(F) Language Intervention in Semantics

Developmental Perspective

-____ and _____ intervention

—Children will produce ___ words and ____-word utterances representing varied communicative content for multiple functions

—The child will use ___ word utterances to convey a variety of semantic grammatical relationships in functional contexts

-infant and toddler

—first/single

—two

Developmental Perspective

-______ intervention

—child will show _____ rates of adding new words _______ and will demonstrate _______ of new vocabulary by responding in new contexts 

-preschool

—increased 

—productively

—comprehension 

Developmental perspective

-____ _____ intervention

—Student will demonstrate the appropriate _______ and _____ of new vocabulary in _____ context

-school-aged

—comprehension

—expression

—academic

_____: relationship of a word or sign to the underlying concept

vocabulary or meaning

true or false: children use a single strategy to construct meaning

false (children use different strategies at different times to construct meaning)

_______ _______, or what the child knows about his or her world, is important to vocabulary development 

world knowledge 

early word meanings are acquired through _____ ____ to ________ experiences, especially predictable, everyday routines

events related to everyday

gradually meanings will _______ and _________

-generalize

-decontextualized

eventually children utilize linguistic, _______-______ processing 

semantic-based 

Process of Vocabulary Development

-______ _______: a small portion of meaning is acquired through first exposure

-Fast mapping

true or false: when fast mapping a child’s word and world knowledge impact which features of the definition he/she acquires

true

process of vocabulary development

-____ ______: repeated exposure results in a more complex “map” of the word’s meaning 

-extended mapping

words are remembered in relation to other _____ and form _____ _____

-other words

-meaning networks

Relationships between words are based upon meaning and are remembered through:

-_______ processing

-________ processing

-_______ processing

-acoustic

-categorical

-semantic

in typically developing children _______ word knowledge results in increased _____ _____

-increased 

-storage strength 

_______ language development is thought to precede ______ language development

** you have to _____ a word’s meaning before you can ___ it effectively

-receptive

-expressive

*you have to understand a word’s meaning before you can use it effectively

pointers for word learning

-build upon an _______ or ____ ____ base and establish ____ to new words

-teach in _______ context

-provide ______ exposures

-experiential; prior knowledge; establish

-meaningful

-multiple

what are the 7 recommended methods of vocabulary teaching:

-E______

-D______

-T____

-F______

-T______

-T_____

-T_____

-Engaging in interactive book reading 

-Direct vocabulary instruction

-Teach word-learning strategies 

-Foster word consciousness through “playing with language”

-Teach word relationships 

-Target conceptual development 

-Target vocabulary for academic use 

engaging in interactive book reading

-talk about _______, ______, ____ in the book

-objects

-characters

-events

engaging in interactive book reading

-talk beyond the text 

—proceed from the discussion of the immediate to the ______

abstract 

engaging in interactive book reading

-prompts for _____ discussion

—point to

—name pictures

—describe physical traits

immediate

engaging in interactive book reading

-prompts for _______ discussion

—why events happened

—why emotions developed 

abstract 

Direct vocabulary instruction

-direction instruction should focus on _____ frequency words

-words can be taught through several ______ and across ______

-use _______ approaches

—listen to the word

—say the word

-high

-methods; situations

-multisensory

Selecting words to teach:

-Tier _____

—common vocabulary that children learn early

—words most children know already

—require no instructional time

—critical to the comprehension fo written material

-tier one

selecting words to teach:

-tier _____

—academic vocabulary words 

—words children will likely encounter repeatedly and nearly in every subject 

—” academic words”

—are taught in depth; 12-15 per week 

-tier two 

**in many cases, there is a simple “tier one: word for “tier two” words 

selecting words to teach:

-tier _____

—specific words related to a particular subject of study

—words not used broadly

—students need in-depth understanding of words only if necessary for understanding the unit or passage 

—otherwise, quick explanation is sufficient 

-Tier three 

Explicit yet Engaging Vocabulary Instruction…

-is ______ to suit the strengths of the students

-encourage ____ learning

-includes a ____-_____ definition of target word

-includes ______ and ___-______

-differentiated

-active

-child-friendly

-examples and non-examples

Explicit yet Engaging Vocabulary Instruction…

-reinforces the word via _____

-reinforces the word via ________ (roots, affixes) 

-reinforces the word via _______ (sounds, pronunciation) 

-reinforces the word via ______ (spelling)

-usage

-morphology

-phonology

-orthography 

what are the three qualities of effective vocabulary instruction:

-i_______

-r_______

-M______ u___

-integration

-repetition

-meaningful use

Three overarching qualities of effective vocabulary instruction:

1. _______

-linked the new learning with something already known

-mix together and combine now concepts with old

-integration

Three overarching qualities of effective vocabulary instruction:

2. ______

-provide multiple and varied exposures to the word in differing contexts

-more than 20 exposures may be required before the word is remembered 

repetition

Three overarching qualities of effective vocabulary instruction:

