Does your student understand concepts like public/private, vague/precise, and vertical/horizontal? These lessons help students learn the curricular concepts they need to excel in the classroom.
- Learn concepts for location, size, quantity, quality, time, and relationships
- Apply concepts in the classroom
The 100% Series boost academic performance with:
- a broad scope of skills
- ready-to-use lessons
- hierarchy of activities
- lots of practice opportunities
100% Concepts Intermediate gives students practice in applying more than 200 concepts to classroom work. All of the one-page lessons use curricular contexts. The lessons are organized by topic area. Each topic area includes teaching suggestions and a progress chart. The topic areas and some of the concepts are:
- Location and Direction—front/rear, near/distant, area/zone/territory, coast/shore, interior/exterior, and more
- Size, Weight, and Volume—massive, deep/shallow, weight, area, volume, height, length, expand/contract, and more
- Quantity—single/double/triple, odd/even, thousand, million, and more
- Comparison—similarities/differences, equal, fewer/fewest, superlatives, and more
- Quality or Condition—simple/complex, direct/indirect, solid/hollow, ancient/modern, mixed/pure, and more
- Time and Occurrence—sometimes/always/commonly, whoever/whomever, daily/weekly/monthly/annually, and more
- Relationship—alone/single/together, divided/joined/united, and more
- Degree or Extent—partly, halfway, somewhat, generally, minor/major, mild/severe, common/uncommon, and more
- Truth, Fact, and Likelihood—clearly, probably, possibly, incorrect, definite, and more
You may purchase 100% Concepts Intermediate individually or as part of the 100% Concepts 2-Book Set.
Copyright © 1997
- 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 aides (Kester-Phillips, Foote, & Harper, 2008).
- Students need to understand semantic connections among words. It may be necessary to target understanding of basic concepts that underpin the vocabulary required to access the curriculum (Taylor-Goh, 2005).
- 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).
- Vocabulary intervention should provide opportunities for students to use target words in multiple contexts (Boone et al., 2007).
100% Concepts Intermediate 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, Boston: MA.
Kester-Phillips, D.C., Foote, C.J., & Harper, L.J. (2008). Strategies for effective vocabulary instruction. Reading Improvement, 45(2), 62-68.
Taylor-Goh, S. (2005). Royal college of speech and language therapists: Clinical guidelines. United Kingdom: Speechmark.