Teach seven association strategies to improve vocabulary learning and word recall. In-depth practice with clear, concise directions helps students understand the many ways words are related.
- Use a variety of strategies to make word associations
- Understand and use a rich vocabulary
- Meet academic goals for curricular vocabulary
Written in the successful format of the Spotlight series, the book has:
- age-appropriate, curricular vocabulary
- gradual progression in difficulty to build student success
- light demands for spelling and writing
- a pretest/posttest
One-page lessons with a variety of interesting formats teach students:
- that words are associated in many different ways
- to recognize which words from a group are associated
- to explain how words are associated
- to exclude words that are not associated with others in a group
- to make and explain word associations by category, function, description, parts, word relationships, part of speech, and topic
You may purchase Spotlight on Vocabulary Level 2 Associations 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 Associations 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.