vocabulary, comprehension and the common core: adolescents

Vocabulary, Comprehension and the Common Core: Adolescents

Judy K. Montgomery, PhD. CCC-SLPChapman University Irvine, CA

Email: [email protected]

Learning Objectives

Participants will be able to:

1. Apply 4 types of vocabulary to content areas2. Compare and contrast effective vocabulary

strategies3. Write goals to measure student progress 4. Dramatically increase student skills in literate

language and academic vocabulary

We already know that …Limited vocabulary is a hallmark of under-developed language skills and a serious obstacle to acquiring literacy and academic standards.

Since vocabulary is first learned indirectly, then directly, students may have a small number of words at their disposal due to a lack of experience, a lack of instruction, or a language disability. (Today’s question is: how do I link vocabulary intervention to the common core state standards ?)

Scientifically based research

“means research that involves the application of rigorous, systematic and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs.”

(Zirkel, 2009, p. 38.) from NCLB (ESEA).

Educators Must Make Informed Decisions (Zirkel, 2009)

• Read, think, and compare• Know your students/clients well• Attend PD and CE• Be watchful and alert for change/growth• Collect and use data• Be able to select another strategy quickly

Evidence-based statements may clarify what to do

• Data originated in the research literature• Have been investigated within a body of

child development – not theory• Are easier to understand and use than

research “conclusions”.• Often found in the implications of Levels 1,

2, 3 research articles

Examples of EBP Statements• Students learn vocabulary directly when

they are explicitly taught individual words and word-learning strategies (NRP, 2000).

• Approaches that teach word meanings as part of a semantic field are especially effective for children with low initial vocabularies (Marmolejo, 1991).

Vocabulary Instruction for School Age Children

• School dictates the way in which language is used.• Gradually strengthen the relationship between oral language

(speaking) and literacy (reading).• Move from a developmental (how to do it) focus to functional

performance (how to use it)• Narrative, then expository text dominate (60/40 %).• Basic literacy skills give way to the development of written

text.• Remain sensitive to cultural/linguistic background of students

throughout all stages/ages.

Samples of EBP Statements for Language Instruction

• Vocabularies increase in size and depth• Utterance length increases by one word per

year until age 9 - tapers off. (Adult = 14)• Use of complex sentences increases with age• Metalinguistic awareness -“word

consciousness” develops • Reciprocal relationship between oral language

skills and literacy (Roth et al, 2005)

SLP decides if vocabulary intervention will target:Size

More words overall; in which of the 4 types of vocabulary; in which

languages; aligned with which tiers; and connected to all or some

curricular areas or standards???

Should I go wider…..?

DepthMore definitions for words already known; multiple meanings; antonyms and

synonyms; more uses for known words; more languages; aligned

with topics/purposes???Should I go deeper…?

Today, the target is vocabulary interventions for adolescents!

• the words we use to communicate• “ready access to lexical items” (Gallagher, 2004)

• gained from experience with extended discourse

• transferred from oral to written language

• Plays a critical part in learning to read• Helps students make sense of the words

they see by comparing them to the words they have heard

• Is one of the 5 building blocks of reading• Can be divided into four types

Four types of vocabulary

Listening Speaking Reading Writing

Teaching Students to Read

• Phonemic awareness• Phonics• Fluency• Vocabulary• Text comprehension

National Reading Panel, 2001

Vocabulary Demands on Students are Daunting

• 450,000 words in English- largest vocabulary of languages in use today

• Students must learn 3,000 words per year by 3rd grade.

• Only 400 words a year are directly taught by teachers.

• Academic demands are high

• However, everyday speech consists of only 5,000- 7,000 words.

• Conversation cannot make up the difference

(Frey & Fisher, 2007).

7 Principles of Vocabulary Acquisition1. Have a variety of rich experiences- and then talk about

these events2. Relate words to students’ lives3. Establish word relationships4. Develop depth of meaning5. Provide frequent exposure6. Create an interest in words7. Use vocabulary acquisition tools independently

(Gunning, 2004)

Typical Vocabulary Growth

• Typical children begin first grade with a 6,000 word spoken vocabulary

• Learn 36,000 more words by 12th grade

• Learn 10 words a day (Chall, 87; Gunning, 04; Nagy & Herman, 1987)

10 New Words a Day!

“On any given day, then, it might not be that children are learning 10 words; they might instead be learning 1/100th of each of a thousand different words” (Bloom, 2000, p. 25)

“I don’t think so!”

