Learning Middle School Vocabulary In A Different Way

A few weeks ago I searched for some more vocabulary development ideas. I looked for an established program that best fit my therapy style and could be easily translated into the classroom. I found this program developed by Dr. Edwin S. Ellis called the Clarifying Routine. The program emphasizes elaboration of vocabulary while teaching it and promotes adding a "knowledge connection". The "knowledge connection" is to help the children keep the word in their memory bank.


Here is the link to Dr. Ellis's ideas http://www.ldonline.org/article/5759
I have tried to contact Dr. Ellis and other agencys to get more information/instruction on his program but have not been successful.

Most middle school parents and teachers have seen children learn new vocabulary then immediately forget it once the test is over. They usually study for test vocabulary by creating vocabulary cards with a word on one side and a definition on the other. In his article Dr. Ellis shows a vocabulary template requiring a little more information, referred to as The Clarifying Table to replace the basic vocabulary card. This is the link to a sample Clarifying Table http://www.ldonline.org/images/articles/article5759clarifyingtable.gif

You will immediately see how this table would be a better tool to use when learning/studying vocabulary. The student may not use this elaborate table for every vocabulary word, maybe just a couple. What the table is really suppose to do is to teach the child how to make a knowledge connection with words to aid retention and vocabulary development in general.

I presented the Clarifying Table to some of our 7th grade teachers and they loved the idea. A couple were using a template referred to as a "vocabulary map" which was very similar.

Teachers and therapists, I believe you will find The Clarifying Routine and template simple, fun and beneficial. Parents I think you will find the concept interesting and helpful, especially if you have a student who struggles with vocabulary. I believe that learning the concept of attaching knowledge rather than memorizing a definition would be extremely helpful for all children but especially those who may be struggling with reading or who have struggled with reading in the past. These are the kids who tend to demonstrate a decreased vocabulary.

Since I was not able to get in touch with Dr. Ellis or find a way to obtain his materials/training we put together a template that was similar to the clarifying table but fit our needs.

(Can't seem to transfer it from excel or word. Let me work on it. You will obviously get the idea from Dr. Ellis's example)

Take a peek it is worth it

Teresa

Speech and Language Workbooks that Work

Speech and Language Workbooks that Work
At the Middle School Level

Over the years I have purchased many speech and language workbooks to use in therapy. Some of these books have been extremely helpful and some have been a total waste of money. What I want to do is collect a list of workbooks that are actually helpful in therapy.
Therapists, please submit your recommendations to add to the list. If you have the time please mention, the skills targeted and how you use the book either in therapy or in the classroom setting if you do inclusion.
Here are a few of my favorites.

Saying One Thing, Meaning Another
Author: Cecile Cyrul Spector, Ph.D
This book targets a variety of ambiguous and figurative language tasks. It is organized into sections that focus on targets such as homophones, homographs and figurative expressions. The author begins each new concept with a highlighted section that actually helps to identify and understand. Then Spector adds good variety of practice items to help solidify understanding of the concept presented. I like to use this book as an introduction to ambiguous and figurative expressions then supplement with other games and activities.
Submitted by: Teresa S.

Language Remediation and Expansion
Author: Catharine S. Bush
This is a great book. It provides examples of a variety of language concepts. Some that I remember off the top of my head are rhyming synonyms, analogies, homophones, homographs and analogies. The examples provided in this book are at a teaching level. I often take the information and examples in this book and use them in a variety of ways to provide challenging therapy activities. Unfortunately, this book is old and I am sure it is out of print. Since it is old, some of the examples are a little dated. I just skip the dated examples or give them to the kids for fun, then explain. If you have a copy of this book sitting around your office, dust it off and take a good look at it.
Submitted by: Teresa S

HELP 3
Authors: Andrea Lazzari and Patricia Myers Peters
If you are a speech and language pathologist in the public schools, you have to be familiar with the HELP books. HELP 1 and 2 were the first books I bought when I started my career and I used them a lot with younger students or lower functioning students. With the older kids, I use Help 3, which focuses on Concepts, Parapharsing, Critical Thinking and Social Language. The book is organized so it is easy to pick and choose appropriate tasks. I really like the paraphrasing tasks and the way they build from synonyms to paraphrasing paragraphs. When used appropriately, this book helps to demonstrate how to be flexible with language.
Submitted by: Teresa S

Tasks of Problem Solving-Adolescent
Authors: Linda Bowers, Rosemary Huisingh, Carolyn LoGiudice
This is the newest workbook in my collection. When I ordered the updated Test of Problem Solving this book was recommended as a companion purchase. It aligns itself with many of the tasks found on the TOPS. Some of the items might be a little too easy for the sophisticated student with pragmatic issues and there are not always enough examples. However, so far this is the best workbook I have found targeting pragmatic issues with the middle school crowd.

