Primary 1 vocabulary for reading comprehension, also searched as Grade 1 reading vocabulary, first grade comprehension vocabulary, vocabulary words in stories, how vocabulary affects reading comprehension, unknown words in Grade 1 passages and text vocabulary for beginning readers, explains how word knowledge supports understanding once vocabulary appears inside connected sentences. A child can decode every printed word and still misunderstand a story if too many meanings are weak; another child can know the spoken vocabulary but fail to recognise the same words in print. Strong Grade 1 reading therefore depends on word recognition, oral vocabulary, print vocabulary, context clues, multiple meanings, sentence language, question words, background knowledge, story vocabulary, informational vocabulary and retention.
Parents and teachers often see reading difficulty as one problem, but several vocabulary pathways can fail. A learner may sound out pond accurately without knowing what a pond is. Another may understand gloomy in speech but not recognise it on the page. A third may know one meaning of light but choose the wrong sense in a sentence. A fourth may understand every content word yet miss the relationship expressed by because, before or although. This guide separates those problems so Primary 1 reading comprehension vocabulary can be taught precisely.
This specialist child belongs under the Primary 1 Vocabulary apex and connects to the P1 guides on context clues, multiple meanings, orthographic mapping, collocations and sentence frames and academic language. Its job is to show how all those components operate inside actual Grade 1 texts.
The 50-Second Router
- Reading comprehension requires both access to the printed word and knowledge of what the word means.
- If the child can explain the word orally but cannot read it, strengthen print access rather than reteaching the concept.
- If the child reads the word accurately but cannot explain it, strengthen vocabulary meaning.
- If the child knows one sense but chooses the wrong one, work on context and multiple meanings.
- If too many words in a passage are unfamiliar, comprehension becomes fragile even when individual decoding is good.
- Teach story words, academic question words and topic vocabulary before or during reading when they are essential to understanding.
- Use context clues when evidence is strong, but do not force children to guess from weak context.
- After reading, retrieve key words again so text vocabulary becomes lasting vocabulary.
Central proposition: Primary 1 reading comprehension improves when printed forms activate known meanings quickly enough for the learner to build a coherent sentence and story model. Vocabulary instruction should therefore support both access to individual words and integration of those words across the text.
1. Decoding and Vocabulary Are Different
A learner can pronounce a word without understanding it. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is decoding-meaning split.
Example: The child reads pond correctly but cannot explain the concept. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
2. Oral Vocabulary Can Support Reading
Known spoken words are easier to connect to print once decoded. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is oral-to-print bridge.
Example: The child recognises the spoken word after sounding out the written form. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
3. Print Recognition Can Lag Behind Meaning
A known concept may remain inaccessible in independent reading. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is print access.
Example: The learner understands gloomy aloud but hesitates in print. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
4. Word Meaning Supports Sentence Meaning
Each content word contributes information to the sentence model. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is semantic integration.
Example: Knowing fragile changes why a character handles an object carefully. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
5. Function Words Also Carry Meaning
Small words such as because, before and after organise relationships. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is logical vocabulary.
Example: The sentence expresses reason, not just two events. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
6. Question Words Direct Attention
Who, where, when, why and how tell readers what information to retrieve. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is response shape.
Example: A reason is required, not a place or person. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
7. Story Nouns Build the Scene
Characters, objects and places need enough meaning for the reader to imagine the situation. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is narrative nouns.
Example: Ships and water context support the scene. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
8. Story Verbs Drive Events
Precise action words help readers understand what happened. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is narrative verbs.
Example: Rushed communicates speed and urgency. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
9. Emotion Words Explain Motives
Vocabulary for feelings supports character understanding. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is emotion vocabulary.
Example: Relief follows the end of worry. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
10. Setting Words Build Atmosphere
Descriptive vocabulary changes the mental image of place and mood. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is setting vocabulary.
Example: Gloomy weather creates a different setting from bright weather. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
11. Sequence Words Organise Events
First, next, before, after and finally support temporal coherence. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is temporal language.
Example: Readers track what happened later. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
12. Cause Words Organise Events
Because, so and result connect reasons and outcomes. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is causal language.
Example: The puppy hid because it was frightened. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
13. Comparison Words Support Informational Text
Same, different, both, more and fewer organise relationships. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is comparison language.
Example: Two animals may share a feature. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
14. Category Words Compress Meaning
Broad labels help readers group specific examples. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is semantic hierarchy.
Example: Sparrows and pigeons can be understood under one category. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
15. Topic Vocabulary Unlocks Nonfiction
Short informational passages often depend on a few domain words. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is topic vocabulary.
Example: Without habitat, the main idea may be missed. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
16. Background Knowledge and Vocabulary Interact
A new word is easier when the concept is already partly known. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is knowledge-language link.
Example: Pictures and prior knowledge anchor meaning. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
17. Too Many Unknown Words Overload Reading
When unfamiliar vocabulary accumulates, sentence integration becomes difficult. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is text coverage.
Example: Several unknown nouns and verbs can break coherence. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
18. One Unknown Word Can Be Tolerated
Readers do not need to stop for every unfamiliar item. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is selective repair.
Example: If the setting makes it clear enough, reading can continue. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
19. Essential Words Deserve Direct Help
Some words are too important to leave uncertain. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is priority vocabulary.
Example: If the plot depends on disappearance, explain the word. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
20. Context Clues Can Repair Meaning
Nearby information sometimes reveals a likely sense. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is inferencing.
Example: Hiding from visitors supports shy/frightened meaning. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
21. Picture Clues Matter in Early Texts
Illustrations can provide semantic evidence unavailable from print alone. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is visual context.
Example: A huge elephant beside a tiny goat supports size. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
22. Context Should Be Evidence-Based
Children should identify what clue supports an inference. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is evidence.
Example: No seats and people standing close together support crowded. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
23. Multiple Meanings Require Sense Selection
A familiar word can still mislead if the wrong sense is activated. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is polysemy.
Example: Light bag means not heavy, not brightness. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
24. Pronouns Depend on Vocabulary and Reference
Understanding who or what pronouns refer to keeps meaning connected. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is reference.
Example: The reader links she back to the named character. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
25. Collocations Support Prediction
Known word partnerships make sentences easier to process. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is lexical chunk.
