How I Teach Picture Book Vocabulary

Teaching vocabulary has multiple purposes when working with students who use AAC to communicate. These purposes include vocabulary for receptive and expressive communication, including for reading and writing as well as person-to-person communication.  Picture books are important tools for teaching vocabulary for all purposes.  This is how I teach vocabulary from picture books we read aloud during shared reading:

• Select words from the book you will be reading. Words should be level 2/3 words.
• Use a graphic organizer to present the word, definition, definition using only words found in common AAC systems, a sentence, and a video clip or image.
• Say, type/write the word, and spell it.
• Ask the kids to guess what it means. Allow plenty of wait time for them to think, look at the video/graphic and make a message with AAC. The more you so this the more they will participate and make connections.
• Share the full definition as you enter it in the organizer.
• Using a common AAC system (or more than one if you have time) model how they could say the meaning of the word with their AAC system. (Paraprofessionals/peers could do this on individual devices so more kids see their own device modeled.)
• If you have time ask for a sentence and write it down. If not, create a sentence yourself.
• Review the word, definition, how to say it with AAC and the sentence one more time
• While reading have your kids do a movement or hold up a sign or something when they hear a vocabulary word.

You need to present a word and have the student have experiences with a word many times for them to "own it". If a word reoccurs in another book you can do it again. Presenting vocabulary this way teaches tier 2/3 words using tier 1/2 words meaning - that makes it differentiated for different levels of language learning. Try to use motivating videos, images and sentences. Connect them to the students lived experiences. My students ask to do vocabulary!