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ExpandinG vocabulary
Essential Strategies for Vocabulary Development
K-1
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expanding vocabulary
Frog Street’s Expanding Vocabulary
highlights 20 essential teaching
strategies that support two major
literacy goals:
• Improve comprehension
• Develop a rich, robust
vocabulary
20 Essential Teaching Strategies
Each of the 20 strategies is explained and modeled using materials
provided in the program. Children will learn how to explore word
relationships and nuances in word meaning, determine meanings
of unknown words and so much more. After learning these
powerful strategies, you can apply them in all classroom lessons
across the curriculum.
•Turn to a Partner
•Decontextualize
•Parenthetical Phrases
•Example and Non-example
•Shades of Meaning Continuum
•Pick Three and Read-Aloud Time
•Gestures and Physical Movement
•Songs and Music
•Visual Images
•Multimedia
•Attribute Questions
•Name that Category
•Morphology Detectives
•Using a Glossary
•Multiple Meaning Words
•Context Clues
•Word Sorts
•Generate a Situation
•Finish the Sentence
•Word Charts
STRATEGY 1
Turn to a Partner
✔What It Is
When students are listening to a lesson, they are using receptive language skills. We want students to move
from receptive language to expressive language. One quick way to do this is to use the “Turn to a Partner”
strategy and have students say what they are learning for a brief moment or two to another student.
✔How It Works
This strategy allows students to move from expressive language to definitional language, where students
talk about the meanings of words. This demonstrates vocabulary usage at the expressive level. You can apply
this strategy to any text by asking students to turn to a partner to repeat a word, define a word, describe an
illustration, or verbalize their understanding of story concepts.
When students turn to a partner, they are able to express their thoughts and ideas. It allows them to
verbalize their thinking, which is critical for younger learners as they process new information.
SAMPLE
strategy
PAGEs
✔Try It Out
MATERIALS
●● The Three Little Pigs • Los tres cerditos
Developmental Storybook
look back at the
teacher when
they complete
way to turn to
the assigned
a partner: not
task. Then hav
look the partne
not turn
Note: This developmental storybook offers three levels of storytelling
text. For
the
purpose
bac
e the volunteers
r in the eye, get
k to
the
mo
off task by talk
of this sample lesson, we will use the highest level of text (III) butand
you can
the same teacher as soon as they
notapply
accept
ing about a diff del the wrong
complete the
able when the
erent topic, and
task. This clar
strategies to any level of text.
y use this
tasks with
ifies for student
s what is acc
ents sev
lem
erent
ing daily instruc enting the “Turn to a Partne
r” strategy.
tion.
STRATEGY 2
2. After reading page 4, say: Turn to your partner and give examples of belongings you would put in your
Depertenencias
contextu
backpack. • Miren a sus parejas y denles ejemplos de
queali
podrían en sus mochilas.
Afte
partners. Acknow
ledge
strategy. Give
stud
eral opportuniti
when partners
eptable
r several
practice can
1. Place the book tent-style on a tabletop so a small group
of children
pictures
on one side
are correctly imp
es to practice
sesssee
ions,the
use
diff
this strategy dur
while you read the text on the other side.
ze
3. After reading page 6, point out to children that there are different meanings for the word straw. Say: Turn
4.
5.
6.
7.
Whfor
atthis
to a partner and talk about some meanings you✔
know
word. • Miren a sus parejas y hablen sobre
It Is
To decontextu
algunos de los significados que saben de esa palabra.
alize a word me
ans to put it in
a less
on tell
or boo
Before reading page 14, say: Turn to your partner
and
what
happening
this picture. • Miren
arsus
anothe
k, isdisc
context. When
uss its meinanin
g with children
ety of other con
you encounter
parejas y digan lo que está sucediendo en estavari
figura.
and then use tha
an
texts.
t same word thro unfamiliar word in
ughout your day
After reading page 16, say: Turn to a partner ✔
andHo
sayw
theItword
precisely. • Miren a sus parejas y digan la
Works
in a
palabra precisamente.
Words are lear
ned within the
context of a less
reptell
After reading page 26, say: Turn to a partnerof
and
thisand
story
is
etitifion
on
or
mu
a
ltip
boo
le
k.
encounters with
The National Res
throughout si
real or make-believe. • Miren a sus parejas y pregúntenles
el day
words in a vari
earch Panel stre
the
, offers this typ
ety of rich con
sses the value
e of repetition
cuento es real o es de fantasía.
texts. Repeating
.
✔Try It Out
a new word
After reading page 38, say: Turn to a partner and tell the meaning
MATERIALS
of the word annoyed.