Example: The phrase can be processed as a familiar unit. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
26. Sentence Frames Support Comprehension
Repeated structures reduce syntactic novelty while vocabulary grows. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is undefined.
Example: frame familiarity Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
27. Repetition Can Deepen Meaning
Important words often reappear across a passage with different clues. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is repeated exposure.
Example: Repeated use across sentences enriches concept knowledge. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
28. Synonyms Can Restate Meaning
Texts sometimes explain a word with a nearby similar expression. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is restatement.
Example: Very tired may restate exhausted. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
29. Antonyms Can Signal Contrast
Words such as but and unlike can highlight opposite ideas. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is contrast.
Example: Contrast helps infer boisterous. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
30. Morphology Supports Reading
Known bases and endings can reveal unfamiliar forms. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is word parts.
Example: Help gives a meaning anchor. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
31. Compound Words Support Inference
Known parts can reveal a new whole. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is compound analysis.
Example: Rain + coat supports meaning. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
32. High-Frequency Connectors Matter
Common connector words carry disproportionate comprehension value. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is frequency.
Example: Reason relationships recur across texts. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
33. Reading Rate and Vocabulary Interact
Slow lexical access can consume attention needed for comprehension. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is automaticity.
Example: Effortful access to common school words disrupts flow. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
34. Read-Alouds Separate Vocabulary From Decoding
Adult reading allows children to build language above independent print level. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is oral comprehension.
Example: Meaning can grow before decoding catches up. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
35. Shared Reading Bridges Oral and Print
Seeing and hearing text together can link known meanings to written forms. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is mapping.
Example: Teacher points to target while reading. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
36. Rereading Can Strengthen Word Access
A familiar passage frees attention for vocabulary and fluency. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is repeated reading.
Example: Second reading can deepen word meaning. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
37. Retelling Reveals Text Vocabulary
Children need to retrieve key words without copying the passage. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is productive comprehension.
Example: Retelling shows whether the event word is active. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
38. Questions Can Reveal Vocabulary Barriers
A wrong answer may reflect misunderstanding of the question word or passage word. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is diagnosis.
Example: Check instruction language before reasoning. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
39. Writing About Reading Deepens Vocabulary
Using text words in short responses moves vocabulary toward production. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is writing transfer.
Example: Describe setting using the target. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
40. Discussion Deepens Vocabulary
Talking about story events creates opportunities to reuse words. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is oral transfer.
Example: Explain why the character felt relieved. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
41. Story Structure Supports Meaning
Beginning, problem, action and ending create expectations for vocabulary. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is narrative schema.
Example: The reader anticipates problem-solving language. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
42. Character Goals Support Verb Meaning
Knowing what a character wants helps interpret actions. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is goal inference.
Example: Searching makes sense if something is lost. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
43. Cause and Consequence Support Inference
Events surrounding a word can reveal its likely meaning. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is event inference.
Example: Jumping after a loud noise supports startled. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
44. Topic Headings Support Nonfiction Vocabulary
A heading can narrow possible meanings before reading. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is text feature.
Example: Habitat words become more predictable. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
45. Captions and Labels Support Meaning
Pictures with captions can directly connect concepts and terms. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is text feature.
Example: Label identifies fish part. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
46. Receptive Vocabulary Should Become Cumulative
Words learned from one text should remain available in later texts. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is retention.
Example: A Science word later appears in another book. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
47. Transfer Shows Real Reading Knowledge
A word known only in one passage is still fragile. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is transfer.
Example: Use in a new historical story. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
48. Unknown-Word Strategy Should Be Automatic
Readers need a routine: read on, use clues, analyse parts, ask/check. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is metacognition.
Example: Strategy reduces stopping. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
49. Not Every Word Needs Full Deep Teaching
Select words by importance and future usefulness. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is instructional efficiency.
Example: A quick explanation may be enough. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
50. Text Vocabulary Should Feed the Larger Lexicon
Reading is one of the main engines of long-term vocabulary growth. At Primary 1, isolate whether the problem is print access, meaning, sentence integration or background knowledge before choosing the intervention. The target here is vocabulary growth.
Example: Text encounter becomes lasting word knowledge through retrieval and reuse. Ask what the reader must know about the target word for the sentence to make sense. If the word is read correctly but the sentence remains unclear, vocabulary support is still needed.
Teaching move: preview only essential words, allow context reasoning where evidence is strong, and return to key vocabulary after reading so meaning becomes durable rather than passage-bound.
Comprehension check: change the sentence or ask for a retelling. If the learner can carry the word meaning into a new expression, the vocabulary is supporting genuine text understanding.
