LinguiSystems home
Spotlight on Vocabulary Level 1 Associations
Ages: 6-8   Grades: 1-3

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
Add to Cart
** This is a Cloud E-Book that is accessible from any device with Internet access. .

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

Children learn:     

  • 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:

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 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.


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.  Associations, Level 1 teaches students the many ways words are related to each other.  These are the student objectives of this book:

  • to understand that words are associated with each other 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

Here are some guidelines for doing the activities in this book with 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.
  • Use each word in a sentence as you present it to your students.  Then ask a student to use it in another sentence.
  • Make sure your students have ready access to a student-friendly dictionary and thesaurus.  Encourage your students to consult these references while they're doing the activities.
  • Use a multisensory approach to introduce the topic of word associations.  Ask your students to think of at least one way they are associated with other students in the group; for example, perhaps the students live near each other, have the same PE teacher, have brown eyes, or have a similar hobby or interest.  Then point out various pairs of objects in the room and ask volunteers to give ways the objects are associated with each other.  For example, a map and a globe are associated because they both show locations and directions.
  • Give your students lots of practice in both identifying and explaining word associations.  Be a good role model yourself by explaining word associations you notice as you present various lessons and activities to your students.
  • After presenting a worksheet, encourage your students to create their own association tasks using the same pattern as the worksheet.  Help them incorporate vocabulary words from their current academic lessons and texts to give them practice with these essential words.
  • Make a set of flash cards for vocabulary words your students are learning in an academic area.  Have your students take turns associating pairs or groups of words among the cards, explaining each association.  Encourage your students to associate these words in more than one way (antonyms, synonyms, word parts, similar sounds/spellings, word origins, parts of speech, etc.).
  • Cut out ads from magazines or newspapers.  Have your students work in small groups to identify word associations across two or three ads per group.  Have them explain these associations to the class.
  • Use word webs or other graphic organizers to introduce new topics to your students.

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

    Kate and Carolyn