Students develop semantic thinking for word organization and recall with this card set. They learn much more than simple vocabulary words and gain vocabulary skills for life.
- Establish semantic knowledge in functions, categories, attributes, associations, multiple-meaning words, and more
- Form life-long vocabulary building skills
- Improve expressive language skills
The cards are organized into ten major vocabulary skills and sequenced in order of complexity. You get twenty cards for each skill area. Each card has six questions. Present a picture and talk about it with the student. Relate the picture to the student's personal experience and information. Then read a question on the card and let the student answer it. The ten vocabulary skill areas are:
What do you do with a garden?
What group do these things belong to?
What shape is a caterpillar?
Which of these don't go with an elevator?
How is tape like plastic?
What is a motorcycle?
What is another word that means the same as scared?
What means the opposite of a piece of something?
What does each picture show?
Does this make sense? Park the car in the chimney.
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- 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).
- 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).
No-Glamour Vocabulary Cards incorporates these principles and is also based on expert professional practice.
Kester-Phillips, D.C., Foote, C.J., & Harper, L.J. (2008). Strategies for effective vocabulary instruction. Reading Improvement, 45(2), 62-68.
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.