“What’s really happening?”Initial representations of word meanings are highly fragile, difficult to retrieve. Only after multiple exposures over time does the child own the word. (McGregor, 2010).

Common Core State Standards in Vocabulary

• SLPs must connect semantic (vocabulary) interventions to academic language performance and common core state standards (CCSS).

•There are standards in vocabulary acquisition at every grade level, in every subject area, in every state.

Vocabulary is a great choice for direct therapy intervention and classroom support!

Common Core State Standards (CCSS)

• Speaking and Listening Standards

• Reading Standards• Writing Standards• Language Standards

Sample Standards in Vocabulary

A. Apply word analysis and vocabulary skills to comprehend selections.

EARLY ELEMENTARY1.A.1a Apply word analysis skills (e.g., phonics, word patterns) to recognize new

words.1.A.1b Comprehend unfamiliar words using context clues and prior knowledge;

verify meanings with resource materials.

LATE ELEMENTARY 1.A.2a Read and comprehend unfamiliar words using root words, synonyms,

antonyms, word origins and derivations.1.A.2b Clarify word meaning using context clues and a variety of resources

including glossaries, dictionaries and thesauruses.

Standards continuedMIDDLE/JUNIOR HIGH SCHOOL 1.A.3a Apply knowledge of word origins and derivations to comprehend words

used in specific content areas (e.g., scientific, political, literary, mathematical).1.A.3b Analyze the meaning of words and phrases in their context.

EARLY HIGH SCHOOL LATE 1.A.4a Expand knowledge of word origins and derivations and use idioms,

analogies, metaphors and similes to extend vocabulary development.1.A.4b Compare the meaning of words and phrases and use analogies to

explain the relationships among them.

HIGH SCHOOL 1.A.5a Identify and analyze new terminology applying knowledge of word origins

and derivations in a variety of practical settings. 1.A.5b Analyze the meaning of abstract concepts and the effects of particular

word and phrase choices.

What Investigators Say…“The Common Core State Standards are here, and school-based SLPs are in a prime position to help students.”

Core Commitment by Barbara J. Ehren, Jean Blosser, Froma Roth, Diane R. Paul

and Nickola W. Nelson, The ASHA Leader, April 3, 2012. Copyright © 2012 •

MindWing Concepts, Inc. • 1-888-228-9746 • www.mindwingconcepts.com

What ASHA Says…• Based on their focused expertise in language,

SLPs offer assistance in addressing the linguistic and metalinguistic foundations of curriculum learning for students:– with disabilities– other learners who are at risk for school failure– those who struggle in school settings

http://www.asha.org/docs/html/PS2010-00318.html http://www.asha.org/docs/html/PI2010-00317.html

Copyright © 2012 • MindWing Concepts, Inc. • 1-888-228-9746 • www.mindwingconcepts.com

http://www.asha.org/docs/html/PS2010-00318.html

http://www.asha.org/docs/html/PI2010-00317.html

Communicative Competence:The Goal of the

• CCSS for Multi-Disciplinary English and Language Arts Literacy is to:– Incorporate all types of text– Have a foundation in oral language development– Require integration of the language processes of

Listening & Speaking, Reading, Writing and Language • The “core” of the Core is oral language

development.Copyright © 2012 • MindWing

Concepts, Inc. • 1-888-228-9746 • www.mindwingconcepts.com

Communicative Competence:The Goal of the

is comprehension, that is using knowledge!

The “core” of the Core is oral language development.

Eligibility for Speech and Language Services

• Is there a disability condition (communication disorder)?

• Does the disability have an adverse effect on educational performance?

• If so, are specially designed instruction and support services needed for student to make progress in the curriculum?

SLP Services Matter!

At this point in the

school year, most 4th

graders are able to

choose words to convey

ideas.

Jessica understands

simple synonyms but is

unsure how to use them

in her writing.

How to use the CCSS

• Read a CCSS standard.

• Determine if the student can perform it at grade level.

• If not, describe what the student can do and cannot do.

• Write the goal highlighting the timeline, conditions of performance, observable behavior, level of performance.

• By ___, student will demonstrate ____.

Sample

• By May 2015, Jessica will be able to demonstrate reading vocabulary flexibility by replacing words with appropriate synonyms in her weekly written work for 15 out of 20 target words in US history.

• (Look for the connection to the curriculum.)