The
Enormous Turn
8. At the end of the story, say: Take turns with your
partner
and retellip • El nabo enorme
Dev
elop
●●
men
Expanding Vocabulary
is aligned to English
Language Arts Common
Core Standards.
tal Storybook
the story of The Three Little Pigs. • Túrnense con sus parejas para
volver a contar el cuento de Los tres cerditos.1. In this stor
y, Gramps and
his family stru
enormous turn
ggle and strain
ip from the gro
✔Extend and Apply
to pull the
und. They bec
Discuss the
om
e exhin
aus
of this
As with any new procedure, it is important to model how to me
stayanin
on gtask.
Have
two
volunteers
stand
front
ted • agotados.
wor
d dur
ing the read
-alo
Loo
ud lesson.
of the group. Have them model the way they2.turn
tok one
another,
look
their
partner
in
the
eye, and
then
for opportuniti
es
to
dec
ont
For example:
extualize this wor
d (put it in ano
ther context) dur
10
ing the day.
●● Wh
en students line
up after recess,
tell them they
ask8:18
the
FSPK4441 Expand Voc.indd 10
4/1/15
AMm to loo
look exhausted
k at one ano
• agotados. Exp
assumption: you
lain the clues tha ther and then
see students per
t sup
looking very tire
spiring, trying
to catch their bre port your
d.
ath, and
●● Late
r in the day, whe
n the group is
problems, onc
working hard,
e again decont
imm
erse
d
in solv
extu
with students
that they are me alize the word exhausted • ago ing math
nta
tados. Discuss
given so much
of their brain ene lly exhausted • agotados bec
ause
to rest.
rgy to solve the
problem that the they’ve
ir brains need
✔Exte
nd and Apply
Choose words
regularly from
the context of
decontextualiz
your
e. Model using
the words in sev read-aloud lessons to
to practice usin
eral contexts. The
g the words in
a variety of con
n invite childre
extensive opp
students activate
texts. When you
ortu
n
niti
es
a deeper proces
for students to
provide rich and
pra
sing
ctic
and
e new words in
Do not confuse
a more complex
different context
this strategy with
level of underst
s,
anding.
using context
clues. That “Co
ntext Clues” stra
tegy is discuss
ed on page 33.
FSPK4441 Expan
d Voc.indd 11
11
4/1/15 8:18
AM
Program Resources
Frog Street Pre-K
Strategies for
n
Intentional Instructio
Frog Street Pre-K
Strategies for
n
Intentional Instructio
Read-Aloud Time
Introduce and Build
Vocabulary
This kit includes all the resources you will need to
learn, practice, extend and apply 20 strategies to
expand vocabulary and improve reading
comprehension.
• Developmental Storybooks
• Wordless Storybooks
• Photo Activity Cards
• Photo Pockets with Pocket Photos
and Pocket Words
• Tabletop Pocket Chart and Vocabulary Cards
• Compound Word Cards
• Sequence Cards
The teacher offers intentional
instruction by using specific
questions and prompts
to enhance children’s
development of oral language
and comprehension.
When
Definition
New vocabulary includes
unfamiliar words that children
for
will need to understand
comprehension.
●
●
When
Definition
or
prior to reading, singing,
teaching a lesson
during and after the lesson
to provide sustained
rehearsal
●
Read-Aloud Time
Before Reading
cover,
at a book or story folder
Encourage children to look
is about.
and predict what the story
describe what they see,
and the
author (writes the words)
Discuss the roles of the
or photographer (takes
illustrator (draws the pictures)
●
•
tell children that porridge
Explain the word. For example,
with
children to say the word
avena is hot cereal. Encourage
a neighbor.
to say the word again to
you. Then, ask children
●
photographs).
Use the Word in Context
in which
word in the same context
Give an example of the
The three
it in the story or lesson.
children will encounter
• Los tres osos estaban comiendo
bears were eating porridge.
●
●
avena.
Children’s
Relate the Word to
Experiences
●
their personal experiences.
Have children speak about
sobre la
you eaten? • Cuéntennos
What types of porridge have
of
Cream of Wheat? Cream
avena que han comido. Oatmeal?
children
morena, canela o miel? Have
Rice? • ¿Le pusieron azúcar
have eaten.
tell about a porridge they
front cover, and back cover.
Point out the book’s spine,
or two key vocabulary words.
Introduce and discuss one
don’t
need clarification so they
Choose words that might
n. (For more ideas, see
obstruct children’s comprehensio
Strategy Card H.)
Introduce and Build Vocabulary
and create a personal connection.
Activate prior knowledge
Prior Knowledge Strategy
(For more ideas, see Activate
Card P.)