80 Grade 1 Text-Vocabulary Labs
Text Vocabulary Lab 1: gloomy
Text: The sky was gloomy. Dark clouds hid the sun. Target meaning: dark/dull in appearance. The reading function is setting. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 2: timid
Text: The puppy hid behind the chair when visitors came. Target meaning: shy/easily frightened. The reading function is character. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 3: relieved
Text: Mia found her lost bag and stopped worrying. Target meaning: better because worry ended. The reading function is emotion. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 4: furious
Text: Dad was furious about the broken window. Target meaning: extremely angry. The reading function is emotion intensity. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 5: exhausted
Text: After the long walk, Ben could barely keep his eyes open. Target meaning: very tired. The reading function is action consequence. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 6: vanished
Text: The rabbit ran behind the bush and vanished. Target meaning: disappeared. The reading function is event. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 7: rushed
Text: She rushed to the bus stop because she was late. Target meaning: moved quickly/urgently. The reading function is action. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 8: strolled
Text: They strolled slowly through the garden. Target meaning: walked in relaxed way. The reading function is action manner. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 9: glanced
Text: He glanced at the clock and kept working. Target meaning: looked quickly. The reading function is visual action. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 10: peered
Text: She peered through the foggy glass. Target meaning: looked closely. The reading function is visual action. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 11: fragile
Text: The fragile ornament was wrapped carefully. Target meaning: easy to break. The reading function is property. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 12: transparent
Text: We could see the words through the transparent plastic. Target meaning: lets light through clearly. The reading function is property. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 13: crowded
Text: Every seat was taken and people stood close together. Target meaning: full of people. The reading function is setting. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 14: spacious
Text: The hall had plenty of room to run. Target meaning: having lots of room. The reading function is setting. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 15: ancient
Text: The temple was built thousands of years ago. Target meaning: very old. The reading function is time. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 16: nearby
Text: The playground was a two-minute walk away. Target meaning: not far. The reading function is distance. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 17: shelter
Text: They entered a hut to stay dry from rain. Target meaning: protective place. The reading function is purpose. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 18: habitat
Text: The pond is the natural home of frogs and insects. Target meaning: natural home. The reading function is Science noun. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 19: observe
Text: Look carefully at the leaf and notice its spots. Target meaning: look carefully. The reading function is academic verb. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 20: predict
Text: What do you think will happen next? Use clues. Target meaning: say what may happen from clues. The reading function is academic verb. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 21: compare
Text: Tell how the two animals are the same and different. Target meaning: examine similarities/differences. The reading function is academic verb. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 22: describe
Text: Tell what the puppy looks like. Target meaning: tell what something is like. The reading function is academic verb. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 23: explain
Text: Tell why the ice melted. Target meaning: make clear with reason. The reading function is academic verb. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 24: because
Text: She carried an umbrella because it was raining. Target meaning: reason connector. The reading function is logical word. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 25: before
Text: Wash hands before eating. Target meaning: earlier than. The reading function is sequence. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 26: after
Text: They played after lunch. Target meaning: later than. The reading function is sequence. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 27: first
Text: First, open the book. Target meaning: beginning of sequence. The reading function is sequence. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 28: next
Text: Next, read the title. Target meaning: following step. The reading function is sequence. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 29: finally
Text: Finally, check your answer. Target meaning: last main step. The reading function is sequence. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 30: both
Text: Both animals have fur. Target meaning: applies to two. The reading function is comparison. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 31: different
Text: The cups are different sizes. Target meaning: not the same. The reading function is comparison. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 32: same
Text: The buttons are the same colour. Target meaning: not different in stated feature. The reading function is comparison. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 33: more
Text: This group has more counters. Target meaning: greater number/amount. The reading function is Maths. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 34: fewer
Text: That group has fewer counters. Target meaning: smaller number. The reading function is Maths. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 35: equal
Text: Both groups have five counters. Target meaning: same amount. The reading function is Maths. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 36: pattern
Text: Red-blue-red-blue repeats. Target meaning: arrangement following a rule. The reading function is Maths. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 37: smooth
Text: The stone felt even, not rough. Target meaning: smooth texture. The reading function is Science. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 38: rough
Text: The bark felt uneven. Target meaning: rough texture. The reading function is Science. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 39: float
Text: The leaf stayed on top of the water. Target meaning: remain at surface. The reading function is Science. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 40: sink
Text: The coin went to the bottom. Target meaning: move below surface. The reading function is Science. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 41: protect
Text: The helmet helps keep your head safe. Target meaning: keep safe. The reading function is safety. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 42: prepare
Text: They packed hats and water before the trip. Target meaning: get ready. The reading function is action. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 43: generous
Text: She shared many crayons with others. Target meaning: willing to give/share. The reading function is trait. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 44: honest
Text: He told the truth about the broken cup. Target meaning: truthful. The reading function is trait. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 45: patient
Text: She waited quietly without complaining. Target meaning: able to wait calmly. The reading function is trait. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 46: brave
Text: He was afraid but still went to help. Target meaning: faces fear. The reading function is trait. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 47: kind
Text: She comforted a sad classmate. Target meaning: caring. The reading function is trait. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 48: helpful
Text: He carried the books for the teacher. Target meaning: giving help. The reading function is trait. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 49: delicious
Text: Everyone wanted another bowl of soup. Target meaning: very pleasant taste. The reading function is sensory. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 50: crunchy
Text: The apple made a crisp sound when bitten. Target meaning: crisp texture. The reading function is sensory. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 51: silent
Text: No one spoke and no sound could be heard. Target meaning: without sound. The reading function is sound. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 52: quiet
Text: Only soft page-turning could be heard. Target meaning: little sound. The reading function is sound. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 53: enormous
Text: The ship was much larger than the small boats. Target meaning: very large. The reading function is size. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 54: tiny
Text: The ant was smaller than a fingernail. Target meaning: very small. The reading function is size. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 55: light
Text: The bag was easy to lift. Target meaning: not heavy. The reading function is multiple meaning. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 56: light
Text: Turn on the lamp. Target meaning: brightness. The reading function is multiple meaning. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 57: bat
Text: The animal flew from the cave. Target meaning: flying mammal. The reading function is multiple meaning. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 58: bat
Text: He swung at the ball. Target meaning: sports equipment. The reading function is multiple meaning. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 59: bank
Text: They sat beside the river. Target meaning: river edge. The reading function is multiple meaning. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 60: bank
Text: Mum deposited money. Target meaning: financial place. The reading function is multiple meaning. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 61: watch
Text: He checked the time on his wrist. Target meaning: timepiece. The reading function is multiple meaning. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 62: watch
Text: Look carefully at the bird. Target meaning: observe. The reading function is multiple meaning. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 63: ring
Text: She wore jewellery on her finger. Target meaning: finger jewellery. The reading function is multiple meaning. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 64: ring
Text: The phone began to sound. Target meaning: make a ringing sound. The reading function is multiple meaning. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 65: raincoat
Text: She put it on before walking in rain. Target meaning: coat for rain. The reading function is compound. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 66: bedroom
Text: He slept in the room upstairs. Target meaning: room for sleeping. The reading function is compound. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 67: toothbrush
Text: She used it with toothpaste. Target meaning: brush for teeth. The reading function is compound. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 68: helpful
Text: The child helped carry the books. Target meaning: giving help. The reading function is morphology. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 69: careless
Text: He did not check and made an avoidable error. Target meaning: not careful. The reading function is morphology. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 70: unhappy
Text: She felt sad after the game. Target meaning: not happy. The reading function is morphology. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 71: reread
Text: Read the sentence again. Target meaning: read again. The reading function is morphology. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 72: heavy rain
Text: The rain fell hard all afternoon. Target meaning: natural collocation. The reading function is chunk. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 73: strong wind
Text: The wind bent the branches. Target meaning: natural collocation. The reading function is chunk. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 74: make a mistake
Text: He chose the wrong answer. Target meaning: natural collocation. The reading function is chunk. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 75: take a break
Text: They stopped working for five minutes. Target meaning: natural collocation. The reading function is chunk. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 76: proud of
Text: She smiled at the model she completed. Target meaning: sentence frame. The reading function is chunk. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 77: afraid of
Text: He did not want to enter the dark room. Target meaning: sentence frame. The reading function is chunk. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 78: listen to
Text: The pupils paid attention to the teacher’s words. Target meaning: verb frame. The reading function is chunk. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 79: look at
Text: The reader examined the picture. Target meaning: verb frame. The reading function is chunk. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 80: I think…because…
Text: The child gives an idea and reason. Target meaning: reasoning frame. The reading function is academic chunk. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Text Vocabulary Lab 81: Both…and…
Text: The child states a shared feature. Target meaning: comparison frame. The reading function is academic chunk. Ask the learner to explain what clue or prior knowledge makes the meaning fit.
