In EX1850 (after EFRU), we did a lot of vocabulary with the read alouds. One of the books even had a glossary in the back of it (Almost Home). I had a copy of the literature guide for Amos Fortune and did the vocabulary in there while we were reading. My 5th grader didn't need to do the full guide.Debby3 wrote:After English from Roots Up, how do you incorporate vocabulary into your schooling?
So a lot of vocabulary just came from using read alouds and other books (from basic package) that were "above" grade level. It was more of a relaxed approach for us that year.
in Intermediate Language Lessons --- we had some vocab. built in the lessons.
and then --- the botany book was full of vocabulary.
Depended a bit.... most reading books we just discussed it as we came to it, but didn't write it down. When it was the Amos Fortune book (and study guide), we just did that out loud as well (we could have written it down in the guide, but didn't because that guide was better suited for grades higher than 5th) and we didn't use all of the guide (I had it to get a feel for what it was like). My oldest was quick to pick up new words in context when reading.Debby3 wrote:So, what did you do with the vocabulary when you came across it? Did you just discuss it, or have them write it down in a vocabulary section of a notebook?
ILL -- that went in the English notebook.
Botany book vocab --- that was written down in the science notebook as we went along.
2nd grader: When she had stuff it was from PLL and botany and the animal kingdom book. Those were part of the notebooking. But not with read alouds. She was using Rod and Staff spelling and part of that book includes learning how to give definitions, so it was built in along the way.