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100%® Curriculum Vocabulary Grades 6-12
Ages: 11-18   Grades: 6-Adult

Align vocabulary instruction with the curriculum and give at-risk students the vocabulary they need for success in the classroom.  These lessons progress systematically and give plenty of practice opportunities.


  • Use grade-level, curricular vocabulary
  • Experience greater success in the classroom and on tests
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*The CD contains the complete book.  All pages are printable.
** This is a Cloud E-Book that is accessible from any device with Internet access. .

The book is divided into 43 six-page lessons that are appropriate for individual instruction, small groups, or entire classrooms.  Each lesson presents a group of ten words and uses this progression of activities:

  • word definitions
  • fill-in-the-blanks using words in the word bank
  • word associations using words in the word bank
  • write a sentence using each word
  • crossword puzzle
  • word search puzzle

The lessons are grouped by subject areas that are further divided into related topics.  The subject areas and examples of the vocabulary words are:

  • Art—casting, collage, contour, pigment
  • Biology—aorta, heredity, herbivore, embryo
  • Consumer—balance, expenditure, mortgage, residential
  • Earth Science—atmosphere, deciduous, delta, epicenter, condensation
  • English—apostrophe, metaphor, plagiarism, their/they're
  • Government—economy, monarchy, majority, veto
  • Health—introvert, dehydration, emphysema, bulimia
  • History—secede, ration, colonies, loyalists
  • Keyboarding—directory, header/footer, cursor
  • Math—angle, denominator, integer, volume

Copyright © 2002

287 pages, answer key
  • A systematic approach to teaching vocabulary, including direct and indirect instruction, teaches students that vocabulary is important for learning language and for reading (Beck, McKeown, & Kucan, 2002).
  • Five components of instruction needed to address older students who are struggling to read include word study, fluency, vocabulary, comprehension, and motivation (Roberts, Torgesen, Boardman, & Scammacca, 2008).
  • Dockrell, Lindsay, and Connelly (2009) found that adolescents with specific language impairment (SLI) showed limited growth in their written language abilities in the middle school years, which is associated with limited oral vocabulary development.
  • Fisher and Blachowicz (2005) found semantic connections among words, including instruction on synonyms, antonyms, and word classes, beneficial for significant gains in vocabulary development among struggling readers and English language learners.
  • Using targeted vocabulary from the current curriculum helps adolescents close the achievement gap and gives them a feeling of inclusion in coursework with peers (McDonald, Thornley, Staley, & Moore, 2009).

100% Curriculum Vocabulary Grades 6-12 incorporates these principles and is also based on expert professional practice.


Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing words to life: Robust vocabulary instruction. New York: Guilford Press.

Dockrell, J.E., Lindsay, G., & Connelly, V. (2009). The impact of specific language impairment on adolescents' written text. Exceptional Children, 75(4), 427-446.

Fisher, P.J., & Blachowicz, C.L.Z. (2005). Vocabulary instruction in a remedial setting. Reading and Writing Quarterly, 21, 281-300.

McDonald, T., Thornley, C., Staley, R., & Moore, D.W. (2009). The San Diego striving readers' project: Building academic success for adolescent readers. Journal of Adolescent & Adult Literacy, 52(8), 720-722.

Roberts, G., Torgesen, J.K., Boardman, A., & Scammacca, N. (2008). Evidence-based strategies for reading instruction of older students with learning disabilities. Learning Disabilities Research, 23(2), 63-69.


Lynn Eggleston, Laura Larson


Lynn Eggleston, M.S., CCC-SLP, has over 20 years of experience as a speech-language pathologist and ESL teacher.  She has worked in a variety of settings including schools (preschool–12), hospitals, rehabilitation centers, and subacute and long-term care facilities.  Currently, Lynn lives in Mesa, AZ, where she is a speech-language pathologist for the Phoenix Union High School District.  Lynn works with developmentally delayed students with a variety of special needs in the areas of phonology, language, articulation, fluency, voice, and pragmatic impairments.  In her spare time, Lynn enjoys traveling, hiking, swimming, reading, and writing.  This is Lynn's first publication with LinguiSystems.

Laura Larson, M.S. CCC-SLP, has been working with developmentally delayed, TBI, ESL and LD high school students in the Phoenix Union High School District since 1998.  Laura has also provided therapy services for adult patients in subacute and long-term care facilities, as well as therapy for home health care patients.  Currently, Laura resides in Mesa, AZ, with her husband and enjoys swimming, hiking, reading, and traveling in her spare time.  This is Laura's first publication with LinguiSystems.


