Spelling and Phonics
Words Their Way, Phonemic Awareness, Building Words, Vocabulary Instruction, Word Wall, Other Ways To Say The Same Thing, Defining New Words, Sight Words & Contractions
Words Their Way
Phonemic Awareness
Building Words And Word Families
Example Spelling Test
Vocabulary
Instruction
Practical AAC Supports for Language Learning
by: Carole Zangari
Vocabulary Instruction In AACFor all of us, the process of how we learn to use words begins with the expression of our own intents. Initially, we use words, pictures, or signs to make our wants/needs known but that soon develops into social exchanges, true conversations, stories, and more. For some of our AAC friends, the path to a rich lexicon can be convoluted and bumpy. Our November Strategy of the Month posts will focus on vocabulary instruction giving both general principles that should guide our teaching and specific considerations for communicators at different levels.
As SLPs, we should be champions for a comprehensive approach to semantic instruction in AAC. Much of what we already know for teaching semantics to people who speak can be applied quite nicely to individuals with AAC needs. Certainly some things will need to be adapted, but that’s not the real issue. We’ve noticed that SLPs sometimes forget to apply the wealth of knowledge they already possess about vocabulary instruction. We get distracted by the ‘AAC-ness’ of the situation, and lose touch with what we really know: how to teach language.
Vocabulary teaching is woefully under-represented in the AAC work that we do. What we DO remember and apply often focuses on assessment. We administer tests for single word vocabularies (receptive and expressive), measure lexical diversity using type-token ratios, etc. Our vocabulary goals are often limited to receptive identification or the use of basic descriptors, such as color or size. But our teaching doesn’t always follow the recommended practices for vocabulary development that have come out of research with typical language learners and students with special needs.
We think it can be helpful to revisit our roots and take a second look at some of the guiding principles for semantic instruction. I highly recommend Bringing Words to Life: Robust Vocabulary Instruction (Beck, McKeown, & Kucan, 2002) for anyone who wants a good overview and a common sense perspective on how to help children increase their word knowledge. In the meantime, here are some things to think about as we set off on our lexical safari.
STEP 1: Introduce the new word(s) using focused AIDED language stimulation
STEP 2: Teach the new word(s) with explicit instruction activities
STEP 3: Elaborate on the new word meanings with engaging practice activities
STEP 4: Provide repeated exposure to the new word(s) on an ongoing basis
STEP 5: Check for understanding and reteach, as necessary.
Does it sound too hard? It’s not. Are your AAC learners too __ ['low functioning,' impaired, challenged] for this approach? They’re not. Later this week, we’ll discuss this approach in more detail to elaborate on each of the steps. In the meantime, we’ll leave you with a few quotes that have inspired us to continually improve our knowledge and skills in vocabulary teaching.
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“As vocabulary is reduced, so are the number of feelings you can express, the number of events you can describe, the number of the things you can identify. Not only understanding is limited, but also experience. Man grows by language. Whenever he limits language he retrogresses!” (Tepper, 1993)
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“A man with a scant vocabulary will almost certainly be a weak thinker. The richer and more copious one’s vocabulary and the greater one’s awareness of fine distinctions and subtle nuances of meaning, the more fertile and precise is likely to be one’s thinking. Knowledge of things and knowledge of the words for them grow together. If you do not know the words, you can hardly know the thing.” (Hazlitt, 1916)
::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
“Knowledge unused tends to drop out of mind. Knowledge used does not need to be remembered; Practice forms habits and habits make memory unnecessary. The rule is nothing; the application is everything.” (Hazlitt, 1916)
::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: The Guilford Press.
by: Carole Zangari
Vocabulary Instruction In AACFor all of us, the process of how we learn to use words begins with the expression of our own intents. Initially, we use words, pictures, or signs to make our wants/needs known but that soon develops into social exchanges, true conversations, stories, and more. For some of our AAC friends, the path to a rich lexicon can be convoluted and bumpy. Our November Strategy of the Month posts will focus on vocabulary instruction giving both general principles that should guide our teaching and specific considerations for communicators at different levels.
As SLPs, we should be champions for a comprehensive approach to semantic instruction in AAC. Much of what we already know for teaching semantics to people who speak can be applied quite nicely to individuals with AAC needs. Certainly some things will need to be adapted, but that’s not the real issue. We’ve noticed that SLPs sometimes forget to apply the wealth of knowledge they already possess about vocabulary instruction. We get distracted by the ‘AAC-ness’ of the situation, and lose touch with what we really know: how to teach language.
