Saturday, March 29, 2014

Classroom Carryover Vocabulary

I'm back with another Classroom Carryover Post! Today's subject is vocabulary. Working on Vocabulary is one of the best ways to make a big difference in a student's ability to succeed in a classroom.


SLPs frequently work directly on vocabulary. Students with language delays often require direct support for skills such as comparing/contrasting, understanding categories, and synonyms/antonyms. 


Visual supports are a great way to support students with carryover of this skill. Teachers can display anchor charts or posters throughout their rooms. If you have students working on these skills during speech and language try embedding them into your daily instruction. During calendar time, ask your student to name 3 types of weather they observed today (sun, wind, cloudy, etc.). You can ask your student what the weather is today.  It's hot!  Great, now name the antonym for hot! I suggest picking a skills and attempting to find 2 opportunities per day to practice. 



SLPs directly target Tier 2 vocabulary. Students with language delays might demonstrate more difficulty to identify terms in the directions, word problems, etc. For example, there are many words for math terms like 'addition' and 'subtraction'. Teachers can support students by providing visuals or a verbal cue. If the class is working on word problems, write a quick list of terms on the board.  In a science class, a student might need clarification on words such 'compare' or 'analyze' in directions on a force and motion unit.  Review those terms with your student before expecting them to complete the assignment. By providing these accommodations for vocabulary,  teachers can ensure the student understand the vocabulary necessary to attempt to question.


How do you support vocabulary for your students?





1 comment:

  1. I review vocabulary with my students by showing them cards with a symbol from the story and the word under the symbol. We review the words before I read the text. This has helped them understand the vocabulary in the story. I teach a K-1 self-contained moderate ID setting.

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