Teach children to describe things in new ways and enrich their oral and written language skills. Appealing one-page lessons with simple language demands are perfect for children with language-learning disorders.
- Understand and use describing words
- Recognize and use specific strategies to understand and use an increasingly rich vocabulary
- Expand working vocabulary and curricular vocabulary
The activity pages have lots of visual supports. Lesson formats vary and consist of tasks like circling pictured items, matching pictured and written items, formulating one-word written answers, and lively games. Vocabulary is taken from graded vocabulary lists and is familiar to most students. A pretest/posttest makes it easy to measure instruction results.
Children learn to:
- describe what things look, feel like, taste like, sound like, or smell like
- use actions, functions, or parts to describe things
- exclude words that are not logical attributes of things
- describe things
You may purchase Spotlight on Vocabulary Level 1 Attributes individually or as part of the 6-book Spotlight on Vocabulary Level 1 set. The 6-book set consists of:
Copyright © 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).
- Children require strategic instruction to access the curriculum to the best of their abilities. Instruction in key language areas helps children become effective students (Taylor-Goh, 2005).
- Vocabulary skills correlate with academic success and literacy attainment (NICHD, 2000).
- A systematic approach to teaching vocabulary, including direct and indirect instruction, teaches students that vocabulary is important for learning language and for reading (Beck, McKeown, & Kucan, 2002).
Spotlight on Vocabulary Level 1 Attributes incorporates these principles and is also based on expert professional practice.
Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford Press.
Kester-Phillips, D.C., Foote, C.J., & Harper, L.J. (2008). Strategies for effective vocabulary instruction. Reading Improvement, 45, 62-68.
National Institute of Child Health and Development (NICHD). (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature 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.