Vocabulary teaching is woefully under-represented in the AAC work that we do. What we DO remember and apply often focuses on assessment. We administer tests for single word vocabularies (receptive and expressive), measure lexical diversity using type-token ratios, etc. Our vocabulary goals are often limited to receptive identification or the use of basic descriptors, such as color or size. But our teaching doesn’t always follow the recommended practices for vocabulary development that have come out of research with typical language learners and students with special needs.
We think it can be helpful to revisit our roots and take a second look at some of the guiding principles for semantic instruction. I highly recommend Bringing Words to Life: Robust Vocabulary Instruction (Beck, McKeown, & Kucan, 2002) for anyone who wants a good overview and a common sense perspective on how to help children increase their word knowledge. In the meantime, here are some things to think about as we set off on our lexical safari.
- Context is key. Real word learning doesn’t occur in isolation or via discrete tasks. While this is true for all learners, it is especially important for beginning communicators who do best when our intervention is drenched in a meaningful context with highly overt objects and actions. Experiential learning is critical, particularly for learners at the early stages of language development.
- Vocabulary learning is best approached in a multifaceted way. We don’t learn new word meanings in a single activity. Rather it is a combination of exposure to new words in context, experiential activities with active participation, explicit instruction, and many opportunities for practice with feedback.
- Explicit vocabulary instruction should be a part of every AAC learner’s intervention program. No one is too anything to benefit from activities specifically designed to teach new word meanings. SLPs should have at least one goal for semantic development for each of their AAC learners.
- Aided language input is necessary but not sufficient for new word learning to occur. It is a powerful foundation upon which we can build a platform for explicit semantic instruction.
- Vocabulary instruction is the perfect place for SLPs to impact literacy learning. To be able to comprehend a passage, you have to understand the words within it. To be able to write cohesively, you must have a bank of words that you know and can use.
STEP 1: Introduce the new word(s) using focused AIDED language stimulation
STEP 2: Teach the new word(s) with explicit instruction activities
STEP 3: Elaborate on the new word meanings with engaging practice activities
STEP 4: Provide repeated exposure to the new word(s) on an ongoing basis
STEP 5: Check for understanding and reteach, as necessary.
Does it sound too hard? It’s not. Are your AAC learners too __ ['low functioning,' impaired, challenged] for this approach? They’re not. Later this week, we’ll discuss this approach in more detail to elaborate on each of the steps. In the meantime, we’ll leave you with a few quotes that have inspired us to continually improve our knowledge and skills in vocabulary teaching.
::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
“As vocabulary is reduced, so are the number of feelings you can express, the number of events you can describe, the number of the things you can identify. Not only understanding is limited, but also experience. Man grows by language. Whenever he limits language he retrogresses!” (Tepper, 1993)
::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
“A man with a scant vocabulary will almost certainly be a weak thinker. The richer and more copious one’s vocabulary and the greater one’s awareness of fine distinctions and subtle nuances of meaning, the more fertile and precise is likely to be one’s thinking. Knowledge of things and knowledge of the words for them grow together. If you do not know the words, you can hardly know the thing.” (Hazlitt, 1916)
::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
“Knowledge unused tends to drop out of mind. Knowledge used does not need to be remembered; Practice forms habits and habits make memory unnecessary. The rule is nothing; the application is everything.” (Hazlitt, 1916)
::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::::
Beck, I. L., McKeown, M. G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: The Guilford Press.
Explicitly Speaking: Vocabulary Teaching in AAC
by: Carole Zangari
An essential part of the model we shared for AAC semantic intervention is Step 2, teaching the new words with explicit instruction activities. In our posts, explicit instruction refers to the process of designing and using carefully planned sequence of empirically-supported teaching activities. Though focused on reading, not vocabulary, development, this PowerPoint presentation by Dr. Anita Archer gives an excellent overview of the characteristics of explicit instruction.
In our initial teaching of new words, we to be sure that the learners have frequent opportunities to respond: Active participation is critical at this point. We have to give the learner a lot of opportunities to say the word (e.g.,“resume”) and tell about it (e.g., “keep going,” “start again and not stop,” “verb”, etc.). We want to elicited a lot of responses so that we can monitor their performance. That allows us to provide feedback that is affirmative when the learners respond correctly (e.g., “Good! You remembered that we kept going after the announcements-we resumed our word work”), and corrective feedback when their responses miss the mark. We try to keep the pace as brisk as we can given the needs of the learner, as that tends to help keep them engaged. Since we’re trying to get a lot of word practice in rather quickly, it helps to have response mode that is easy for the learner to produce.
Explicit instruction follows a period of focused (aided) language stimulation, where the word is first introduced, explained using a student-friendly definition, and linked with known words, personal experiences, etc. Depending on the level of the learner, we may then need to engage them in Active Learning Experiences to make the word meaning come to life.