During Reading
●
●
pausing and reflecting when
Ask questions by briefly
appropriate.
to the story using sights,
Create mental images related
physical sensations.
sounds, smells, tastes, and
ISBN9781601283849 Strategy
ISBN9781601283849 Strategy
© 2010 Frog Street Press,
FSPK4443 Strategy Cards_no
Lessons
include
four parts
resource
samples
Strate gies
Strate gies
Word
Introduce the New
Cards
© 2010 Frog Street Press,
12/12/13 1:15 PM
FSPK4443 Strategy Cards_no
Cards
Inc.
Inc.
letter.indd 1
12/12/13 1:15 PM
letter.indd 9
4228 Photo Activity
Cards
ISBN 978160128
AM
3/15/13 8:08
© 2010 Frog Street
FSPK3040 Photo
Press, Inc.
Act.indb 145
© 2010 Frog Street
FSPK3040 Photo
Press, Inc.
Act.indb 119
ISBN 978160128
4228 Photo Activity
Cards
3/15/13 8:06
AM
Developmental Storybooks
FSPK1007
www.frogstreet.com
Developmental Storybook
SAFETY INFORMATION
Conforms to CPSIA Phthalates & Lead
content passes ASTM F96303 flammability
& Mechanical Physical Hazards
Code # 222-20120315-0007400
retold by Jill Norris
translated by Emilia Rivas
illustrated by Amy Noble
FSPK1007_Hen-Turnip CVR.indd 2
3/12/12 6:59 AM
I
Little Red Hen was
walking down the
road
the goose, the cat,
and the pig. She looked with her friends:
down and saw
a few grains of wheat.
II
One day Little Red
Hen strolled along
with her three
friends—Goose, Cat,
and Pig. She pecked
her
the road searching
for tasty treats. Suddenly way down
a golden treasure—
she spied
grains of wheat.
III
A breeze ruffled the
grass as Little Red
Hen pecked her way
down the road with
her three friends—
the goose, the cat,
the pig. She was enjoying
and
a lazy, sunny afternoon
paused a moment,
stroll. She
looked down, and
discovered a millipede
She stooped to nibble
.
a single kernel of corn
a small pile of wheat
and spotted
that had spilled out
of a farmer’s sack.
I
La gallinita roja iba
por el camino con
sus amigos: el ganso,
el gato y el cerdo.
Miró hacia abajo y
vio unos granos de
trigo.
Developmental Storybooks are spiral-bound flipbooks
that you can set on a table tent-style so students can
view an illustration on one side while you read the text
on the other side. The text for each story is presented
in three levels in both English and Spanish. Level I is
the simplest version with the most straightforward
and easy-to-understand language. Level II has added
vocabulary and descriptions. Level III uses figurative
language as well as robust, challenging vocabulary.
• The Three Billy Goats Gruff • Los tres chivos
• The Three Little Pigs • Los Tres cerditos
• The Enormous Turnip • El nabo enorme
• Little Red Hen • La gallinita roja
II
Un día, la gallinita
roja paseaba con sus
tres amigos:
Ganso, Gato y Cerdo.
Iba
algún bocadillo sabroso. picoteando el camino, buscando
De repente, vio un
unos granos de trigo.
tesoro dorado:
III
Una brisa alborotó
el pasto cuando la
gallinita roja avanzó
picoteando por el
camino con sus tres
amigos: el ganso,
y el cerdo. Disfrutab
el gato
a de una caminata
en la tarde perezosa
y soleada. Se detuvo
por un momento, miró
descubrió un milpiés.
hacia
Se agachó para mordisqu abajo y
solitario de maíz y
ear un grano
vio un montoncito
de trigo que se había
caído del saco de un
agricultor
4
Tabletop Pocket Chart and Vocabulary Cards
The tabletop pocket chart is perfect for displaying the vocabulary
cards provided in this kit. The 109 vocabulary cards are two-sided:
English on one side and Spanish on the other. The word cards
support student understanding with visual images.
expanding vocabulary
Each of the 20 strategies is explained and modeled using materials provided
in the program. Children will learn how to explore word relationships and
nuances in word meanings, determine meanings of unknown words, and so
much more. After learning these powerful strategies, you can apply them in
all classroom lessons across the curriculum.
INCLUDES
FSPK4440 Expanding Vocabulary $299.99
· Teacher Guide (48 pages)
· Wordless Storybooks (2)
· Photo Pockets (8)
· Vocabulary Cards (109)
· Pocket Photos and Word Cards (20)
· Photo Activity Cards (138)
· Tabletop Pocket Chart
· Compound Word Card (1)
· Teaching Strategy Cards (5)
· Sequence Card Sets (3)
· Developmental Storybooks (2)
· Patterns CD-ROM
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