Featured White Papers
- 5 Strategies for Making Sales the Engine for Growth (AchieveGlobal)
- Tools & Strategies for Expense Management (American Express)
- Enterprise PBX buyer's guide (VoIP-News)
Using objects to teach vocabulary words with multiple meanings
Montessori Life, Summer 2003 by Rule, Audrey C, Barrera, Manuel T III
Encourage your students to compile an illustrated class glossary or to create their own object boxes for words with multiple meanings, similar to our students' example shown in Table 2. The creative and critical thinking skills involved in generating ideas, constructing definitions, and locating appropriate objects are valuable. Students might choose a theme (our students focused on space-related words) such as theatre (possible words: play, stage, act, light, left) or animals (horn, trunk, body, leg, head, hide). Soon students will realize that many common English words have multiple meanings and will be prepared to encounter new understandings of words in their independent reading, thereby becoming more proficient readers.
References
Frederick, L., & Shaw, E. L., Jr. (1999, November 1719). Effects of science manipulatives on achievement, attitudes, and journal writing of elementary science students. Paper presented at the Annual Meeting of the Mid-South Educational Research Association, Point Clear, AL. (ERIC Document Reproduction Service No. ED 436 410)
Gersten, R., & Baker, S. (2000). What we know about effective instructional practices for English-language learners. Exceptional Children, 66(4), 454-70.
Ghigna, C. (1999). See the yak yak. New York: Random House.
Gwynne, F. (1987). The sixteen hand horse. Englewood Cliffs, NJ: Prentice Hall.
Gwynne, F. (1988a). A chocolate moose for dinner. New York: Aladdin.
Gwynne, F. (1988b). The king who rained. New York: Aladdin.
Gwynne, F. (1990). A little pigeon toad. New York: Aladdin.
Lapp, D., Fisher, D., & Flood, J. (1999). Integrating the language arts and content areas: Effective research-based strategies. (ERIC Document Reproduction Service No. ED 439 417)
Montessori, M. (1966). The secret of childhood (M. J. Costelloe, Trans.). New York: Ballantine. National Reading Panel (2000). Teaching children to
read: An evidence-based assessment of the scientic research literature on reading and its implications for reading instruction. Bethesda, MD: National Institute of Child Health and Human Development [Online.] Available: http)Avw.nichd. nih.gov/ publications/nrp/findings.htm (ERIC Document Reproduction Service No. ED 44 126)
Partnership for Reading (2003). Bringing scientific evidence to learning: Vocabulary instruction [Online]. Available: http://www.nifl.gov/partnership forreading /explore/vocabulary.html
Peregoy, S. F. (2001). Reading, writing, and learning in ESL:A resource book for K-12 teachers. New York: Longman.
Roney, M. W. (1994). Moving beyond the tricks of the trade, or using common, everyday items as realia. Hispanic, 77(2), 298-300.
Rosanova, M. (1998). Early childhood bilingualism in the Montessori children's house: Guessable context and the planned environment. Montessori Life, 10(2), pp. 37-48.
Ruby, A. (2001). Hands-on science and student achievement. Dissertation, RAND Graduate School, Santa Monica, CA. (ERIC Document Reproduction Service No. ED 455 122)
Rule, A. C. (2001 a). Environmental print activities for language and thinking skills. Dubuque, IA: Kendall/ Hunt.