Comprehension move: reread the whole sentence after clarifying the word. Ask what changed in the mental picture, event or relationship once the meaning became clear.
Transfer: give a second sentence with the same core meaning but different content. If the learner can interpret the word without the original text, the vocabulary is beginning to leave the passage and enter the wider lexicon.
Twenty Reading-Diagnosis Profiles
Reading Profile 1: Reads accurately, cannot retell
Check vocabulary and sentence meaning before assuming memory is the main problem. Confirm the hypothesis with a short targeted check, then repair the smallest broken link before assigning more of the same passage type.
Reading Profile 2: Understands read-aloud, not independent text
Oral vocabulary may exceed decoding/print recognition. Confirm the hypothesis with a short targeted check, then repair the smallest broken link before assigning more of the same passage type.
Reading Profile 3: Stops at every unknown word
Teach selective repair and read-on strategies. Confirm the hypothesis with a short targeted check, then repair the smallest broken link before assigning more of the same passage type.
Reading Profile 4: Guesses meanings randomly
Require evidence from sentence, picture or word parts. Confirm the hypothesis with a short targeted check, then repair the smallest broken link before assigning more of the same passage type.
Reading Profile 5: Knows first meaning only
Teach common multiple senses in context. Confirm the hypothesis with a short targeted check, then repair the smallest broken link before assigning more of the same passage type.
Reading Profile 6: Answers who/where/why incorrectly
Question vocabulary may be blocking comprehension. Confirm the hypothesis with a short targeted check, then repair the smallest broken link before assigning more of the same passage type.
Reading Profile 7: Retells events but loses sequence
Strengthen first/next/before/after/finally. Confirm the hypothesis with a short targeted check, then repair the smallest broken link before assigning more of the same passage type.
Reading Profile 8: Understands nouns but misses verbs
Expand narrative and academic action vocabulary. Confirm the hypothesis with a short targeted check, then repair the smallest broken link before assigning more of the same passage type.
Reading Profile 9: Understands story but not nonfiction
Topic and academic vocabulary may be weaker. Confirm the hypothesis with a short targeted check, then repair the smallest broken link before assigning more of the same passage type.
Reading Profile 10: Understands nonfiction facts but not character feelings
Emotion and narrative vocabulary may be weaker. Confirm the hypothesis with a short targeted check, then repair the smallest broken link before assigning more of the same passage type.
Reading Profile 11: Reads slowly despite known words
Word recognition may not be automatic enough. Confirm the hypothesis with a short targeted check, then repair the smallest broken link before assigning more of the same passage type.
Reading Profile 12: Recognises word on card but not in sentence
Connected-text access needs practice. Confirm the hypothesis with a short targeted check, then repair the smallest broken link before assigning more of the same passage type.
Reading Profile 13: Explains word after story but forgets later
Retention needs spaced retrieval. Confirm the hypothesis with a short targeted check, then repair the smallest broken link before assigning more of the same passage type.
Reading Profile 14: Uses context only with pictures
Fade visual support gradually. Confirm the hypothesis with a short targeted check, then repair the smallest broken link before assigning more of the same passage type.
Reading Profile 15: Can infer but cannot verify
Teach dictionary/adult/reference confirmation for important words. Confirm the hypothesis with a short targeted check, then repair the smallest broken link before assigning more of the same passage type.
Reading Profile 16: Understands sentence, misses paragraph meaning
Support integration across sentences and repeated referents. Confirm the hypothesis with a short targeted check, then repair the smallest broken link before assigning more of the same passage type.
Reading Profile 17: Knows words but misses because/before/after
Function-word semantics need attention. Confirm the hypothesis with a short targeted check, then repair the smallest broken link before assigning more of the same passage type.
Reading Profile 18: Strong vocabulary, weak background knowledge
Build topic concepts alongside words. Confirm the hypothesis with a short targeted check, then repair the smallest broken link before assigning more of the same passage type.
Reading Profile 19: Strong knowledge, weak question response
Academic instruction language may be the bottleneck. Confirm the hypothesis with a short targeted check, then repair the smallest broken link before assigning more of the same passage type.
Reading Profile 20: Strong comprehension, weak written answers
Productive writing and sentence frames may lag behind reading. Confirm the hypothesis with a short targeted check, then repair the smallest broken link before assigning more of the same passage type.
Frequently Asked Questions
1. Can a child read every word and still not understand?
Yes. Decoding gives access to spoken forms, but vocabulary and sentence knowledge supply meaning.
2. Can vocabulary be strong even if reading is weak?
Yes. Oral vocabulary may be much stronger than print recognition.
3. Should I preteach vocabulary before a story?
Preteach a small number of essential words when not knowing them would block the story; leave some words for contextual learning.
4. Should children stop at every unknown word?
No. Teach them to judge importance, read on and use clues when possible.
5. Are pictures legitimate context clues?
Yes, especially in early reading, but later fade reliance on the original image.
6. What if the context is weak?
Explain or verify the word directly rather than encouraging random guessing.
7. How do multiple meanings affect comprehension?
A familiar word can activate the wrong sense, producing a wrong sentence interpretation.
8. How do collocations help reading?
Familiar chunks can be processed as useful units and support prediction.
9. How do word parts help?
Known bases, inflections and compounds can provide clues to unfamiliar forms.
10. Why do question words matter?
They tell the child what information the comprehension question is requesting.
11. How does background knowledge affect vocabulary?
Known concepts make new labels and inferences easier to learn.
12. What is text coverage?
The proportion of a text that is known well enough for reading to remain manageable.
13. How do read-alouds help?
They let children build vocabulary from language above their independent decoding level.
