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Spotlight on Vocabulary Level 1 Concepts
Ages: 6-8   Grades: 1-3

Teach essential concepts as they apply to the curriculum in early elementary grades.  Appealing lessons with simple language demands give children an academic boost and help them keep up in the classroom.            


  • Master basic concepts encountered in the curriculum
  • Improve direction-following
  • Recognize and use specific strategies to understand and use an increasingly rich vocabulary
  • Expand working vocabulary and curricular vocabulary
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The one-page activities feature lots of visual supports with minimal demands for reading and writing.  There are a variety of lesson formats; students match items, color the correct item, mark what is missing, and circle correct answers. 

A pretest/posttest makes it easy to measure instruction results. 

Children learn basic concepts words to talk about:

  • quantity—some/more/most, few/many, whole/half, none/some/all, and more
  • degree or intensity—comparison words such as hot/hotter/hottest and good/better/best, few/many, and more
  • numbers—first/second/third, pairs, dozen, and more
  • time and sequence—before/after, first/middle/last, and beginning/middle/end
  • addition and subtraction—how many, total, add/subtract, and more
  • calendar dates—today/tomorrow/yesterday, months, and weeks
  • space or direction—right/left

You may purchase Spotlight on Vocabulary Level 1 Concepts individually or as part of the 6-book Spotlight on Vocabulary Level 1 set.  The 6-book set consists of:

Spotlight on Vocabulary Level 1 Antonyms

Spotlight on Vocabulary Level 1 Associations

Spotlight on Vocabulary Level 1 Attributes

Spotlight on Vocabulary Level 1 Categories

Spotlight on Vocabulary Level 1 Concepts

Spotlight on Vocabulary Level 1 Synonyms


Copyright © 2005

40 pages, pretest/posttest, answer key
  • Effective vocabulary instruction strategies actively engage the student and require higher-level cognitive processing.  These strategies include using new words in novel sentences based on connections to prior knowledge, identifying synonyms and antonyms, analyzing word features, and using visual aids (Kester-Phillips, Foote, & Harper, 2008).
  • Children require strategic instruction to access the curriculum to the best of their abilities.  Instruction in key language areas helps children become effective students (Taylor-Goh, 2005).
  • Vocabulary skills correlate with academic success and literacy attainment (NICHD, 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).

Spotlight on Vocabulary Level 1 Concepts 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.

Kester-Phillips, D.C., Foote, C.J., & Harper, L.J. (2008). Strategies for effective vocabulary instruction. Reading Improvement, 45, 62-68.

National Institute of Child Health and Development (NICHD). (2000). Report of the National Reading Panel. Teaching children to read: An evidence-based assessment of the scientific research literature and its implications for reading instruction (NIH Publication No. 00-4754). Washington, DC: U.S. Government Printing Office.

Taylor-Goh, S. (2005). Royal college of speech & language therapists: Clinical guidelines. United Kingdom: Speechmark.


Kate LaQuay, Carolyn LoGiudice


Kate LaQuay, J.D., became part of LinguiSystems' extended family more than 20 years ago when her mother, Carolyn LoGiudice, joined the company.  Now a mother herself, Kate has co-authored several LinguiSystems products, including U.S. History A Reading Comprehension Book, U.S. Government A Reading Comprehension Game, and Spotlight on Vocabulary Levels 1 and 2.  Previously, she practiced law for six years in Los Angeles.

Carolyn LoGiudice, M.S., CCC-SLP, was a speech-language clinician in school, clinic, and private settings before joining LinguiSystems in 1984.  She has co-authored many materials with LinguiSystems, including The WORD Test, No-Glamour Vocabulary Cards, The Test of Semantic Skills (TOSS-P and TOSS-I), and the All-Star Vocabulary game.


All students need to expand their working vocabularies.  Some students have a natural facility for language and semantic relationships, enabling them to enlarge their vocabulary almost effortlessly.  Simply reading, listening, and talking seem to boost these students' vocabulary skills.

Many other students need to exert conscious energy to understand and recall an increasingly diverse vocabulary.  Some of them are poor or reluctant readers.  Other students have limited exposure to a rich variety of spoken English.  Still others have language-learning disabilities, attention disorders or ineffective systems for storing and retrieving vocabulary.  All of these students can benefit from specific vocabulary exposure and instruction.  They can improve their vocabulary skills through conscious attention and guided learning.

The main goal of Spotlight on Vocabulary books is to help students recognize and use specific strategies to enrich their skills for understanding and using an increasingly rich vocabulary.  Concepts, Level 1 teaches students basic concept words they will encounter throughout their schooling.  These are the student objectives of this book:

  • to master basic concept words used in the curriculum to talk about quantity, degree or intensity, numbers, time and sequence, addition and subtraction, calendar dates, and space or direction
  • to follow typical worksheet directions
  • to use comparison words appropriately
  • to identify right/left in illustrations from the perspectives of both a viewer and a person or character within the illustration

The vocabulary in Concepts, Level 1 is taken from curricular vocabulary lists for grades one through three.  The activities progress in difficulty throughout the book.  Many of the tasks require an oral response or circling something on a page.  The few tasks requiring a one-word response provide a model for the response to eliminate any spelling or writing concerns.

The guidelines below will help you present the activities in this book to your students.

  • Have your students take the Pretest/Posttest before they begin doing the activities in this book.  When they have completed the book, have them retake the test and compare the results to their original scores.
  • Before presenting an activity, preteach any vocabulary words you think will be new to your students.  Then present the activity sheet. 
  • For maximum vocabulary and language enrichment, present each activity as a discussion or conversational activity vs. an independent worksheet task.  Have your students explain how they know an answer is correct, and encourage additional correct responses when appropriate.
  • The aim of these activities is to enrich students' vocabulary banks, not to test students.  The more your students talk about the words on these pages, the more likely they will incorporate these words into their vocabulary banks and use them effectively.  Extend each activity by having your students use target words to make their own sentences or to create additional stimuli in the same format as a particular activity.
  • Make sure your students have ready access to a student-friendly dictionary and thesaurus.  Encourage your students to consult these references at any time when they're doing the activities.  Encourage nonfluent readers to work in pairs and to consult each other and other students as they complete the activities.
  • The answers in the Answer Key are provided as a reference.  Accept other appropriate answers as correct.

We hope Spotlight on Vocabulary Level 1 Concepts is a big hit with you and your students!

Kate and Carolyn