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Back To Module ListModule Main | Module Description | Instructional Proficiencies | Instructional Events | Instructional EvaluationVocabulary and Concept Practice Cards Author Susan L. (Fister) Mulkey, M.ED., Susan L. (Fister) Mulkey Educational Consulting & TrainingModule Description There is a gap between what we know about vocabulary instruction and what we often times still do. Vocabulary is certainly an integral part of comprehension, fluency, and student achievement. Developing a rich vocabulary is a result of comprehension as well as a prerequisite to it. Around 70-80% of a student’s comprehension is based on word meanings (Bromley, 2007).
Research has identified several key factors that influence reading development in students, regardless of risk factors like socioeconomic level or physical impairments. Two key factors are automaticity or fluency with words, and vocabulary development. The practice strategies described in this module address both fluency building and vocabulary development with basic concepts, definitions and/or terms, and/or word parts and meanings, thus making the learning of more complex information less difficult.
In most academic disciplines, fluency is not well recognized or accepted. The exception to this would be in the area of foreign languages, keyboarding skills, and sports. With any foreign language the goal is to speak fluently without having to stop the flow to translate a word from one language to another. Similarly, accomplished tennis players can hit 15 volleys across the net in a minute. Although many professional educators believe that students need time to think about issues and to work out solutions, students can only perform these tasks when they are thoroughly fluent with the vocabulary in the discipline, when they know the terms, concepts, formulas, events, and people.
Thus, it is extremely important to learn the important concepts and vocabulary for a subject area in order to fully understand it. In fact, when students understand and are proficient with the critical vocabulary and concepts, they are much better able to comprehend, retain the information longer, use the information in new ways, perform higher order thinking tasks, and learn related information more quickly.
The specific procedures outlined in this module have also been referred to as SAFMEDS in the literature which is an acronym that stands for Say All Fast a Minute Every/Each Day Shuffled. This is a practice strategy ideally following explicit and direct instruction of target vocabulary. The strategy involves a deck of cards and each card has text printed on both sides. One side is considered the front, the other the back (Eshelman, 2002). In other words, the answer or paired associate, which is on one side of a vocabulary card, is paired with the statement or the question, which is on the other side of the card. The overall goal is to achieve stable, fluent performance or learning that persists though the uses of timed practice sessions. In some respects SAFMEDS share outward similarities to flashcards but differ significantly in terms of how they are to be used. The strategies are also an effective procedure for guided and independent practice activities for elementary, secondary and college students.
SAFMEDS provide students with practice to build fluency after the initial acquisition stage of learning (i.e., when the student correctly identifies the vocabulary but lacks fluency). SAFMEDS involve daily time trials allowing students the opportunity to perform a skill as many times as possible, generally during a brief one-minute time period.Practice sessions may be conducted in 10 and/or 30 second timings. SAFMEDS can be used independently, with a tutor, or student partners can work together who have been closely matched in terms of instructional reading levels. Regardless of the arrangement, it is important that the SAFMEDS procedure be modeled for students, practiced to ensure correct use of the cards, and closely monitored to maintain the integrity if the strategy.
The concept of one-minute timed practices involved in this strategy have also been validated in the field of Precision Teaching, which was first conceptualized by Ogden R. Lindsley, Professor Emeritus, University of Kansas. Lindsley coined the term SAFMEDS and developed the technology in the 1970’s and 1980’s. In addition to the influence of Lindsley, the concepts presented in this module were also influenced from the results of the Sacajawea Plan in the 1970’s and 1980’s in Great Falls, Montana Public Schools. Longitudinal studies conducted in public school settings led the U.S. Department of Education to validate the model as a proven practice in both special and general education settings. In addition to showing significant growth in the basic skills, students using these procedures demonstrated better retention across time, better transfer of skills to more difficult tasks, and better generalization. This strategy differs from the traditional procedures used with flash cards. Students are also taught to chart their daily progress in order to see personal growth and to assist in making good instructional decisions. (If students are not improving or progressing in the number of correct responses per minute each day then decisions can be made to implement more instruction, more reinforcement, etc.) SAFMEDS can be applied to practically any content area and can be used with students of all ages and grade levels. The strategy is an excellent study skill and students can learn to independentlyapply the procedure across a variety of subject areas.
Impact of Training/Professional Development
Goal of activity: Skill Application Instructional ProficienciesStandard 4: Performances #2, #4, #5
Standard 5: Performances #1, #5, #6, #7, #8,
Standard 6: Performances #1, #2, #3, #4, #8, #11
Standard 8: Performances #1, #4
Module Instructional Objectives
At the completion of this module the learner will be able to:
Chart student progress related to the use of the strategy. Instructional EventsTo complete this module, you will need to:
Task for Completion and Discussion
There are three “Task for Completion and Discussion” activities that you will be asked to respond to throughout this presentation. These tasks are will assist you by providing opportunities for deeper understanding, additional practice, and reflection on the content. Module Index:
Above average: Provides research-based rationale for classroom use of vocabulary practice cards/SAFMEDS. Develops and constructs a set of 50 to 100 cards and can articulate several different areas to use SAFMEDS. Describes the procedures used to implement SAFMEDS for a content area. Collects and charts daily student data on classroom implementation of SAFMEDS and documents student pre and post test performance. Discusses module and activities with “discussion thread” at least 2 times per week.
Average: Provides research-based rationale for classroom use of vocabulary practice cards/SAFMEDS. Develops and constructs a set of 50 to 100 cards and can articulate several different areas to use SAFMEDS. Describes the procedures used to implement SAFMEDS for a content area. Collects and charts daily student data on classroom implementation of SAFMEDS and documents student pre and post test performance.
Below Average: Provides research-based rationale for classroom use of vocabulary practice cards/SAFMEDS. Develops and constructs a set of 50 to 100 cards and can articulate several different areas to use SAFMEDS. |