14. Does rereading help vocabulary?
Yes, especially when later readings include retrieval and discussion rather than passive repetition only.
15. How can I check whether vocabulary caused a comprehension error?
Ask the child to explain the key words and question language separately from the passage answer.
16. How can writing support comprehension vocabulary?
Short responses force retrieval and integration of text words.
17. Should every new story word go on a list?
No. Select useful, important or reusable vocabulary.
18. How do I know a story word is learned?
The child can understand it in a new sentence after the original story is gone.
19. What if a multilingual child knows the idea but not the English label?
Attach the English form to the known concept rather than reteaching the entire idea.
20. Where next?
Continue to the P1 dictionary and reference-skills child for confirming and choosing meanings independently.
Deep Links
- Primary 1 Vocabulary apex.
- P1 Context Clues.
- P1 Multiple-Meaning Words.
- P1 Collocations and Sentence Frames.
- P1 Academic Vocabulary.
- Vocabulary Learning Hub.
Conclusion: Vocabulary Must Work Inside Text
Primary 1 vocabulary instruction reaches its real purpose when words support reading. Isolated lists can introduce material, but stories and informational texts require the learner to recognise written forms, activate the right meanings, connect words across sentences and preserve enough mental space to follow characters, events, causes, comparisons and ideas.
When comprehension fails, diagnose the path. Can the child read the word? Do they know the meaning? Is the correct sense active? Does the sentence contain a connector they misunderstand? Is background knowledge missing? Are too many unknown words accumulating at once? Each answer suggests a different repair.
The strongest outcome is transfer: a word learned in one story appears weeks later in another text and is understood with less support. That is when text vocabulary has become part of the child’s enduring vocabulary system.
Extended Reading Workshop 1: decoding-versus-meaning
decoding-versus-meaning matters because comprehension depends on several language processes operating together. Use a short text in which the target vocabulary dimension is the main challenge, and ask the learner to explain what they understood before supplying help.
If comprehension improves immediately after one word or phrase is clarified, vocabulary was part of the bottleneck. Re-read the sentence so the child experiences the repaired meaning inside the text rather than treating the explanation as a separate flashcard fact.
Then transfer the same word or relationship to a new sentence after a delay. This step converts passage-specific support into durable vocabulary knowledge and shows whether the reader can carry the learning beyond the original story.
Extended Reading Workshop 2: oral-to-print transfer
oral-to-print transfer matters because comprehension depends on several language processes operating together. Use a short text in which the target vocabulary dimension is the main challenge, and ask the learner to explain what they understood before supplying help.
If comprehension improves immediately after one word or phrase is clarified, vocabulary was part of the bottleneck. Re-read the sentence so the child experiences the repaired meaning inside the text rather than treating the explanation as a separate flashcard fact.
Then transfer the same word or relationship to a new sentence after a delay. This step converts passage-specific support into durable vocabulary knowledge and shows whether the reader can carry the learning beyond the original story.
Extended Reading Workshop 3: print recognition
print recognition matters because comprehension depends on several language processes operating together. Use a short text in which the target vocabulary dimension is the main challenge, and ask the learner to explain what they understood before supplying help.
If comprehension improves immediately after one word or phrase is clarified, vocabulary was part of the bottleneck. Re-read the sentence so the child experiences the repaired meaning inside the text rather than treating the explanation as a separate flashcard fact.
Then transfer the same word or relationship to a new sentence after a delay. This step converts passage-specific support into durable vocabulary knowledge and shows whether the reader can carry the learning beyond the original story.
Extended Reading Workshop 4: sentence integration
sentence integration matters because comprehension depends on several language processes operating together. Use a short text in which the target vocabulary dimension is the main challenge, and ask the learner to explain what they understood before supplying help.
If comprehension improves immediately after one word or phrase is clarified, vocabulary was part of the bottleneck. Re-read the sentence so the child experiences the repaired meaning inside the text rather than treating the explanation as a separate flashcard fact.
Then transfer the same word or relationship to a new sentence after a delay. This step converts passage-specific support into durable vocabulary knowledge and shows whether the reader can carry the learning beyond the original story.
Extended Reading Workshop 5: function words
function words matters because comprehension depends on several language processes operating together. Use a short text in which the target vocabulary dimension is the main challenge, and ask the learner to explain what they understood before supplying help.
If comprehension improves immediately after one word or phrase is clarified, vocabulary was part of the bottleneck. Re-read the sentence so the child experiences the repaired meaning inside the text rather than treating the explanation as a separate flashcard fact.
Then transfer the same word or relationship to a new sentence after a delay. This step converts passage-specific support into durable vocabulary knowledge and shows whether the reader can carry the learning beyond the original story.
Extended Reading Workshop 6: question language
question language matters because comprehension depends on several language processes operating together. Use a short text in which the target vocabulary dimension is the main challenge, and ask the learner to explain what they understood before supplying help.
If comprehension improves immediately after one word or phrase is clarified, vocabulary was part of the bottleneck. Re-read the sentence so the child experiences the repaired meaning inside the text rather than treating the explanation as a separate flashcard fact.
Then transfer the same word or relationship to a new sentence after a delay. This step converts passage-specific support into durable vocabulary knowledge and shows whether the reader can carry the learning beyond the original story.
Extended Reading Workshop 7: narrative verbs
narrative verbs matters because comprehension depends on several language processes operating together. Use a short text in which the target vocabulary dimension is the main challenge, and ask the learner to explain what they understood before supplying help.
If comprehension improves immediately after one word or phrase is clarified, vocabulary was part of the bottleneck. Re-read the sentence so the child experiences the repaired meaning inside the text rather than treating the explanation as a separate flashcard fact.
Then transfer the same word or relationship to a new sentence after a delay. This step converts passage-specific support into durable vocabulary knowledge and shows whether the reader can carry the learning beyond the original story.
Extended Reading Workshop 8: emotion vocabulary
emotion vocabulary matters because comprehension depends on several language processes operating together. Use a short text in which the target vocabulary dimension is the main challenge, and ask the learner to explain what they understood before supplying help.
If comprehension improves immediately after one word or phrase is clarified, vocabulary was part of the bottleneck. Re-read the sentence so the child experiences the repaired meaning inside the text rather than treating the explanation as a separate flashcard fact.
