Tag Archive: vocabulary

AAC Vocabulary Instruction Round-Up

December 18, 2012 by - Leave your thoughts

5 Great Sites for AAC Vocabulary Practice Complete Vocabulary Instruction Ideas & Activities Vocabulary Learning Materials & AAC Strategies Explicitly Speaking: Vocabulary Teaching in AAC Choosing a Focus for Vocabulary Instruction Building Word Consciousness: Vocabulary Instruction in AAC Vocabulary Learning Using Infographics Say THIS, NOT THAT to Reinforce Vocabulary Learning How to Use Magnets to Promote Language Development Vocabulary Activities: 5 Sites for Learning with Avatars What Makes a Good Vocabulary Teaching Activity? 4 Things to Look For Ideas about Vocabulary Instruction for the Beginning Communicator 10 Things to Do in Using Focused Language Stimulation in AAC Vocabulary Teaching Tell Me About It: Focused Language Stimulation In AAC Vocabulary Teaching Vocabulary Instruction In AAC

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5 Things to Do to See If Your Vocabulary Instruction is Effective (& 5 Things to Do If It’s Not)

December 7, 2012 by - Leave your thoughts

5 Things to Do to See If Your Vocabulary Instruction is Effective (& 5 Things to Do If It’s Not)

Last month, we talked a lot about semantic intervention with people who are learning AAC. Once we got started, we realized we could have done another whole month on the topic, but we had to move on. We ran out of time before we could really talk about outcome measures. As clinicians, how do we determine whether our therapy is effective? Here are some things to do after you’ve provided high-quality, well-sequenced vocabulary instruction. Make small comprehension checks a regular part of your instruction. Ask the AAC learner to tell you about ___ . Then score their response as objectively as possible (e.g., complete & correct, correct but incomplete, vague, incorrect). You’ll get some real-time feedback and can clarify or re-teach as necessary. Assess in a standardized fashion. Standardized means doing something the same way each time. Set up appropriate assessment tasks that allow you to judge how well the... [Read More...]

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5 Great Sites for AAC Vocabulary Practice

November 26, 2012 by - 2 Comments

5 Great Sites for AAC Vocabulary Practice

We’re always happy to find sites that can be used to solidify new word learning. Once we completed a variety of activities for explicit instruction on new vocabulary, we start thinking about adding in some practice activities. Repetition with variety keeps the learners engaged and helps them cement their understanding of the target words. No more ‘learning to pass the quiz, then forgetting it all.’ With some extra effort, we can help our AAC friends hang onto the new knowledge that they’ve gained. Here are are some sites that you can use to create fun practice activities. Make acrostic poems with the target words Find related words with Word Hippo See how the target word relates to other concepts with Wordsift: Type the vocabulary word into the box to see a semantic web unfold. Explore a bunch of vocabulary games at Wordia Make a digital bulletin board around the new... [Read More...]

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Explicitly Speaking: Vocabulary Teaching in AAC

November 20, 2012 by - 1 Comment

Explicitly Speaking: Vocabulary Teaching in AAC

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 elicit a lot of responses so that we can monitor their performance. That allows us to provide feedback that is affirmative when the learners respond... [Read More...]

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Choosing a Focus for Vocabulary Instruction

November 19, 2012 by - Leave your thoughts

Choosing a Focus for Vocabulary Instruction

In writing our posts on vocabulary teaching, we came across a host of vocabulary materials, games, apps, activities, lesson plans, worksheets, and websites. Some were by SLPs, but the majority were by general education teachers, teachers of English as a second language, and special education teachers. No matter what the age, grade level, or instructional setting, they all shared the same focus: teaching the meaning of new words. At first glance, that makes sense. But learning the meaning of new words is just the beginning. There are other, equally important things to focus on in vocabulary instruction that go beyond learning the meaning of new vocabulary words. Beyond learning the meaning of brand new words (“I understand it when I hear it.”), we can help learners to: • Develop a deeper understanding of known words (“I understand different aspects of this word.” “I know many different ways to use this... [Read More...]

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Words Matter

November 18, 2012 by - Leave your thoughts

Words Matter

For anyone who doesn’t see how vocabulary instruction can possibly be a priority for kids who have intellectual disabilities or multiple disabilities, A short video with a gentle reminder… Words matter. For everyone.   Click image for video.

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Building Word Consciousness: Vocabulary Instruction in AAC

November 17, 2012 by - Leave your thoughts

Building Word Consciousness: Vocabulary Instruction in AAC

The mind is not a vessel to be filled but a fire to be kindled. Plutarch Last week, Robin discussed some strategies and activities for teaching new words to individuals who are at the earlier stages of language learning. This week, we move ahead and address semantic instruction for individuals who regularly create sentences to express themselves. One of my favorite things about working with AAC learners at this level is the opportunity for having metalinguistic conversations. Getting them to think and talk about language can accelerate their learning. Here are some prAACtical thoughts on how this relates to semantics with a focus on building word consciousness. We’re all familiar with music appreciation and art appreciation. I always think of word consciousness as a sort of like word appreciation. It refers to an awareness that words are the building blocks of language and that they can be examined and manipulated... [Read More...]

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Vocabulary Learning Using Infographics

November 16, 2012 by - 2 Comments

Vocabulary Instruction Using INfographics

Infographics are a great way to explore vocabulary.  Learners can make choices, view and comment, and even create their own infographics about words and topics. Check out these great infographics that can be used for vocabulary instruction. The key though is to use language facilitation and vocabulary instructions strategies to facilitate learning.  5  Words Visualized for Fun Direct Vocabulary Instruction Vacation Trucks Firefighters Photosynthesis Accolade (downloadable poster) &  3 Tools to Create Your Own Vocabulary Infographics With Your Students

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Say THIS, NOT THAT to Reinforce Vocabulary Learning!

November 15, 2012 by - Leave your thoughts

Save This Not That to reinforce Vocabulary Learning

Part of TEACHING vocabulary to AAC users (or any learner) involves reinforcement. Reinforcement is more than just facilitating positive self esteem. It is also about providing feedback that will help increase the skill you are trying to teach. It’s even more than  learning specific new words but also about strategies to attack learning  new words outside of the therapy or classroom environment. Below are some examples of ways to make the most of your reinforcement and some ways to NOT.  🙂 SAY THIS… General Principles of Reinforcement for Vocabulary:   Be specific to the goal. Use words that explain the skill you want to occur more often.  Use excited positive vocal inflection, Be impressed! We are continuing with the example of teaching the word consumed from Carole’s post on Monday, What Makes A Good Vocabulary Teaching Activity. ‘Wow you discovered a NEW WAY of saying  take in, you used consumed’! ‘Awesome... [Read More...]

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How to Use Magnets to Promote Language Development

November 14, 2012 by - 3 Comments

How to Use Magnets to Promote Language Development

Want to help AAC learners accelerate their receptive vocabularies? Here’s one quick and easy step in the right direction: Talk to them. We’re not trying to be snarky here. The truth is that we speak less to people who are minimally verbal than we do to people who talk. In general, kids with AAC needs hear far less language than speaking children do. Fewer words heard means fewer opportunities to learn language. That’s a cycle worth breaking. When we’re around typically developing children, they’re always asking questions. “What’s in the bag, Mom?” “Why is she doing that?” “How come Billy gets to have one and I don’t?” “Where are we going?” “Are we there yet?” Kids ask lots of questions, particularly in the early years. Annoying? Sometimes. Valuable? Always. From a language learning perspective, those pesky questions serve a very useful purpose: they invite (or demand) a linguistic response. They... [Read More...]

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