illy clip art approach). However, we have found that PowerPoint can be used creatively for expression. In addition to benefiting from reading and viewing multimodal representations of vocabulary, recent research suggests that pupils may also benefit from creating multimedia representations of words in PowerPoint slides that are hyperlinked together. Working with fifth graders, we created an example of a multimedia glossary item for camouflage, a word from the science curriculum (see Figure 3).
Figure 3: Multimedia glossary example of camouflage using a PowerPoint template
model elaborates word knowledge in context and illustrates how design influences the message. To provide a structure to guide pupils in creating their own entries, Bridget created a template that pupils could fill in and adapt. The template includes a space for the word, a short definition, an explanation for why the word is important, a graphic, an audio recording or sound, and a source. As pupils create and revise their entries, they reflect on the word s meaning (What does this mean?), Its representation (How does this particular graphic and sound effect illustrate this word?) And process (What images did you consider and discard ?). glossary items can be combined into a master document and sorted by word to show multiple meanings and representations [15]. Another approach to compiling pupils individual work is to teach them how to hyperlink their slides so that a view of one version of a word includes hyperlinks to others versions of that word. Although this example uses PowerPoint as the media format, these types of vocabulary collections can be created in different modes and published online as a word wiki or word blog. This kind of collaborative publication and engagement with an external audience is characteristic of successful multimedia learning (Fadel amp; Lemke, 2008). There really is no end to the creative possibilities when pupils use media to develop and celebrate the wonder of words.
5. Take advantage of online word reference tools that are also teaching tools
Many online word reference tools are also excellent teaching resources. For example, the Visual Thesaurus website lt; # center gt; 6. Support reading and word learning with just-in-time vocabulary reference support
Whether avid or reluctant reader, we all encounter unfamiliar words in our reading and need strategies for what to do when this occurs. Rather than using print dictionaries or asking the teacher, pupils can learn to use online dictionaries and thesauri. When they have access to word help on demand, at the point of need, both monolingual and bilingual pupils tend to use them more often than print references and improve their understanding. Many of these Internet-based tools are free (they vary in difficulty, so try out different applications to determine the best fit for your pupils).
Some word reference tools can be mounted on the browser toolbar, allowing you to right click on any word to look it up and have a brief definition display lt; # center gt; 7. Use language translators to provide just-in-time help for ELLs
Successful ELs leverage first-language knowledge to develop their English. Online dictionaries often support multiple languages ??(eg, the Yahoo! Kids dictionary supports 90 languages), and EL pupils should be taught to look for this option. Another resource is the language translator. The value of a translator is that it supports learning words as they occur naturally in authentic text and allows pupils to view bilingual versions of a text side by side so that they can use their first-language knowledge to develop their English vocabulary. You can paste text into the translator field, select the input and output languages, and view the translation (see Babelfish lt; # center gt; 8. Increase reading volume by reading digital text
Class libraries, read-aloud, book clubs, and independent reading time during the school day can increase the amount and variety of pupil reading. However, it is challenging to find the resources and time required to provide up-to-date material, to be responsive to pupils 'interests, and to accommodate readers at different reading levels. Teachers can dramatically expand text options for pupils by including reading on the Internet and other digital texts. A high percentage of pupils already use the Internet for homework; we can extend their learning and exploration of words in context as they read and view varied text genres on the Internet, or read texts downloaded onto a class computer, an e-book reading device, or a Smartphone.the reading of informational text is especially important for learning in the content areas, and inf...