Then transfer the same word or relationship to a new sentence after a delay. This step converts passage-specific support into durable vocabulary knowledge and shows whether the reader can carry the learning beyond the original story.
Extended Reading Workshop 9: setting vocabulary
setting vocabulary matters because comprehension depends on several language processes operating together. Use a short text in which the target vocabulary dimension is the main challenge, and ask the learner to explain what they understood before supplying help.
If comprehension improves immediately after one word or phrase is clarified, vocabulary was part of the bottleneck. Re-read the sentence so the child experiences the repaired meaning inside the text rather than treating the explanation as a separate flashcard fact.
Then transfer the same word or relationship to a new sentence after a delay. This step converts passage-specific support into durable vocabulary knowledge and shows whether the reader can carry the learning beyond the original story.
Extended Reading Workshop 10: sequence language
sequence language matters because comprehension depends on several language processes operating together. Use a short text in which the target vocabulary dimension is the main challenge, and ask the learner to explain what they understood before supplying help.
If comprehension improves immediately after one word or phrase is clarified, vocabulary was part of the bottleneck. Re-read the sentence so the child experiences the repaired meaning inside the text rather than treating the explanation as a separate flashcard fact.
Then transfer the same word or relationship to a new sentence after a delay. This step converts passage-specific support into durable vocabulary knowledge and shows whether the reader can carry the learning beyond the original story.
Extended Reading Workshop 11: causal language
causal language matters because comprehension depends on several language processes operating together. Use a short text in which the target vocabulary dimension is the main challenge, and ask the learner to explain what they understood before supplying help.
If comprehension improves immediately after one word or phrase is clarified, vocabulary was part of the bottleneck. Re-read the sentence so the child experiences the repaired meaning inside the text rather than treating the explanation as a separate flashcard fact.
Then transfer the same word or relationship to a new sentence after a delay. This step converts passage-specific support into durable vocabulary knowledge and shows whether the reader can carry the learning beyond the original story.
Extended Reading Workshop 12: comparison language
comparison language matters because comprehension depends on several language processes operating together. Use a short text in which the target vocabulary dimension is the main challenge, and ask the learner to explain what they understood before supplying help.
If comprehension improves immediately after one word or phrase is clarified, vocabulary was part of the bottleneck. Re-read the sentence so the child experiences the repaired meaning inside the text rather than treating the explanation as a separate flashcard fact.
Then transfer the same word or relationship to a new sentence after a delay. This step converts passage-specific support into durable vocabulary knowledge and shows whether the reader can carry the learning beyond the original story.
Extended Reading Workshop 13: topic vocabulary
topic vocabulary matters because comprehension depends on several language processes operating together. Use a short text in which the target vocabulary dimension is the main challenge, and ask the learner to explain what they understood before supplying help.
If comprehension improves immediately after one word or phrase is clarified, vocabulary was part of the bottleneck. Re-read the sentence so the child experiences the repaired meaning inside the text rather than treating the explanation as a separate flashcard fact.
Then transfer the same word or relationship to a new sentence after a delay. This step converts passage-specific support into durable vocabulary knowledge and shows whether the reader can carry the learning beyond the original story.
Extended Reading Workshop 14: background knowledge
background knowledge matters because comprehension depends on several language processes operating together. Use a short text in which the target vocabulary dimension is the main challenge, and ask the learner to explain what they understood before supplying help.
If comprehension improves immediately after one word or phrase is clarified, vocabulary was part of the bottleneck. Re-read the sentence so the child experiences the repaired meaning inside the text rather than treating the explanation as a separate flashcard fact.
Then transfer the same word or relationship to a new sentence after a delay. This step converts passage-specific support into durable vocabulary knowledge and shows whether the reader can carry the learning beyond the original story.
Extended Reading Workshop 15: text coverage
text coverage matters because comprehension depends on several language processes operating together. Use a short text in which the target vocabulary dimension is the main challenge, and ask the learner to explain what they understood before supplying help.
If comprehension improves immediately after one word or phrase is clarified, vocabulary was part of the bottleneck. Re-read the sentence so the child experiences the repaired meaning inside the text rather than treating the explanation as a separate flashcard fact.
Then transfer the same word or relationship to a new sentence after a delay. This step converts passage-specific support into durable vocabulary knowledge and shows whether the reader can carry the learning beyond the original story.
Extended Reading Workshop 16: selective word repair
selective word repair matters because comprehension depends on several language processes operating together. Use a short text in which the target vocabulary dimension is the main challenge, and ask the learner to explain what they understood before supplying help.
If comprehension improves immediately after one word or phrase is clarified, vocabulary was part of the bottleneck. Re-read the sentence so the child experiences the repaired meaning inside the text rather than treating the explanation as a separate flashcard fact.
Then transfer the same word or relationship to a new sentence after a delay. This step converts passage-specific support into durable vocabulary knowledge and shows whether the reader can carry the learning beyond the original story.
Extended Reading Workshop 17: context clues
context clues matters because comprehension depends on several language processes operating together. Use a short text in which the target vocabulary dimension is the main challenge, and ask the learner to explain what they understood before supplying help.
If comprehension improves immediately after one word or phrase is clarified, vocabulary was part of the bottleneck. Re-read the sentence so the child experiences the repaired meaning inside the text rather than treating the explanation as a separate flashcard fact.
Then transfer the same word or relationship to a new sentence after a delay. This step converts passage-specific support into durable vocabulary knowledge and shows whether the reader can carry the learning beyond the original story.
Extended Reading Workshop 18: picture clues
picture clues matters because comprehension depends on several language processes operating together. Use a short text in which the target vocabulary dimension is the main challenge, and ask the learner to explain what they understood before supplying help.
If comprehension improves immediately after one word or phrase is clarified, vocabulary was part of the bottleneck. Re-read the sentence so the child experiences the repaired meaning inside the text rather than treating the explanation as a separate flashcard fact.
Then transfer the same word or relationship to a new sentence after a delay. This step converts passage-specific support into durable vocabulary knowledge and shows whether the reader can carry the learning beyond the original story.
Extended Reading Workshop 19: sense selection
sense selection matters because comprehension depends on several language processes operating together. Use a short text in which the target vocabulary dimension is the main challenge, and ask the learner to explain what they understood before supplying help.
If comprehension improves immediately after one word or phrase is clarified, vocabulary was part of the bottleneck. Re-read the sentence so the child experiences the repaired meaning inside the text rather than treating the explanation as a separate flashcard fact.
