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Vocabulary

Our family posing in front of a plane on the Intrepid. Navy sticker.
There is no replacement for seeing things in person. Do it whenever you can.

This journal entry is an excellent example of how the journal can facilitate vocabulary development. 

We took a day trip into New York City to meet up with my dear friend from college who comes to New York once a year to see a show or two on Broadway. She made some time for us during the day to meet us at the Intrepid because we thought the boys would love it.

journal entry from August 10.'My family went to the Intrepid in New York. It's an aircraft carrier.' photo of our family in front of a plane.
Aircraft carriers are so huge, they are breathtaking for adults.

When I was teaching Elementary School, we used to try to use museums and exhibits like this to make things more real for the kids.  Reading about an aircraft carrier doesn’t give you a clear sense of the size and scope of these massive vessels.

journal entry page 2. 'We saw a submarine, planes, helicopters, photo of Mikey on the submarine and Mikey and Will sitting in the helicopter.
I definitely helped by adding the commas.

The boys had a blast, but learned a lot too.  There was even a special exhibit of the space shuttle there when we went.  What a cool experience for young boys who loved space?  To see the space shuttle in person: just the best!

journal entry page 3. "and the space shuttle." photo of Mikey in front of the image of the space shuttle on the launch pad and photo of Mikey watching a video about the speed of light.
Seeing the space shuttle was pretty cool for me too.

How many vocabulary words were in this entry?  By writing in his journal, Mikey and I were looking back through the pictures from the day, finding the words on his ipad, copying them into the journal.  We were building communication skills, reading skills, and sharing these fun experiences with Mikey’s classmates.  Win, win, win.  

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Erica Mauro

About the Author

Erica Mauro is a mom to two teenage boys, Will who is neurotypical and Michael with Autism and cognitive delays. She holds a BA in Psychology from Colgate University and a Masters of Psychology in Education from Columbia Teacher’s College. Before staying home with her children, she worked as an elementary school teacher. For five years, she served on the Board of Directors of the Molly Ann Tango Memorial Foundation, a charity dedicated to enriching the lives of children with special needs. In partnership with her husband Dave, she aspires to parent by using daily life as an opportunity for therapeutic intervention, seizing on real experiences as opportunities to build skills and strategies for Michael in a joyful, loving home environment. On the tougher early days, she just tried to get everyone safely to bedtime and start fresh in the morning. *wink* 😉

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