss. Conifer + – - + Apple tree + – + - Fern – + – - Moss – + – - Pine tree + – - + VISUALIZING INFORMATION In visualizing information, students use illustrations to depict the new vocabulary being taught. Students are asked to draw pictures that are personal to them so that the image will be memorable to them as individuals. (Simpson, 1996) An example of visualizing information is given, using stamen, sepals, petal, and pistil, all parts of a flower. CONCEPT WHEEL The concept wheel builds connections between previous knowledge and the new word being introduced. Students draw a circle and place the new word in the upper-left hand corner. Next, one word the students already know is chosen to represent or describe the new concept, and it is written in the lower-right hand corner. Finally, two examples are written in the remaining spaces. This can also be used to have students place the correct vocabulary word in the blank, given all the other information. (Rupley, Logan, & Nichols, 1999) An example of the concept wheel is given, using the term fertilization. Most students do not learn from incidental learning, but can learn through teacher-directed instruction that teaches meaning by application. Successful vocabulary instruction builds on students background knowledge and makes connections between new words and concepts they already know. (Rupley, Logan, & Nichols, 1999) The goal, then, of effective vocabulary instruction is to expand students concept vocabulary and move the new words into their productive vocabulary. (Johnson & Rasmussen, 1998) REFERENCES Armbruster, Bonnie B. and William E. Nagy. Vocabulary in content area lessons. The Reading Teacher, vol. 45, n. 7, p. 550-551, March 1992. Johnson, Andrew P. and Jay B. Rasmussen. Classifying and Super Word Web: Two strategies to improve productive vocabulary. Journal of Adolescent & Adult Literacy, vol. 42, n. 3, p. 204-207, Nov 1998. Rupley, William H., John W. Logan, and William D. Nichols. Vocabulary instruction in a balanced reading program. The Reading Teacher, vol. 52, n. 4, p. 336 346, Dec 1998/Jan 1999. Simpson, Phyllis L. Three Step Reading Vocabulary Strategy for Today s Content Area Reading Classroom. Reading Improvement, vol. 33, n. 2, p. 76-80, Summer 1996. Spor, Mary W. and Barbary Kane Schneider. Content reading strategies: What teachers know, use, and want to learn. Reading Research and Instruction, vol. 38, n. 3, p. 221-231, Spring 1999. Teaching vocabulary in content areas. Journal of Reading, vol. 32, n. 4, p. 368-369, Jan 1989.