| 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) |
| 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 |
{term} - {definition}