The current Individuals with Disabilities Education Act (IDEA) promotes the idea that resource specialists and therapists must provide services that are educationally relevant and aligned with each school's curriculum.  Many states also require students to pass state exams in order to receive a diploma.  In addition, many school districts are placing special education students into regular classrooms.  The challenge for therapists and resource specialists is to make school assignments and therapy activities relevant and meaningful for the students by relating them to classroom content areas.

As speech-language pathologists working in the public schools, we have found a lack of curriculum-related resources for junior and senior high school students.  We have also found that many of our language-disordered and ESL students experience difficulties understanding and learning classroom vocabulary.  These students require repetition and a variety of exercises in order to learn information.  Frequently, resource specialists and therapists have many demands on their time and are unable to consult and collaborate with each student's teachers in order to incorporate classroom information into therapy or activities.  We created 100% Curriculum Vocabulary Grades 6-12 to provide relevant, core-curriculum vocabulary practice.  This book will not only enable you to help students increase their vocabulary, semantics, syntax, reading, and writing skills, but it will help them do better in their core English, science, and math classes, and on school achievement tests.

100% Curriculum Vocabulary Grades 6-12 has been used with regular education students and students who have learning disabilities, emotional handicaps, mild mental retardation, and limited English proficiency.  The repetition and the variety of the activities will help students learn and remember the core vocabulary words.  We realize that the curriculum in different schools teaches different vocabulary, but we feel the vocabulary in this book is important for all students to learn.

Each section contains definitions, fill-in-the-blanks, word associations, writing sentences, crossword puzzles, and word searches.  These activities can be done with individual students, small groups, or entire classrooms.  The activities also provide functional material that students can read aloud to practice articulation, develop fluency skills, or remediate voice difficulties.  In addition, the activities are great practice for students who have problems with reading or writing skills.  Most importantly, the relevant vocabulary motivates students to work on materials that will help improve their grades in classroom subjects.  


How to Use This Book
Begin by examining each student's class schedule to find out which classes or subjects the student is currently enrolled in.  The worksheets from 100% Curriculum Vocabulary Grades 6-12 should be used as support materials for these classes.  Choose applicable sections from this book and work through them.  Each section is described below.

  • Definitions
    Have the student read each word aloud and ask him to provide a definition.  If the student is unable to give a definition, have him read the definition provided.  Next, try to get the student to relate the word to his prior knowledge.  If he is unable to do this, try to relate the word to something familiar to the student.  Finally, see if the student can explain what each word means in his own words.
  • Fill-in-the-Blank
    Challenge the student to complete this activity without referring to the Definitions page.  After the student has completed all of the items he can, allow him to use the Definitions page to complete the remaining items.
  • Word Association
    Again, have the student attempt this activity without referring to the Definitions page.  If the student needs help, provide cues by referring to the student's prior knowledge or his own definitions.  After providing cues, allow the student to use the Definitions page to complete the remaining items.
  • Writing Sentences
    Encourage the student to write a sentence using each word without referring to the Definitions page and to use the word in a familiar context.
  • Crossword Puzzle & Word Search
    The pages are provided as extra practice activities.  The crosswords do not have the vocabulary words listed. If the student is having trouble remembering the vocabulary words, allow him to use the Word Search list of words.  If the student still has difficulty completing the puzzle, allow him to refer to the Definitions page.  When completing the Word Search pages, have the student try to find each word in the puzzle.  After the student finds the word, have him explain what the word means.  You can also assign these activities for homework so the student can practice the vocabulary at home.  


Extra Practice
These tips will help you use the activities in this book to support ongoing speech and language goals:

  • Underline the targeted phoneme on each page to help students with articulation errors.  Then, have them read aloud as they complete the activities.  Encourage them to self-monitor their production.
  • Have students practice their fluency-shaping strategies while reading aloud or discussing vocabulary words.
  • Tape-record or videotape students as they read aloud and/or speak to help them self-monitor fluency strategies and their use of secondary behaviors.
  • Encourage voice students to work on vocal structure, such as relaxation, vocal inflection, pitch, and stress while reading the activities aloud.

The overall goal of the activities in 100% Curriculum Vocabulary Grades 6-12 is to provide students with accessible ways to approach and use the vocabulary they encounter in the classroom.  If they are able to master these words and their uses, they are well on their way to becoming more motivated, successful students.  They will do better on their daily assignments and on tests, and will feel a greater sense of achievement.  Teachers will appreciate the support for the curriculum the activities in this book provide.  Students will appreciate the extra help they receive and will be more likely to be involved and on task in their classrooms.

Lynn & Laura