The Myth of Age or Grade Level Vocabulary

• Students do not learn vocabulary words based on their age or their grade.

• They learn words based on their experiences.(Beck, et al, 2002) The Good News? You can never

select the wrong words to teach.

How shall we select the words for instruction ????

Ways to Select Words for Instruction

• The Book of Lists• Beck’s Tiered Words• Curriculum Words• Linguistically Relevant Vocabulary

Reading Teacher’s Book of Lists

Why use a list?

-Engaging-Meaningful-Short, medium, long-Categorical thinking-Collect lists

Sample Lists

Nonreversible word pairs (61)

• bacon and eggs• knife and fork• law and order• lock and key• lost and found• pots and pans• sooner or later• fun and games• in and out (List 26)

Signal words (225)

• Continuation signals– and; again; secondly, with,

one reason; finally; next

• Time signals– when, once, soon later, final,

during, before

• Emphasis signals– Above all; key feature;

especially relevant; vital (List 118)

More non-reversible pairs

In and _____Front and ______Sing and _____More or ______Friend or ______Salt and _____Heads or ______Supply and ____

Collocations • Make

• Do

• Catch

• Have

• Take

Tack up lists in your room- have students add words to them each day …

Things that are alive

in a desert

mice cactus spiders birds hikers horses flowers

Things to do on a SaturdayRide my bikeVisit my cousinGo shoppingHave a picnicEat ice creamPlay with my dogRun

More examples…

Elements

gold silver copper iron oxygen nitrogen mercury

Ways to find something you lost Go to last place you saw itAsk someone who is wise

Ask someone your friendReport it to a teacher

Report it to policeThink very hardImagine the last time you saw it

Add to a list…

Foods I Dislike

How to save money

Think of a science topic

Middle School topic? High School topic?

Bringing Words to Life

• Book by Beck, McKeown, and Kucan (2002).

• Presents 3 types of vocabulary (tiers).

– 1- basic vocabulary– 2- high frequency– 3- subject related

Bringing Words to Life

• Robust Vocabulary Instruction

• 2nd edition• 2013• New studies on Tier 2

words• Instruction should be

“vigorous, strong and powerful”

Three Word Tiers (oral or written vocabulary)

• Tier 1- basic words (happy, clean, fast)

• Tier 2- high frequency words; mature language users; multiple meanings; used in many settings

(cluster, sympathy, estimate)

• Tier 3- low frequency, specific words (lathe, chasm, warp)

(Beck, McKeowen & Kucan, 2002)

Selecting Vocabulary Words to Teach- the Big Q!

• Approximately 7,000 words in Tier 2

• Teach 400 per year (10 per week).

• Research shows this will have an impact

• Which 400 words?• Struggling learners -

consider 3 per week. (Beck, et al, 2002)

Intervene Using Tier 2 Words

1. Choose fiction or non-fiction book read in class

2. Read one page3. Highlight all the

Tier 2 words4. Select 3 of the most

useful ones

5. Student definitions from context

6. Provide student friendly definitions

7. Practice repeatedly8. Use in oral communication9. Reinforce in reading and

writing.(Beck et al, 2002)

Strategy

Selecting words for students reading 1-2 years below peers

• SLP reads any page of current book to self.• Selects Tier 2 words• Decides on 3 useful words• Proceeds to instruct

Let’s say you choose these words

• Mask• Vague• Clarification• Augment• Brand• Crystal

Now, select only 3 of these words for intervention

• Mask• Clarification• Brand

Selecting Vocabulary in a Clinically Relevant Way

• Let’s practice selecting Tier 2 words.

• Here is a good book to read aloud.

I went to the kitchen drawer and took out a lump of beeswax, a candle, a small funnel with a wooden handle, and some packets of yellow, red, and black dye.

Selecting Vocabulary in a Linguistically Relevant Way

• Let’s practice selecting Tier 2 words.

• Here is a book I think you might use in 4th 5th grade.

Dear Mrs. LaRue,I’d like to clear up some misconceptions about the Hibbons’ cats. First, they are hardly the little angels Mrs. Hibbons makes them out to be. Second, how should I know what they were doing out on the fire escape in the middle of January? They were being a bit melodramatic, don’t you think, the way they cried and refused to come down? It’s hard to believe they were really sick for three whole days, but you know cats.

IEP Goals

• By March 2015, Jamil will recognize 45 selected Tier Two words (3 per week for 15 weeks) with 85% accuracy, as measured by his ability to say or write a student-friendly definition for each.

