Children use associations to improve word recall, categorization, and memory. In-depth practice with simple directions helps children understand the many ways words are related.
- Understand and make word associations
- 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
- minimal demands for spelling and writing
- 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 color, shape, function, actions, category, synonyms, antonyms, topic, and rhyme
You may purchase Spotlight on Vocabulary Level 1 Associations individually or as part of the 6-book Spotlight on Vocabulary Level 1 set. The 6-book set consists of:
Copyright © 2005
- 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 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. 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.