Active Language Experiences: Learners who are at the earlier stages of language development need hands-on, concrete experiences to make word meaning clear. For these learners, explicit instruction begins with a variety of activities designed around the specific words. We’re all used to these kinds of activities: holding ice and tasting popsicles as we talk about ‘cold;’ racing cars and running around to talk about ‘fast,’ etc. Many of you do this all the time, particularly with younger kids. One quick point: Contrast is important here. Cold alone is okay, but cold contrasted with warm or hot really makes the point clear. Running fast is okay, but slowing it down, then speeding up is even better. And all the while, finding ways to say the target words, using aided language input, when possible. Not all learners need this level of concreteness in an activity, but many benefit from it.
Beyond that, we can use a variety of other activities that are more indirect and allow us to have metalingistic conversations. Here are some examples of other kinds activities that we might do in as we move into explicit instruction.
One Very Important Note: With all of these activities, the key to making them useful for true vocabulary learning is the dialogue. Just sorting the pictures into piles is a task, but when we use that task as a context for conversation about a word, deeper learning results. The learning comes not from the activity itself, but the dialogue around the activity.
“That’s fine for some kids, but my learner won’t understand.” That’s something we hear a lot, and I’m not quite sure how to answer it delicately. Let me just say this: My guess is that more kids have been harmed by us underestimating their abilities than the reverse. It is true that they may not understand. But they won’t ever get to the point of understanding unless we teach them. So, if you’re worried about them not understanding, there are two things you can do: Increase the amount of vocabulary instruction and increase the amount of aided language input. Both will help boost the learner’s comprehension.
We’ll talk more about activities for vocabulary practice later in the week. For now, we’d love to hear about your favorite activities for semantics.
by: Carole Zangari
An essential part of the model we shared for AAC semantic intervention is Step 2, teaching the new words with explicit instruction activities. In our posts, explicit instruction refers to the process of designing and using carefully planned sequence of empirically-supported teaching activities. Though focused on reading, not vocabulary, development, this PowerPoint presentation by Dr. Anita Archer gives an excellent overview of the characteristics of explicit instruction.
In our initial teaching of new words, we to be sure that the learners have frequent opportunities to respond: Active participation is critical at this point. We have to give the learner a lot of opportunities to say the word (e.g.,“resume”) and tell about it (e.g., “keep going,” “start again and not stop,” “verb”, etc.). We want to elicited a lot of responses so that we can monitor their performance. That allows us to provide feedback that is affirmative when the learners respond correctly (e.g., “Good! You remembered that we kept going after the announcements-we resumed our word work”), and corrective feedback when their responses miss the mark. We try to keep the pace as brisk as we can given the needs of the learner, as that tends to help keep them engaged. Since we’re trying to get a lot of word practice in rather quickly, it helps to have response mode that is easy for the learner to produce.
Explicit instruction follows a period of focused (aided) language stimulation, where the word is first introduced, explained using a student-friendly definition, and linked with known words, personal experiences, etc. Depending on the level of the learner, we may then need to engage them in Active Learning Experiences to make the word meaning come to life.
Active Language Experiences: Learners who are at the earlier stages of language development need hands-on, concrete experiences to make word meaning clear. For these learners, explicit instruction begins with a variety of activities designed around the specific words. We’re all used to these kinds of activities: holding ice and tasting popsicles as we talk about ‘cold;’ racing cars and running around to talk about ‘fast,’ etc. Many of you do this all the time, particularly with younger kids. One quick point: Contrast is important here. Cold alone is okay, but cold contrasted with warm or hot really makes the point clear. Running fast is okay, but slowing it down, then speeding up is even better. And all the while, finding ways to say the target words, using aided language input, when possible. Not all learners need this level of concreteness in an activity, but many benefit from it.
Beyond that, we can use a variety of other activities that are more indirect and allow us to have metalingistic conversations. Here are some examples of other kinds activities that we might do in as we move into explicit instruction.
- You Be The Judge: Learner listens as we use the word in sentences and judges whether we are correct or incorrect using a quick signal (e.g., thumbs up/down; yes/no message, visual support with right/wrong, etc.).
- Target Word Collage: Learner is given a set of pictures or words some of which are positive examples of the new word and some of which are clearly not. We go through this together and discuss whether each one belongs in the collage we’re making for the target word.
- Vocabulary Sort: As in the collage activity, the learner is given a set of pictures or words that are or are not associated with the target word. He/she is also given categories so that the pictures can be sorted (e.g., abundant/not abundant; hostile/not hostile; rapid/not rapid) Together, we sort the pictures, discussing why we believe they go into one category or the other.
