Word Meaning:
DAR Mastery Levels 0–2
Introduction:
The TTS for Word Meaning at Levels 0–2 assess whether a student will be able to learn
new vocabulary with picture cues, by experiencing unknown words in context, or by
receiving direct instruction in meanings experienced in context.
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Strategy: Picture Cues
Materials Needed:
TTS-WM-DAR 0-2-Picture.pdf
Say: I’m going to teach you the meanings of some new words. When I’m done, I’ll
ask you to tell me what the words mean.
The first word is create. Can you tell me what create means?
On the Student Record Form, record the student’s response.
If the student does not know the meaning of create, show the picture cue. Say: Create means to make something for the first time. In the picture the boy is
creating something. What do you think he’s making for the first time, or
creating? On the Student Record Form, record the student’s response. |
Say: The next word is instruct. Can you tell me what instruct means?
On the Student Record Form, record the student’s response.
If the student does not know the meaning of instruct, show the picture cue. Say: Instruct means to give information to someone. In the picture the teacher is
instructing his students. What do you think he’s giving them information
about, or instructing them about? On the Student Record Form, record the student’s response. |
Say: The next word is volunteer. Can you tell me what volunteer means?
On the Student Record Form, record the student’s response.
If the student does not know the meaning of volunteer, show the picture cue. Say: Volunteer means to offer to do something. In the picture the girl has her hand
raised. She’s volunteering to do something. What do you think she’s offering
to do, or volunteering for? On the Student Record Form, record the student’s response. |
Say: Let’s review the words we’ve been working with.
- Can you tell me the meaning of create?
- Can you tell me the meaning of instruct?
- Can you tell me the meaning of volunteer?
If the student is not able to define a word correctly, show the picture cue. |
On the Student Record Form, record the student’s responses.
Then go on to the next strategy, Story Context.
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Strategy: Story Context
Materials Needed:
TTS-WM-DAR 0-2-Story.pdf
Say: I’m going to read you a story, and when I’m done we’ll talk about the
meanings of some words. Before we start, though, let’s see what you already
know about the meanings of these words.
- The first word is council. Can you tell me what council means?
- The next word is conceal. Can you tell me what conceal means?
- The next word is scheme. Can you tell me what scheme means?
On the Student Record Form, record the student’s responses.
Say: This is a story that was told by a man named Aesop who lived many years ago.
There once were some mice that lived in a place where they were often
chased and hunted by a dangerous cat. The mice decided to hold a council to
see what could be done about the cat. There was a lot of talk about the
problem. During the meeting, one of the mice had an idea. He said, “I think
we might be safer if we could hear the cat when it came. If the cat had a bell
tied to its neck, we would know when it was coming. Then we would have
plenty of time to run into our holes and conceal ourselves.” All of the mice
thought this was a very good idea. They felt they would be a lot safer if they
went along with this scheme. But then one of the mice said, “Which one of us
is going to be the one who puts the bell on the cat?” That mouse knew it is
easier to think up a plan than it is to carry it out.
After reading the story,
Say: Now let’s review the meanings of some of the words in the story.
If the student did not know council before hearing the story,
Say: The story says that the mice decided to hold a council. What do you think
council means?
On the Student Record Form, record the student’s response.
If the student is not able to define council correctly, Say: A council is a group that meets to talk about something. What do you think this
council of mice talked about? On the Student Record Form, record the student’s response. |
If the student did not know conceal before hearing the story,
Say: The mice thought that if they heard the cat coming, they could conceal
themselves. What do you think conceal means?
On the Student Record Form, record the student’s response.
If the student is not able to define conceal correctly, Say: To conceal means to put out of sight. Why would the mice want to conceal
themselves? On the Student Record Form, record the student’s response.
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If the student did not know scheme before hearing the story,
Say: The mice thought that they’d be safe if they went along with the scheme.
What do you think scheme means?
On the Student Record Form, record the student’s response.
If the student is not able to define scheme correctly, Say: A scheme is a plan for some kind of action. Why do you think the mice liked
the scheme? On the Student Record Form, record the student’s response. |
Say: Let’s review the words we’ve been working with.
- Can you tell me the meaning of council?
- Can you tell me the meaning of conceal?
- Can you tell me the meaning of scheme?
On the Student Record Form, record the student’s responses.
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Interpreting and Using TTS Results:
The TTS for Word Meaning at Levels 0–2 help establish which students will be able to
learn new word meanings with picture cues, which will learn by experiencing them in
context, and which will benefit from more direct instruction of word meanings.
Regardless of the approach used, vocabulary instruction for students at these levels
should be done orally. Choose word meanings at a level above the student’s listening
vocabulary. Provide multiple opportunities to experience the meanings in a variety of
contexts.
