Students learn to identify and organize attributes and to use that information to make word definitions. The step-by-step lessons work well for students with language processing disorders and English Language Learners.
- Identify attributes
- Name and sort items by category
- Define items by critical features
Busy clinicians rely on the SPARC series for:
- convenience and portability
- loads of pictures and practice opportunities
- a systematic progression of discrete skills
The book is organized into sixteen themed units (e.g., fruits, furniture, zoo animals, and sports). Each unit has five two-page activities. Each activity consists of a page of pictured items and a page of corresponding stimuli for the instructor.
Each unit targets four skill areas:
- Understanding Attributes—identify important attributes such as category, size, color, parts, and uses by pointing, naming, and using prior knowledge
- Naming, Sorting & Identifying Attributes—brainstorm items in a category, use a picture scene to name eight items in a category, sort items by one or two attributes, and identify one or two common attributes for a small group
- Comparing Two Members of a Category—describe how two items are alike and different
- Understanding & Completing Definitions—identify the critical features of items and use them to make word definitions
Copyright © 2002
- "The incremental nature of vocabulary growth involves adding correct attributes, deleting false attributes, and decontextualizing students' word definitions" (Fukkink, Blok, & de Glopper, 2001).
- Vocabulary skills correlate strongly with academic success and literacy attainment (NICHD, 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).
SPARC for Attributes incorporates these principles and is also based on expert professional practice.
Fukkink, R.G., Blok, H., & de Glopper, K. (2001). Deriving word meaning from written context: A multicomponential skill. Language Learning, 51(3), 477-496.
National Institute of Child Health and Human Development (NICHD). (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. (NIH Publication No. 00-4754). Washington DC: U.S. Government Printing Office.
Taylor-Goh, S. (2005). Royal college of speech & language therapists: Clinical guidelines. United Kingdom: Speechmark.