On CBS.com: HD may burn your eyes
Find Articles in:
all
Business
Reference
Technology
News
Sports
Health
Autos
Arts
Home & Garden
advertisement
advertisement

Content provided in partnership with
ProQuest

Using objects to teach vocabulary words with multiple meanings

Montessori Life,  Summer 2003  by Rule, Audrey C,  Barrera, Manuel T III

<< Page 1  Continued from page 4.  Previous | Next

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.