Page 97 - Routines-Based Early Intervention Guidebook

Routines-Based Early Intervention Guidebook

Teaching How to Describe 7.4

Too o en, when we are working to increase a child’s expressive language, the

conversa on centers around vocabulary. Vocabulary building is a huge focus for young
children at home, at developmental centers, and in the schools. Lessons are taught, tests

are taken, and a child’s progress is based on what they can remember, name, spell, and

write. However, some children do not acquire vocabulary at the same rate as the majority
of their peers. A empts to teach more vocabulary are usually not successful because the

focus is put on the word count or word lists rather than improving the process in which the

vocabulary is acquired in the first place.

We can drama cally improve how children are communica ng by shi ing the focus

from the quan ty of words they use to the quality of what they say. We can do this
successfully by improving how a child describes. At its core, describing is the ability to

accurately use adjec ves, as well as quan ta ve and qualita ve concepts to increase our

knowledge about an object. There is an added bonus to working on how a child describes.
Rather than teaching lists of vocabulary that may not be used again, we are teaching words

that can be applied to any new concept that we encounter. Let’s begin with the general

descrip ve categories and then share ways to improve the way a child describes at home

and at school.

Descrip ons: Cookie Senses Use Verbs

Number 1 cookie Eat Eat cookies

Size big cookie Sight Bake Bake cookies

Color brown cookie Taste Want I want cookies
Type chocolate cookie Touch

Opinion I love cookies Hear

Experience I ate a cookie once Smell

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