• By the third report card period, Christina will read, write and correctly use 15 of 45 selected Tier Two words from a list in an essay on a topic of her choice in class.

Focus on Selected Tier 2 Words

1. Teach the words explicitly for 5 sessions.2. Use student-friendly definitions3. Search for the words in other places4. “Over-use” in both oral and written language

activities5. Say, show and read the words often.6. Review words one month later

Why is this an effective instructional technique?

• Uses research based strategies• Words selected in a linguistically relevant way• Provides explicit instruction• Ties to life experiences of students• Increased repetitions of the words• Engages students with an emotional response

(Beck, et al, 2002; Nelson & Van Meter,2005)

Montgomery Assessment of Vocabulary Acquisition

(MAVA)

A new vocabulary assessment tool based on Beck’s research and theory of vocabulary

acquisition using tiers- 1, 2, 3.

MAVA™ Montgomery Assessment of Vocabulary Acquisition™Ages 3;0-12;11

What does it do?• Ages 3:0 to 12:11 years• Assess receptive vocabulary in English• Assess expressive vocabulary in English• Compare scores for diagnostic decisions• Determine intervention needs for three types of

vocabulary- tiers 1, 2, 3 (Beck, McKeown & Kucan, 2002)

• Measure increased word knowledge for language and reading progress

• Make valid decisions for Title I, RtI, special ed

t

©2008 Super Duper® Publications

Example: Point to …


Example:What are

these?

Qualitative Interpretation of Performance

• Enter the data from a child's record form and automatically generate the percentage of tier one, two, or three words the child answered correctly.

• The Qualitative Response Analyzer will automatically count items incorrect after six consecutive checked items.

• http://www.superduperinc.com/products/view.aspx?pid=MAVA22&view=HowToVideo


http://www.superduperinc.com/products/view.aspx?pid=MAVA22&view=HowtoVideo

http://www.superduperinc.com/products/view.aspx?pid=MAVA22&view=HowtoVideo


A Qualitative Analysis of Jeffrey’s Performance on the Receptive Vocabulary Test of the MAVA™


™

Discussion of Goals for Jeffrey

• Long Term Goal – Jeffrey will increase the number of tier 3 (content area) vocabulary words he can recognize and use in his class.– Short Term Goal – With minimal support,

Jeffrey will correctly match a written word from a list of four plausible words to the definition of 15 key items in his science unit with 80% accuracy, 4 out of 5 times.


by Judy K. Montgomery, Ph.D.Super Duper® Publications


What does research tell us?

• Most vocabulary is learned indirectly

• Some vocabulary must be taught directly

• Poor vocabulary is a hallmark of language, literacy, and cognitive disabilities

How Children Learn Vocabulary

• First indirectly:– Conversations with adults– Listening to stories read by adults– Reading extensively on their own

– Teachers and parents often call it “picking up words” (Pence & Justice, 2008)

How Children Learn Vocabulary

• Next, directly:

– Word consciousness– Word learning strategies– Repetition and review– Direct instruction – teach certain words!

Children learn word meanings indirectly in three ways:

• Daily conversations and oral language experience with adults and other children

• Listening to adults read to them

• Reading extensively on their own

Students at risk, English learners often do not learn words indirectly because:

• They don’t engage in conversation as often

• They don’t alert to new or interesting words

• They often don’t listen carefully when read to

• They usually don’t read independently or for pleasure

These students may benefit from direct instruction in vocabulary

• Direct instruction includes:• Specific word instruction• Word learning strategies• Intensive sessions• Repetitions• Active engagement

Examples of Evidence-based Strategies to Increase

Vocabulary

Strategy

These EB teaching lessons will:• Include all four

vocabulary types• Combine print and

speech supports• Need to be modified

for grades and ages• Require many

repetitions to be successful

Intervention Strategies

•Bloom’s Taxonomy•Reverse Brainstorming•Object Definition•Free Rice

Matches with CCSS Tasks

• Content areas• Q and A format• Reinforces listening, speaking, reading• Typically involve lists, categories, parts

to wholes, critical content, sequence• May be created/written by students• Power vocabulary

EBP Statements • Maximize the number of

responses in a limited amount of time to get vocabulary growth (Paul, 2001; Gillon, 2007)

• Provide a definition and a lexical contrast to establish a more detailed understanding and longer retention of new words (Paul, 2001; Gillon, 2007)

• Struggling learners may need as many as 25 trials to acquire novel words compared to 9-11 trials for typical learners (Pence & Justice, 2008; Gray, 2003).