- Vocabulary Sort with Antonyms: Same as above but using words with opposite meanings (e.g., abundant/scarce, hostile/friendly; rapid/slow)
- You Decide: The learner is given sticky notes with the target word on them (e.g., “effort”). Together, we go through a book, magazine, or other materials and discuss whether that page/image should be labelled with the target word.
- Yes/No Questions: Ask Yes/No questions in which the learner has to know the meaning of the target word in order to answer it correctly. E.g., “Should you ASSUME that all dogs are friendly? [why/why not?] “Is it a good idea to eat RAPIDLY? [why/why not?] “Would your mom be happy if you had an ABUNDANCE of bad grades?” [why/why not?]
- Rating Scales: Use scales with a continuum of responses (e.g., love it/okay/hate it; always/sometimes/never) to answer questions about key words (e.g., “How would you feel if..Your dad was persuaded to buy a TV?; Your friend berated you?; Your teacher produced a very hard test?”).
One Very Important Note: With all of these activities, the key to making them useful for true vocabulary learning is the dialogue. Just sorting the pictures into piles is a task, but when we use that task as a context for conversation about a word, deeper learning results. The learning comes not from the activity itself, but the dialogue around the activity.
“That’s fine for some kids, but my learner won’t understand.” That’s something we hear a lot, and I’m not quite sure how to answer it delicately. Let me just say this: My guess is that more kids have been harmed by us underestimating their abilities than the reverse. It is true that they may not understand. But they won’t ever get to the point of understanding unless we teach them. So, if you’re worried about them not understanding, there are two things you can do: Increase the amount of vocabulary instruction and increase the amount of aided language input. Both will help boost the learner’s comprehension.
We’ll talk more about activities for vocabulary practice later in the week. For now, we’d love to hear about your favorite activities for semantics.
Guided Reading and Vocabulary Instruction
By: The Bubbly Blonde
I've been working on becoming even more "structured and organized" in my planning
I'm someone who constantly re-does something attempting to find the "perfect" method,
even though what I was doing before was efficient.
Lesson planning is no different.
I'm always trying make it easier, more efficient, and smoother.
Each week staff at my school are asked to meet with a leadership team member
about what is going on in our classroom,
where we are going next week,
and making sure we are using data to drive instruction.
The main focus is in reading.
It is one way for the "team" to know more about what is "really" going on.
I do believe it is another way to make sure everyone is doing their job:)
I've tried a few different guided reading lesson plans with no real luck
in finding something that wasn't taking more time for lesson plans.
My district already requires a lot for lesson plans already.
I came up with this little thing the other evening.
A format that I simply handwrite in the information in.
All of the "basic" set-up is pre-typed.
Each group has one sheet for the entire week.
For a copy, click here. (Chart directly below this text)
{Please ignore the messy handwriting! I was doing it in-between groups this week.
But hey, next weeks is already done! And I didn't have to do it at home or during plan time!}
For whole group, I use the plans below.
I use to have groups on the bottom of this sheet,
but it just was too much of a pain to delete things each year, etc.
I meet with every group, every day for at least 15-25 minutes.
No ifs ands whats about it.
Reading is from 9-11, granted it never starts until 9:15
due to late kiddos, bell-work, you name it.
Whole group goes from 9:15-9:30, once in awhile until 9:45.
Routine and structure is the only way to get whole group accomplished in 15 minutes.
We touch on everything required and mentioned in our basal plus some.
I pre-look at what is expected and combine things as I see fit throughout the week.
We work HARD on big word strategy, also.
Here is a break down of a group.
We stick pretty close to the same format every day/week.
Monday/ Tuesday Schedule
*Voc. words and high frequency words covered in whole group for the story of the week
*Dry erase slips to practice dictation sentences using our high frequency words.
*3-4 voc words are from the leveled reader of the day to help us be successful
*Writing assignment changes daily based on skill/needs.
It is always started in group then finished at desk.
We discuss it briefly the following group.
Wednesday/ Thursday Schedule
*Students immediately begin to re-read their book
from the previous day the minute they join the table.
This also gives me a few minutes to switch gears.
Re-reading the previous book daily improves reading scores drastically.
I also follow the LLI setup for the hard/easy days.
Allowing kiddos to read a book on an easier level every other day helps them build confidence!
Friday
This week I decided to bring in some word work centers based on our skill of the week into groups.
I'm trying to work smarter and not harder!
Each week I kept trying to come up with new things to do and hello!
I have all of these games created in my Journeys unit!
