Make it easier for students to grasp abstract meanings with these rich full color cards presenting each concept in ten different contexts. Stimuli on the back of the cards are written in English and Spanish.
- Understand and express basic concepts of quantity, description, and position
Forty concepts are depicted in ten different illustrations (400 cards total). Students learn three categories of concepts:
- Quantity—100 cards teach concepts such as empty, full, more, less, whole, half, pair, and many
- Descriptive—100 cards teach concepts such as big, little, old, new, same, different, tall, and short
- Position—200 cards teach concepts such as on, off, top, bottom, over, under, together, apart, beside, between, and around
Stimulus items on the back of each card are written in English and Spanish. The stimulus items progress in difficulty:
- Identify the concept in the picture—Show me the glass that is empty.
- Cloze sentences using the concept vocabulary—This glass is full, but this glass is _______. (empty)
- Yes/no questions—If you were thirsty, would you choose the empty glass? (No, I would choose the full glass.)
- Wh- questions and choice questions—What would you fill an empty glass with? (Answers will vary.)
The instruction booklet has:
- guidelines and steps for teaching language concepts
- suggestions to extend concept practice into daily activities
- teacher checklist
Copyright © 2007
- 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).
- Students need to understand semantic connections among words (Taylor-Goh, 2005).
Basic Concept Pictures English and Spanish incorporates these principles and is also based on expert professional practice.
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 February 23, 2009 from www.nichd.nih.gov/publications/nrp/upload/smallbook_pdf.pdf
Taylor-Goh, S. (2005). Royal college of speech & language therapists: Clinical guidelines. United Kingdom: Speechmark.