Then transfer the same word or relationship to a new sentence after a delay. This step converts passage-specific support into durable vocabulary knowledge and shows whether the reader can carry the learning beyond the original story.
Extended Reading Workshop 20: pronoun reference
pronoun reference matters because comprehension depends on several language processes operating together. Use a short text in which the target vocabulary dimension is the main challenge, and ask the learner to explain what they understood before supplying help.
If comprehension improves immediately after one word or phrase is clarified, vocabulary was part of the bottleneck. Re-read the sentence so the child experiences the repaired meaning inside the text rather than treating the explanation as a separate flashcard fact.
Then transfer the same word or relationship to a new sentence after a delay. This step converts passage-specific support into durable vocabulary knowledge and shows whether the reader can carry the learning beyond the original story.
Extended Reading Workshop 21: collocation processing
collocation processing matters because comprehension depends on several language processes operating together. Use a short text in which the target vocabulary dimension is the main challenge, and ask the learner to explain what they understood before supplying help.
If comprehension improves immediately after one word or phrase is clarified, vocabulary was part of the bottleneck. Re-read the sentence so the child experiences the repaired meaning inside the text rather than treating the explanation as a separate flashcard fact.
Then transfer the same word or relationship to a new sentence after a delay. This step converts passage-specific support into durable vocabulary knowledge and shows whether the reader can carry the learning beyond the original story.
Extended Reading Workshop 22: morphology in text
morphology in text matters because comprehension depends on several language processes operating together. Use a short text in which the target vocabulary dimension is the main challenge, and ask the learner to explain what they understood before supplying help.
If comprehension improves immediately after one word or phrase is clarified, vocabulary was part of the bottleneck. Re-read the sentence so the child experiences the repaired meaning inside the text rather than treating the explanation as a separate flashcard fact.
Then transfer the same word or relationship to a new sentence after a delay. This step converts passage-specific support into durable vocabulary knowledge and shows whether the reader can carry the learning beyond the original story.
Extended Reading Workshop 23: compound inference
compound inference matters because comprehension depends on several language processes operating together. Use a short text in which the target vocabulary dimension is the main challenge, and ask the learner to explain what they understood before supplying help.
If comprehension improves immediately after one word or phrase is clarified, vocabulary was part of the bottleneck. Re-read the sentence so the child experiences the repaired meaning inside the text rather than treating the explanation as a separate flashcard fact.
Then transfer the same word or relationship to a new sentence after a delay. This step converts passage-specific support into durable vocabulary knowledge and shows whether the reader can carry the learning beyond the original story.
Extended Reading Workshop 24: read-aloud learning
read-aloud learning matters because comprehension depends on several language processes operating together. Use a short text in which the target vocabulary dimension is the main challenge, and ask the learner to explain what they understood before supplying help.
If comprehension improves immediately after one word or phrase is clarified, vocabulary was part of the bottleneck. Re-read the sentence so the child experiences the repaired meaning inside the text rather than treating the explanation as a separate flashcard fact.
Then transfer the same word or relationship to a new sentence after a delay. This step converts passage-specific support into durable vocabulary knowledge and shows whether the reader can carry the learning beyond the original story.
Extended Reading Workshop 25: shared reading
shared reading matters because comprehension depends on several language processes operating together. Use a short text in which the target vocabulary dimension is the main challenge, and ask the learner to explain what they understood before supplying help.
If comprehension improves immediately after one word or phrase is clarified, vocabulary was part of the bottleneck. Re-read the sentence so the child experiences the repaired meaning inside the text rather than treating the explanation as a separate flashcard fact.
Then transfer the same word or relationship to a new sentence after a delay. This step converts passage-specific support into durable vocabulary knowledge and shows whether the reader can carry the learning beyond the original story.
Extended Reading Workshop 26: rereading
rereading matters because comprehension depends on several language processes operating together. Use a short text in which the target vocabulary dimension is the main challenge, and ask the learner to explain what they understood before supplying help.
If comprehension improves immediately after one word or phrase is clarified, vocabulary was part of the bottleneck. Re-read the sentence so the child experiences the repaired meaning inside the text rather than treating the explanation as a separate flashcard fact.
Then transfer the same word or relationship to a new sentence after a delay. This step converts passage-specific support into durable vocabulary knowledge and shows whether the reader can carry the learning beyond the original story.
Extended Reading Workshop 27: retelling
retelling matters because comprehension depends on several language processes operating together. Use a short text in which the target vocabulary dimension is the main challenge, and ask the learner to explain what they understood before supplying help.
If comprehension improves immediately after one word or phrase is clarified, vocabulary was part of the bottleneck. Re-read the sentence so the child experiences the repaired meaning inside the text rather than treating the explanation as a separate flashcard fact.
Then transfer the same word or relationship to a new sentence after a delay. This step converts passage-specific support into durable vocabulary knowledge and shows whether the reader can carry the learning beyond the original story.
Extended Reading Workshop 28: discussion
discussion matters because comprehension depends on several language processes operating together. Use a short text in which the target vocabulary dimension is the main challenge, and ask the learner to explain what they understood before supplying help.
If comprehension improves immediately after one word or phrase is clarified, vocabulary was part of the bottleneck. Re-read the sentence so the child experiences the repaired meaning inside the text rather than treating the explanation as a separate flashcard fact.
Then transfer the same word or relationship to a new sentence after a delay. This step converts passage-specific support into durable vocabulary knowledge and shows whether the reader can carry the learning beyond the original story.
Extended Reading Workshop 29: writing about reading
writing about reading matters because comprehension depends on several language processes operating together. Use a short text in which the target vocabulary dimension is the main challenge, and ask the learner to explain what they understood before supplying help.
If comprehension improves immediately after one word or phrase is clarified, vocabulary was part of the bottleneck. Re-read the sentence so the child experiences the repaired meaning inside the text rather than treating the explanation as a separate flashcard fact.
Then transfer the same word or relationship to a new sentence after a delay. This step converts passage-specific support into durable vocabulary knowledge and shows whether the reader can carry the learning beyond the original story.
Extended Reading Workshop 30: text features
text features matters because comprehension depends on several language processes operating together. Use a short text in which the target vocabulary dimension is the main challenge, and ask the learner to explain what they understood before supplying help.
