Teach curricular vocabulary in a wide array of contexts so students master word meanings and develop word flexibility. They will also learn antonyms, synonyms, and associations; and improve reading comprehension.
- Expand curricular vocabulary
- Use vocabulary in new contexts
The book has forty vocabulary lessons, each targeting six curricular vocabulary words. The lessons are divided into three reading levels: 2.0-2.9, 3.0-3.9, and 4.0-4.9. The curricular areas include: math, health, science, geography, history, arts, and life skills.
Each five-page lesson consists of a brief, illustrated reading passage followed by five vocabulary activities:
- answer a question using a picture cue
- sentence completion using a word bank
- match target words to their definition
- answer yes/no questions
- identify the correct use of vocabulary words in sentences
- identify sentences with the similar meanings when target words have been paraphrased
- choose words related to the target words to complete sentences (associations, antonyms, and synonyms)
Extra helps include:
- pretest/posttest for each reading level
- answer key
- comprehensive word list index (240 words total)
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- 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).
- Questioning is the core of critical reflection. It prompts students to engage in a research process that fosters higher-order thinking skills and social-moral attitudes (Daniel et al., 2005).
- Successful reading comprehension is highly correlated with vocabulary development (Pressley, 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 To Go 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, NY: Guilford Press.
Daniel, M.F., Lafortune, L., Pallascio, R., Splitter, L., Slade, C., & de la Garza, T. (2005). Modeling the development process of dialogical critical thinking in pupils ages 10 to 12 years. Communication Education, 54(4), 334-354.
Kester-Phillips, D.C., Foote, C.J., Harper, L.J. (2008). Strategies for effective vocabulary instruction. Reading Improvement, 45, 62-68.
Pressley, M.L. (2000). What should comprehension instruction be the instruction of? In M.L. Kamil, P.B. Mosenthal, R.D. Pearson, & R. Barr (Eds.), Handbook of Reading Research, Vol. III, Mahwah, NJ: Lawrence Erlbaum Associates, Inc.