3. _______

-use the word in varied applications or context 

-draw associations, contrast and compare words and concepts 

meaningful use

3. Teach word learning strategies

-provide direct instruction on appropriate use of:

—D______

—T________

—O____ R_______

—dictionary

—thesaurus

—online resources

3. Teaching Word-Learning Strategies 

-teach advancing readers how to ___ ____ of an unknown words 

-teach advancing readers to use ______ clues and word ____

-infer meaning 

-context; parts 

3. Teaching Word-Learning Strategies 

-provide instruction in ________

-integrate instruction in _______ and ______

-morphology 

-spelling and morphology 

3. Teaching Word-Learning Strategies 

-teach ____ words and various _________ ________

-can combine this with _______

-root; morphological affixes

-spelling

4. Fostering word consciousness 

-W____ p____

-M_____ S_____

-R______

-word play

-matching synonyms

-riddles 

4. Fostering word consciousness 

-_____ ____

—one syllable words that rhyme 

Hink pinks 

4. Fostering word consciousness 

-_______ ________

—two syllable words that rhyme

Hinky pinkies

4. Fostering word consciousness 

-_________ ______

—three syllable words that rhyme

hinkety pinketies

5. Teaching word relationships

-_______: words that mean the same

synonyms

5. teaching word relationships

-_______: words that sound the same but have different meanings

homonyms

5. teaching word relationships 

-________: opposites 

antonyms 

5. teaching word relationships

-create _______ ____: graphic organizers that require students to use background knowledge and deepen word knowledge

semantic maps

5. teaching word relationships

-can use varied types of semantic maps such as:

—______ map

—________ _______ analysis chart

—______ model

—_____ line

—concept

—semantic feature

—Frayer

—word

6. targeting conceptual development through

-________ terms 

-C_______

-S______ and T______ terms 

-Q_______ terms 

-quantitative

-conjunctions 

-spatial and temporal 

-qualitative  

________ terms include but not limited to:

-words that deal with numbers and quantitiy

—ex. one, two, three

—some, few, couple

—nearly, almost all

—half, one-fourth

—precentages

—units of measure

quantitative terms

________ terms include but not limited to:

words that describe and help compare 

—examples 

—big, little

—soft, hard

—sweet, sour

—wide, narrow

—comparatives and superlatives 

qualitative 

Development of qualitative terms:

-_______ concepts learned before _____ concepts

-_____ use before ______

-_______ before _______

-________ word pairs acquired _____________

—_____ members before ______ members

-nonspecific; specific

-regular; exceptions

-comparative; superlative

-conceptual; asymmetrically

—positive; negative

_______ and _______ terms examples include:

-next to

-under

-outside

-upside down

-above

-corner

-high/tall

-end

Spatial and temporal

Spatial and temporal terms 

-first teach _______ concepts in relation to the _____

spatial; child

________ terms examples include:

-next

-before

-weeks

-calendar dates

-sometimes

-seasons

-soon

temporal

temporal terms

-begin with _______ terms and move to the ______

-one context may not be enought for teaching concepts of ____ and ____

-concrete; abstract

-time; space

7. Targeting vocabulary for academic use

-language processing hierarchy easy to hard

—L_____

—F______

—A_______

—C__________

—S_________

—D_______

—M_________ M_______

—i_____

—A________

—Labeling

—Functions

—Associations

—Categorizations

—Similarities 

—Differences

—Multiple Meaning

—idioms

—Analogies 

7. Targeting vocabulary for academic use

-_______: ability to name objects, people, and actions 

labeling 

7. Targeting vocabulary for academic use

-_________: understanding the purpose of objects, people, and actions

functions

7. Targeting vocabulary for academic use

-__________: connecting words with their corresponding words based on use

associations

7. Targeting vocabulary for academic use

-__________: grouping objects, people, and action based upon shared characteristic 

—_____ naming: naming items that belong to a category

—_________ naming: naming the category a group of items belongs to 

-categories 

—divergent

—convergent 

7. Targeting vocabulary for academic use

-_________ and _________:comparing and contrasting objects and contrasting objects, people, and actions; antonyms and synonyms 

similarities and differences

7. Targeting vocabulary for academic use

-_________ ________: understanding that words can have multiple meanings

multiple meanings

7. Targeting vocabulary for academic use

-______: understanding figurative language

idioms

7. Targeting vocabulary for academic use

-________: understanding word relationships between words and concepts in sentence form

analogies 

figurative language practice:

-________: an expression of language that connot be derived from the meaning of its elements 

idoms 

Figurative Language

-________: a figure of speech in which a word or phrase literally denoting one kind of object another to suggest a likeness

metaphor

Figurative Language

-_______: a figure of speech comparing two unlike thinks that is often introduced by “like” or “as”

-simile

With figurative language the most common error is ______ ______

literal interpretation