Submitted by: Teresa S

Vocabulary Development Is Key to Understanding Higher Level Language

In therapy, I talk a lot to my students about being flexible with language. You may not find much on flexibility with language if you did a search but I think it is one of the most important parts in developing higher level language skills. I just started using the term "flexibility with language" and the kids seemed to get it. I use the term to refer to the ability to look at language in different ways……

• to understand language can have different meanings in different contexts
• to know how to use to use language in different ways to convey a variety of different meanings.

This is all part of developing higher level language abilities. Developing a mature vocabulary is just a first step toward efficient higher level language skills. Below are some simple suggestions to encourage strong vocabulary development during the middle school years.

Vocabulary Development Ideas
After a certain age, children primarily expand their vocabularies through reading. For a child with language or reading disabilities this usually does not come naturally. Children who do not like to read or are not encouraged to read will also have difficulty expanding their vocabulary skills. Without good vocabulary development, students will have little understanding that a word may have two meanings and various spellings. They will not realize that every little change, in how a word is used, can vary the meaning or the message conveyed.
A poor vocabulary affects all areas of language and learning. During the middle school years, a student’s vocabulary should grow by leaps and bounds. Around 7th grade text books become more technical and teachers naturally step up their own use of language. Conversations with peers are becoming more mature and topics kids talk about are more controversial. Without good vocabulary skills, kids will have more difficulty understanding the subtleties or humor in language.

Things to do at home with your middle schooler to encourage vocabulary development:

• Obviously, encourage your child to read. If your child struggles with reading, consult with their teacher about appropriate books at their reading level.
• Vary their reading material. Magazines are wonderful and often peak a child’s interest. Comic books, have your read one lately? Comic books often appear juvenile but some contain a lot of higher level vocabulary and language.
• Talk to your child about current events. Provide some explanation about what is going on and why. Talk to them about your opinions and ask them theirs. Driving in the car is a great time to do this because you have a captive audience.
• Talk about different categories of words. Homonyms, homophones and Homographs to be specific.
• Homonyms are words that sound alike but are spelled different. An example would be: the word bark-the bark of a tree or the bark of a dog http://www.cooper.com/alan/homonym_list.html
• Homophones are words with two spellings and two meanings but only one pronunciation. An example would be: buy/by/bye
  http://az-aall.org/AALL/Pages/Lessons/Support/HomophoneList.pdf
• Homographs are words which have one spelling but two pronunciations and two different meanings depending on how the word is used. An example would be: Let’s wind up the kite string before the wind gets too wild. http://myweb.tiscali.co.uk/wordscape/wordlist/homogrph.html
• Do crossword puzzles together and explain answers
• Books on tape are real good. Just keep in mind that reading is still important
• Watch movies with subtitles on when possible. Overwhelming for some kids multi-sensory approach for others.
• Keep checking back I will occasionally add other ideas.

Develop Those Higher Level Language Skills!

During the middle school years, students are beginning to develop higher level language abilities. Most students do this so naturally we do not even notice. Teachers do their best to help students gradually develop mature language skills. However, students with language disabilities or just weak academic habits may have difficulty acquiring these higher level language skills.

What are some higher level language skills?

• Development of mature vocabulary
• Understanding of word relationships such as homophones and homographs
• Understanding and use of figurative expressions
• Organization of mature sentences (oral and written)
• Understanding and use of mature grammatical structures (oral and written)
• Ability to draw conclusions and inferences
• Ability to paraphrase and rephrase with ease
• Ability to reason
• Looking at things from another’s perspective

Concerns when Students do not attain higher level language skills.

• Difficulty with comprehension (oral and written)
• Unable to understand and make connections and associations
• Difficulty understand jokes, riddles and humor in general
• Inability to organize language
• Writing skills will suffer
• Poor problem solving skills
• Inability to be flexible with language ( I will explain more about that later)
• Academic success is effected
• Immature pragmatic abilities (social speech skills)

Many simple activities can help foster development of higher level language skills. Keep an eye on my blog. I will continue to provide information and suggestions for intervention. If you need me to address an area ASAP or you have specific questions drop me a comment.

Teresa

Game Modifications That Work

Game Modifications That Work

Over the past 20 years, I have purchased many games out of therapy catalogs. Few of these specially designed games have lived up to my expectations. Out of sheer desperation for creative therapy ideas that were relevant, would give the students a lot of opportunity to practice the target skill with in a short therapy session and were inexpensive, I began to pull games off our own shelves at home. I was able to take many of my games and modify them to fit my student’s needs.
Even mildly language disabled children might struggle with traditional board games. Language disabled kids are usually not very quick on the draw so playing higher level skill games with peers is not a lot of fun. However, with some simple modifications board games can become fun and educational. Every week, until I run out of ideas I will try to profile a game that I have modified and used successfully in therapy. These modifications are simple and there are obviously no set rules. You can use my suggestions in therapy or at home, with only one child or with a group of children. I have often modified board games for an entire class. Keep in mind that modifications are always based on the child’s specific needs. Modifications that work for one individual or group might not for the next. I know this sounds like a simple idea. It is. Sometimes you just need the idea to get your own creativity flowing.