In-depth practice with clear, concise directions help children use antonyms and build a rich vocabulary.
- Understand and use a variety of antonyms
- Recognize and use specific strategies to understand and use an increasingly rich vocabulary
- Expand working vocabulary and curricular vocabulary
Written in the proven format of the Spotlight series, this book has:
- clear, concise directions designed for students with limited language proficiency
- vocabulary taken from graded vocabulary lists familiar to most students
- a pretest/posttest
- light demands for spelling and writing
The one-page lessons use a variety of learning formats including:
- matching, naming, identifying, and choosing antonyms
- adding "un-" and "-less" to change words into antonyms
- silly sentences and stories
- 36 reproducible antonym pictures
You may purchase Spotlight on Vocabulary Level 2 Antonyms individually or as part of the 6-book Spotlight on Vocabulary Level 2 set. The 6-book set consists of:
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- Successful reading comprehension is highly correlated with vocabulary development (Pressley, 2000).
- "The importance of vocabulary in reading achievement has been recognized for more than half a century." (National Reading Panel, 2000).
- 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).
- Vocabulary instruction is a cornerstone of reading comprehension. Repeated exposures to words expands students' vocabulary and improves scores on standardized tests (Stahl & Fairbanks, 1986).
Spotlight on Vocabulary Level 2 Antonyms 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. Solving problems in the teaching of literacy. New York: Guilford Press.
National Reading Panel. (2000). Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, D.C.: National Institute of Child Health and Human Development.
Pressley, M.L. (2000). What should comprehension instruction be the instruction of? In M.L. Kamil, P.B. Mosenthal, P.D. Pearson, & R. Barr (Eds.), Handbook of Reading Research (Vol. III). Mahwah, NJ: Lawrence Erlbaum Associates.
Stahl, S.A., & Fairbanks, M.M. (1986). The effects of vocabulary instruction: A model-based meta-analysis. Review of Educational Research, 56, 71-110.