If comprehension improves immediately after one word or phrase is clarified, vocabulary was part of the bottleneck. Re-read the sentence so the child experiences the repaired meaning inside the text rather than treating the explanation as a separate flashcard fact.
Then transfer the same word or relationship to a new sentence after a delay. This step converts passage-specific support into durable vocabulary knowledge and shows whether the reader can carry the learning beyond the original story.
Extended Reading Workshop 31: captions and labels
captions and labels matters because comprehension depends on several language processes operating together. Use a short text in which the target vocabulary dimension is the main challenge, and ask the learner to explain what they understood before supplying help.
If comprehension improves immediately after one word or phrase is clarified, vocabulary was part of the bottleneck. Re-read the sentence so the child experiences the repaired meaning inside the text rather than treating the explanation as a separate flashcard fact.
Then transfer the same word or relationship to a new sentence after a delay. This step converts passage-specific support into durable vocabulary knowledge and shows whether the reader can carry the learning beyond the original story.
Extended Reading Workshop 32: story structure
story structure matters because comprehension depends on several language processes operating together. Use a short text in which the target vocabulary dimension is the main challenge, and ask the learner to explain what they understood before supplying help.
If comprehension improves immediately after one word or phrase is clarified, vocabulary was part of the bottleneck. Re-read the sentence so the child experiences the repaired meaning inside the text rather than treating the explanation as a separate flashcard fact.
Then transfer the same word or relationship to a new sentence after a delay. This step converts passage-specific support into durable vocabulary knowledge and shows whether the reader can carry the learning beyond the original story.
Extended Reading Workshop 33: character goals
character goals matters because comprehension depends on several language processes operating together. Use a short text in which the target vocabulary dimension is the main challenge, and ask the learner to explain what they understood before supplying help.
If comprehension improves immediately after one word or phrase is clarified, vocabulary was part of the bottleneck. Re-read the sentence so the child experiences the repaired meaning inside the text rather than treating the explanation as a separate flashcard fact.
Then transfer the same word or relationship to a new sentence after a delay. This step converts passage-specific support into durable vocabulary knowledge and shows whether the reader can carry the learning beyond the original story.
Extended Reading Workshop 34: cause and consequence
cause and consequence matters because comprehension depends on several language processes operating together. Use a short text in which the target vocabulary dimension is the main challenge, and ask the learner to explain what they understood before supplying help.
If comprehension improves immediately after one word or phrase is clarified, vocabulary was part of the bottleneck. Re-read the sentence so the child experiences the repaired meaning inside the text rather than treating the explanation as a separate flashcard fact.
Then transfer the same word or relationship to a new sentence after a delay. This step converts passage-specific support into durable vocabulary knowledge and shows whether the reader can carry the learning beyond the original story.
Extended Reading Workshop 35: unknown-word routines
unknown-word routines matters because comprehension depends on several language processes operating together. Use a short text in which the target vocabulary dimension is the main challenge, and ask the learner to explain what they understood before supplying help.
If comprehension improves immediately after one word or phrase is clarified, vocabulary was part of the bottleneck. Re-read the sentence so the child experiences the repaired meaning inside the text rather than treating the explanation as a separate flashcard fact.
Then transfer the same word or relationship to a new sentence after a delay. This step converts passage-specific support into durable vocabulary knowledge and shows whether the reader can carry the learning beyond the original story.
Extended Reading Workshop 36: vocabulary retention
vocabulary retention matters because comprehension depends on several language processes operating together. Use a short text in which the target vocabulary dimension is the main challenge, and ask the learner to explain what they understood before supplying help.
If comprehension improves immediately after one word or phrase is clarified, vocabulary was part of the bottleneck. Re-read the sentence so the child experiences the repaired meaning inside the text rather than treating the explanation as a separate flashcard fact.
Then transfer the same word or relationship to a new sentence after a delay. This step converts passage-specific support into durable vocabulary knowledge and shows whether the reader can carry the learning beyond the original story.
Extended Reading Workshop 37: reading transfer
reading transfer matters because comprehension depends on several language processes operating together. Use a short text in which the target vocabulary dimension is the main challenge, and ask the learner to explain what they understood before supplying help.
If comprehension improves immediately after one word or phrase is clarified, vocabulary was part of the bottleneck. Re-read the sentence so the child experiences the repaired meaning inside the text rather than treating the explanation as a separate flashcard fact.
Then transfer the same word or relationship to a new sentence after a delay. This step converts passage-specific support into durable vocabulary knowledge and shows whether the reader can carry the learning beyond the original story.
Extended Reading Workshop 38: nonfiction vocabulary
nonfiction vocabulary matters because comprehension depends on several language processes operating together. Use a short text in which the target vocabulary dimension is the main challenge, and ask the learner to explain what they understood before supplying help.
If comprehension improves immediately after one word or phrase is clarified, vocabulary was part of the bottleneck. Re-read the sentence so the child experiences the repaired meaning inside the text rather than treating the explanation as a separate flashcard fact.
Then transfer the same word or relationship to a new sentence after a delay. This step converts passage-specific support into durable vocabulary knowledge and shows whether the reader can carry the learning beyond the original story.
Extended Reading Workshop 39: story vocabulary
story vocabulary matters because comprehension depends on several language processes operating together. Use a short text in which the target vocabulary dimension is the main challenge, and ask the learner to explain what they understood before supplying help.
If comprehension improves immediately after one word or phrase is clarified, vocabulary was part of the bottleneck. Re-read the sentence so the child experiences the repaired meaning inside the text rather than treating the explanation as a separate flashcard fact.
Then transfer the same word or relationship to a new sentence after a delay. This step converts passage-specific support into durable vocabulary knowledge and shows whether the reader can carry the learning beyond the original story.
Extended Reading Workshop 40: cross-subject reading
cross-subject reading matters because comprehension depends on several language processes operating together. Use a short text in which the target vocabulary dimension is the main challenge, and ask the learner to explain what they understood before supplying help.
If comprehension improves immediately after one word or phrase is clarified, vocabulary was part of the bottleneck. Re-read the sentence so the child experiences the repaired meaning inside the text rather than treating the explanation as a separate flashcard fact.
Then transfer the same word or relationship to a new sentence after a delay. This step converts passage-specific support into durable vocabulary knowledge and shows whether the reader can carry the learning beyond the original story.