Cut-and-paste activities are an engaging way to teach vocabulary to young learners. Every completed activity is perfect for take-home practice!
- Expand vocabulary in the areas of associations, functions, categories, attributes, comparisons, synonyms, antonyms, exclusion, and riddles
This Scissors, Glue activity book has 54 lessons, each with:
- scripted student questions and directions to elicit target vocabulary words
- a reproducible, full-page scene
- reproducible pictures to cut out and paste onto the scene
- enrichment activities
Students follow directions and answer questions using target vocabulary words while manipulating the pictures in a motivating art activity. At the completion of each lesson, the student has made a picture to take home for extra practice. Family letters are provided.
The units and the lessons within them are arranged in a hierarchy of difficulty. Each lesson targets four to twelve vocabulary words. The units are organized by these skill areas:
A theme index lets you find the lessons by topic and match your instruction to classroom activities. Some of the themes and their lessons are:
- Animals—land/water animals, bugs/how they move, wild animals, birds, and more
- Food—food groups, comparing foods, and drinks
- People—body parts, senses, emotions, construction workers, and more
- Sounds—sound words and neighborhood sounds
- Verbs—functions of toys, furniture, jobs, and communication; synonyms for action words
- Work—jobs, tools, construction tools, and more
- Miscellaneous—measurements, vehicles, universe/planets, and more
Copyright © 1999
- Direct and indirect instruction of vocabulary words helps students boost reading comprehension and improve performance for semantic tasks (NRP, 2000).
- In-depth knowledge of word meaning helps students comprehend what they read and helps them use words accurately in speaking and reading (Taylor-Goh, 2005).
- Effective vocabulary instruction strategies actively engage the student and require higher-level cognitive processing. These strategies include: using new words in novel sentences based on connections to prior knowledge, identifying synonyms and antonyms, analyzing word features, and using visual aids (Kester-Phillips, Foote, & Harper, 2008).
- Vocabulary intervention should provide opportunities for the student to use target words in multiple contexts (Boone et al., 2007).
- Students who struggle with vocabulary acquisition need more trials than typical language learners to maximize vocabulary growth (Montgomery, 2007).
- Neuropsychological studies provide convincing evidence that semantic knowledge is organized categorically and functionally and these are important elements of semantic knowledge. Semantic knowledge is thought to drive the processing of meaning in language (Rhodes & Donaldson, 2008).
Scissors, Glue, and Vocabulary, Too! incorporates these principles and is also based on expert professional practice.
Boone, K., Letsky, S., Wallach, S., Young, J., Gingrass, K., & Daly, C. (2007, November). Role of SLP: A method of inclusion. Paper presented at the American Speech-Language-Hearing Association convention. Retrieved June 25, 2009, from http://convention.asha.org/2007/handouts/1137_1371Letsky_Sarah__107277_Nov28_2007_Time_071812AM.ppt
Kester-Phillips, D.C., Foote, C.J., & Harper, L.J. (2008). Strategies for effective vocabulary instruction. Reading Improvement, 45(2), 62-68.
Montgomery, J. (2007, November). Vocabulary interventions for RTI: Tiers 1, 2, 3. Paper presented at the American Speech-Language-Hearing Association convention, Boston: MA.
National Reading Panel (NRP). (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction-Reports of the subgroups. Retrieved June 25, 2009, from www.nichd.nih.gov/publications/nrp/upload/smallbook_pdf.pdf
Rhodes, S.M., & Donaldson, D.I. (2008). Association and not semantic relationships elicit the N400 effect: Electrophysiological evidence from an explicit language comprehension task. Psychophysiology, 45, 50-59.
Taylor-Goh, S. (2005). Royal college of speech and language therapists: Clinical guidelines. United Kingdom: Speechmark.