• Word consciousness-- an awareness and interest in words, their meanings and their power-- fosters vocabulary growth (NRP, 2000).

Action Words for Bloom’s Taxonomy (2012)

• Know– name– list– Tell– duplicate

• Understand– describe– express– cite– convert

• Apply– solve– sketch– manipulate– transfer

• Analyze– separate– deduce– calculate– prioritize

More Bloom’s …

• Evaluate– reframe– criticize– order– assess– predict– estimate– justify– persuade

• Create– design– combine– hypothesize– anticipate– infer– intervene– simulate– devise

An instructional strategy to use at the secondary level

Classroom Discourse

Brainstorming

Teacher/leader, highly knowledgeable in a topic, asks students to think of words, ideas, and concepts they believe belong. Leader records responses in view of students, but frequently provides most information him/herself.

Reverse Brainstorming

Teacher/leader/SLP, less expert in a topic, provides a list of words and asks students to cross out the words that do not belong to this topic. All students participate in oral and written forms.

Example: Reverse Brainstorming

Palm trees tallin sunny climates

easy to climbflowers

coconutsgrapefruit

fronds


Voice disorders15-25% of children

pitchloudnessqualityabuse

allergies or traumatongue

6-9% of children


U.S. governmentCongress

democracycarbonated

Senatemonarchy

vetoexecutive branch

olive branchrougevoter

Reverse Brainstorming – Summary

• Use core curriculum content• Provide list of correct vocabulary, plus foils• Use words already introduced• Students actively cross out the words they are not going to discuss

(This means they have to mentally address the meaning of each word, or they will do unnecessary work – surprisingly motivating!)

• 15-second discussion on each remaining word with partner• 1-minute discussion on each remaining word with a group of four • Eliminates the long, unproductive pauses from students who

cannot “brainstorm” topics they do not yet understand

Object Description (Zimmerman, 2007)

• Many students cannot retain definitions of words.

• Others cannot write or recall them.

• Writing student-friendly definitions is an important step in vocabulary development (Beck et al, 2002)

• Students do not know the structure of a word definition.

• Combined with poor memory skills, they fail to store or retrieve definitions, and thus “forget” words.

Strategy

Student’s typical definitions

• “is when”• A pedestal is when you stand on something

tall.• A tornado is when the wind blows really

hard and you can get hurt.• Choose is when you pick someone.

Object Description

1. What is it called? __________2. What is the category? _________3. What do you do with it? What does it do? ___4. What does it look like? __________5. What parts does it have?__________6. What does it feel like?____________7. Where can I find it?___________________

Next, Build a Definition

A _____(#1)______ is a(n) ________(# 2)________ that _____(#3)_______. It _______(#4, 5, 6 or 7)_________ and ____(#4, 5, 6 or 7)_________.

Object Description1. What is it called? _vestibule_________2. What is the category? _small space that comes before a

more important place_3. What do you do with it? What does it do? _hold

supplies__4. What does it look like? _small________5. What parts does it have?__door________6. What does it feel like?____________7. Where can I find it?_near the main door of homes and

buildings_______

Last step, write definition without the frame

A vestibule is an area or space that comes before a more important area. It is small, may hold supplies, and you can find it near the main door of some homes and buildings.

Object Description- practice1. What is it called? _chasm_________2. What is the category? _geological feature___3. What does it do? ___occurs in rocky areas__4. What does it look like? __ deep________5. What parts does it have?__________6. What does it feel like?__dangerous______7. Where can I find it?___in deserts_________

Next, Build a Definition

A _____(#1)______ is a(n) ________(# 2)________ that _____(#3)_______. It _______(#4, 5, 6 or 7)_________ and ____(#4, 5, 6 or 7)_________.

Student Definition(s)

• Definition 1

• A chasm is geological feature of the earth that occurs in rocky areas. It may be deep and dangerous and you can find it in deserts.

• Definition 2

• A chasm is a natural thing that makes it hard for you to cross. It looks like a valley and sometimes you find it in a cave.

Different Process to Recall Words

• Using a picture or photograph

• Using a printed word

Dog

Math Vocabulary

• Don’t teach the math- teach the math vocabulary- in class or pullout.