The kiddos never get to use every game for each story I have created
because there is only one word work center weekly
Kiddos worked with a partner in their group to work on a skill of the week.
Then they rotated.
I will be doing this weekly!
I keep all running records in one binder.
Students are assessed on informal running records based on needs.
Below level- once a week
On Level- every 2/3 weeks
Above Level- every 4 weeks
I normally try to do on level and above level kids more often,
just to keep myself in a routine!
By: The Bubbly Blonde
I've been working on becoming even more "structured and organized" in my planning
I'm someone who constantly re-does something attempting to find the "perfect" method,
even though what I was doing before was efficient.
Lesson planning is no different.
I'm always trying make it easier, more efficient, and smoother.
Each week staff at my school are asked to meet with a leadership team member
about what is going on in our classroom,
where we are going next week,
and making sure we are using data to drive instruction.
The main focus is in reading.
It is one way for the "team" to know more about what is "really" going on.
I do believe it is another way to make sure everyone is doing their job:)
I've tried a few different guided reading lesson plans with no real luck
in finding something that wasn't taking more time for lesson plans.
My district already requires a lot for lesson plans already.
I came up with this little thing the other evening.
A format that I simply handwrite in the information in.
All of the "basic" set-up is pre-typed.
Each group has one sheet for the entire week.
For a copy, click here. (Chart directly below this text)
{Please ignore the messy handwriting! I was doing it in-between groups this week.
But hey, next weeks is already done! And I didn't have to do it at home or during plan time!}
For whole group, I use the plans below.
I use to have groups on the bottom of this sheet,
but it just was too much of a pain to delete things each year, etc.
I meet with every group, every day for at least 15-25 minutes.
No ifs ands whats about it.
Reading is from 9-11, granted it never starts until 9:15
due to late kiddos, bell-work, you name it.
Whole group goes from 9:15-9:30, once in awhile until 9:45.
Routine and structure is the only way to get whole group accomplished in 15 minutes.
We touch on everything required and mentioned in our basal plus some.
I pre-look at what is expected and combine things as I see fit throughout the week.
We work HARD on big word strategy, also.
Here is a break down of a group.
We stick pretty close to the same format every day/week.
Monday/ Tuesday Schedule
*Voc. words and high frequency words covered in whole group for the story of the week
*Dry erase slips to practice dictation sentences using our high frequency words.
*3-4 voc words are from the leveled reader of the day to help us be successful
*Writing assignment changes daily based on skill/needs.
It is always started in group then finished at desk.
We discuss it briefly the following group.
Wednesday/ Thursday Schedule
*Students immediately begin to re-read their book
from the previous day the minute they join the table.
This also gives me a few minutes to switch gears.
Re-reading the previous book daily improves reading scores drastically.
I also follow the LLI setup for the hard/easy days.
Allowing kiddos to read a book on an easier level every other day helps them build confidence!
Friday
This week I decided to bring in some word work centers based on our skill of the week into groups.
I'm trying to work smarter and not harder!
Each week I kept trying to come up with new things to do and hello!
I have all of these games created in my Journeys unit!
The kiddos never get to use every game for each story I have created
because there is only one word work center weekly
Kiddos worked with a partner in their group to work on a skill of the week.
Then they rotated.
I will be doing this weekly!
I keep all running records in one binder.
Students are assessed on informal running records based on needs.
Below level- once a week
On Level- every 2/3 weeks
Above Level- every 4 weeks
I normally try to do on level and above level kids more often,
just to keep myself in a routine!
*Voc. words and high frequency words covered in whole group for the story of the week
*Dry erase slips to practice dictation sentences using our high frequency words.
*3-4 voc words are from the leveled reader of the day to help us be successful
*Writing assignment changes daily based on skill/needs.
It is always started in group then finished at desk.
We discuss it briefly the following group.
*Dry erase slips to practice dictation sentences using our high frequency words.
*3-4 voc words are from the leveled reader of the day to help us be successful
*Writing assignment changes daily based on skill/needs.
It is always started in group then finished at desk.
We discuss it briefly the following group.
*Students immediately begin to re-read their book
from the previous day the minute they join the table.
This also gives me a few minutes to switch gears.
Re-reading the previous book daily improves reading scores drastically.
I also follow the LLI setup for the hard/easy days.
Allowing kiddos to read a book on an easier level every other day helps them build confidence!
from the previous day the minute they join the table.
This also gives me a few minutes to switch gears.
Re-reading the previous book daily improves reading scores drastically.
I also follow the LLI setup for the hard/easy days.
Allowing kiddos to read a book on an easier level every other day helps them build confidence!