Absurdity |
something that would not be considered part of what is reasonable or normal |
Adjective |
a word that describes a person, place or thing (big, small, huge, red) |
Appropriate |
suitable or correct for a particular purpose or conversation |
Auditory input |
to hear |
Book Embedded Vocabulary Instruction |
a strategy that incorporates language and vocabulary instruction in the classroom |
Chorally |
a group of children responding all together |
Context |
the setting or where the story or situation takes place |
Contextualize |
connected to something the children are doing |
Converse |
to discuss or have a conversation between two or more persons |
Descriptive |
detailed words used to describe objects or situations that build oral language skills |
Dialogic Reading |
a strategy that enhances vocabulary and oral language skills using realistic illustrations in children’s books |
Dialogue |
conversation between two or more people |
Differentiates |
to have the ability to tell the difference between two or more concepts |
Elicit – to draw or bring out (a response, for example) |
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Enhance |
to increase or build upon |
Ensure |
to guarantee or make sure |
Expansion |
the act of adding more descriptive words to a simple word or phrase in order to increase vocabulary development |
Facilitate |
to support or encourage vocabulary development by increasing the amount of vocabulary children are exposed to throughout the day |
Fast mapping |
a way children learn vocabulary that begins with a child hearing a word, obtaining the word’s meaning from someone or something, and remembering that first impression of the word by which all other definitions and situations will be compared |
Function |
the purpose for which something is designed or exists |
Implement |
to incorporate or to carry out |
Intentional teaching |
a deliberate creation of contexts and situations in which to teach new vocabulary |
Label |
a short word or phrase descriptive of a person, group, or object |
Language Scaffolding |
a strategy that utilizes every opportunity during the school day to enhance language and vocabulary development |
Model |
teacher overtly demonstrates a strategy, skill, or concept that children will be learning |
Multi word statements |
oral statements using many words including some new vocabulary words and descriptive words to build children’s oral language skills |
Narrative |
a story about fictional or real events |
Noun |
person, place or thing (teacher, Florida, pencil, plate) |
Open ended questions |
questions that encourage many different responses to allow children to practice their language skills |
Oral Language |
spoken language |
Ordinary |
the normal or expected |
Paraphrase |
a restatement of a text or passage giving the meaning in another form for clearness |
Plot |
storyline; the plan, scheme, or main story of book |
Promote |
to encourage through action |
Prompt |
to assist (a person speaking) by suggesting something to be said |
Referent |
the word that is chosen to be defined |
Refine |
make more precise or increase depth of knowledge regarding the topic |
Scaffold |
the process of teacher modeling and providing appropriate support to help a child acquire a skill or knowledge (e.g. giving clues, asking questions, providing verbal prompts) |
Spontaneous |
coming from a natural tendency; without effort; natural and unplanned |
Strategize |
to make up or determine a strategy or plan |
Summarize |
reducing large selections of text to their bare essentials: the gist, the key ideas, the main points that are worth noting and remembering |
Tactile input |
to feel |
Think, Show, Tell, Talk |
a strategy that promotes language and vocabulary development by using a specific routine to label objects or actions during daily classroom routines |
Utterance |
real or nonsense words or sounds that a child says |
Verb |
expresses action (run, hop, jump, leap) |
Visual input |
to see |
Verbatim |
exactly the same words; word for word |
Word knowledge |
the mental dictionary / thesaurus or the words in one’s head that are used to figure out what is going on in the world |
World knowledge |
the experiences one has in his/her life that one learns from that develop vocabulary |