• Names, categories, phonological loop• Repetitions, engagement• Experiences• Opposites• All 4 types of vocabulary

Math Vocabulary- 6th grade curriculum

Category: Math words- all nouns (content words)

line prism perimeter pyramid hundred fraction coin dollar calendar clock timer spinner ruler scale thermometer tape measure graph grid pattern set unit point corner noon temperature percent week sum blank sign size share

Apps for Vocabulary Building

• Describe It (Smartie Ears)

• Read Vocabulary Language Adventures

• Word Wit

• Get + Together

• Chain of Thought

• GRE Vocabulary (Brainscope)

Freerice

• A vocabulary game on the internet

• For each word you get right, 20 grains of rice are donated to the UN World Food Program to help end hunger.

• Check on the answer that best defines the word

• If you get it right you get a harder word; if you get it wrong you get an easier word

• Individual or small group interaction.

Strategy

http://www.freerice.com

Sample

Alert means– fierce– watchful– holy– little

• You can choose to have each word read to you.

• There are 64 levels. Few people can go beyond 50.

• WARNING: this game may make you smarter, improve your speaking, thinking, writing, grades, and job performance.

http://www.freerice.com/

www.freerice.comExcellent for English

learners to practice

Adjusts to a person’s level of use, and gradually moves you up.

After you have done FreeRice for a couple of days, you may notice an odd phenomenon. Words that you have never consciously used before will begin to pop into your head while you are speaking or writing. You will feel yourself using and knowing more words.

www.freerice.com• FreeRice began October 7, 2007.

• 126 countries are part of the FreeRice Vocabulary Project.

• Located at the UN World Food Program in Rome.

• 98, 891,765,680 grains of rice have been distributed as of Sept. 7, 2015.

Hunger is the world’s greatest health risk, and its greatest solvable problem!

FreeRice is a sister site of the world poverty site, Poverty.com.

FreeRice has two goals:Provide English vocabulary to everyone for free.Help end world hunger by providing rice to hungry people for free.

This is made possible by the sponsors who advertise on this site.Whether you are CEO of a large corporation or a street-child in a poor country, improving your vocabulary can improve your life. It is a great investment in yourself.

Perhaps even greater is the investment your donated rice makes in hungry human beings, enabling them to function and be productive. Somewhere in the world, a person is eating rice that you helped provide.

Thank you.

http://www.poverty.com/

Vocabulary is increased:

• Indirectly by encouraging conversation, oral language practice, reading to students, and having them read often

• Directly by teaching words explicitly, word learning strategies, and becoming word conscious.

ReferencesBeck, I. McKeown & Kucan, L., (2002). Bringing words to life. NY: Guilford. Biemiller, A. (2005). Size and sequence in vocabulary development: Implications for choosing words for primary

grade vocabulary instruction. In E.H. Hiebert and M. Kamil (Eds.), Teaching and learning vocabulary: Bringing research to practice (pp. 223-245). Mahwah, NJ: Erlbaum.

Bloom, P. (2000). How children learn the meanings of words. Cambridge,MA: MIT Press.Bloom’s Taxonomy Words – new order (2012). http://uwf.edu/cutla/SLP/ActionWords.pdfGraves, M. F. (2006) The vocabulary book. NY: Teachers College Columbia.Hoover, J.R. & Storkel, H.L. (2005). Understanding word learning by preschool children: Insights from multiple

tasks, stimulus characteristics, error analysis. ASHA Perspectives on Language Learning and Education,12 (3), 8-12.

McGregor, K.K. (2010). Vocabulary instruction- Evidence for Five Instructional Strategies. ASHA Self-Study Publication.

Montgomery, J.K. (2007). The bridge of vocabulary. Bloomington, MN: Pearson. www.pearsonassessments.com/speechlanguage/

Montgomery, J.K. (2015). Classroom Discourse: Seeding Success, ASHA Webinar, May.Montgomery, J.K. (2008). MAVA. Austin, TX: Pro Ed.National Reading Panel, (2000). Put Reading First. Washington DC: National Institute for Literacy. www.nifl.govPence, K.L. & Justice, l. M. (2008). Language development from theory to practice. Upper Saddle River, NJ:

Pearson.Stahl, S. (1999). Vocabulary development. Cambridge. MA: Brookline.* Images from Phillip Martin, Google

http://uwf.edu/cutla/SLP/ActionWords.pdf

http://www.pearsonassessments.com/speechlanguage/

http://www.nifl.gov/

Thank you!

vocabulary, comprehension and the common core: adolescents

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