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Adapted Interactive Books for Teaching Vocabulary

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You know how much I love adapted and interactive books for teaching a variety of skills and to help in generalizing instruction from explicit instruction like discrete trials to a variety of other situations.  I am working with a set of students who really need to work on all different facets of vocabulary, so I’ve been amping up my vocabulary-based activities.  You may remember the freebie I posted a while back for identifying School Tools.  This set of books is like those, only there are 3 of them and they are differentiated.

The books are scaffolded so that the first one teaches just the label of the item, the second one teaches identifying items by one characteristic (feature, function, category) and the third teaches identifying items by 2 characteristics.   Teaching vocabulary using a variety of materials and interventions is important to assure that students generalize their skills.  

These books can be used with a variety of learners for basic clothing vocabulary in a variety of ways.  

  • They can be used in morning meeting and group story times as interactive books that reinforce these concepts. Read the story with the class, small group or individual student. Review the title, the front of the book and back of the book, and the author for teaching basic literacy.   If you are reading for a group activity, have each student be responsible for finding the item on a different page.  For instance, if there are 5 students in the group, student 1 would complete page 1 and page 6.  Student 2 would complete page 2 and page 7. 
  • They can also be used in discrete trials or PRT instruction 1-1 or in small groups to explicitly teach vocabulary.  For explicit instruction, presenting the tasks in a sequential order will facilitate learning using reinforcement for correct responding.  The books are set up so that teachers can use errorless teaching, to prevent errors, or error correction as is appropriate for the students.  Within the packet is a sequence of steps for teaching the skill in discrete trials as well as a data sheet for tracking progress. 
  • Finally, once mastered, these books can easily be placed in a student’s independent work tasks and they can practice the receptive vocabulary they have mastered to maintain it.
Ten words are targeted and there is a teaching program and data sheet for teaching both receptive and expressive vocabulary.

Obviously these would be tweaked for the individual and could be combined with other vocabulary.
Overall Skill: GOAL
_____ will receptively identify and name 10 new vocabulary words related to clothing with 90% mastery when seeing the picture, being told the label, or given one or two characteristics of the item.
Potential OBJECTIVES:
From a field of at least 4 pictures, ___ will receptively identify 10 new vocabulary words related to clothing by selecting the picture when told the name of the item with 90% accuracy.
___ will expressively identify 10 new vocabulary words related to clothing by naming the item when shown the picture with 90% accuracy.
From a field of at least 4 pictures, ___ will receptively identify 10 new vocabulary words when told one characteristic (feature, function or class) with 90% accuracy.
____ will expressively name 10 new vocabulary words when told one characteristic (feature, function or class) with 90% accuracy.
From a field of at least 4 pictures with similar features, ___ will receptively identify 10 new vocabulary words when told two characteristics (feature, function or class) with 90% accuracy.
____ will expressively name 10 new vocabulary words when told two characteristics (feature, function or class) with 90% accuracy.
Literacy goals that could be addressed:
______ will point to the cover, title and author of a book with 90% accuracy.

_______ will use a sequential speech-generating device to participate in reading a book by hitting the switch at appropriate times to read the page with 90% accuracy.

Given adaptations like page fluffers, _______  will turn the page with the teacher’s cue with 100% accuracy.

Given visual supports of pictures on the page, _____ will participate in reading a book by moving a designated picture to a spot indicated by the teacher with 100% accuracy.

Given visual supports, ____ will participate in story time by waiting his turn and completing the task in an adapted book when called on by the teacher with 100% accuracy.

And here is a video preview if you want to see more of what is included in the books:

As you can tell and as I said at the beginning, I love adapted books.  There are just so many things you can do with them.  I’ll be back with more ideas for teaching vocabulary as well as more interactive books.  If you have any special requests for vocabulary focuses, please give me a shout in the comments or on Facebook.  


Until next time,

2 thoughts on “Adapted Interactive Books for Teaching Vocabulary”

  1. I love using adapted books with my students- the are a life saver! Thanks for the post with lots of examples of good resources.

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