Having a wide vocabulary is essential as it supports reading comprehension.
Vocabulary Types
Vocabulary must be considered in terms of oral and print vocabulary. Oral vocabulary includes a child’s receptive and expressive language, while print vocabulary refers to the words the child comprehends in reading and uses in writing.
Vocabulary Acquisition
Oral vocabulary is significantly easier to acquire than print vocabulary as it is supported by contexts and clues. That said, all words take time to be understood and embedded.
Multiple exposures to new words are necessary before children can confidently use and define them (the goal) as opposed to merely recognising them or having a vague understanding as to what they mean.
Reading widely, experiencing a diversity of books and genres through read-alouds, and engaging in discussions about those books and ideas, are drivers of vocabulary development. Separate explicit teaching of specific vocabulary supplements this.
Using CardEd to Support Vocabulary Development
CardEd can be used to develop vocabulary in many ways.
Below are 5 activities using one card and one word!
CardEd Set 1 Sample
Word Building
Select a CardEd card and ask the child to find the verb in the Word Zone.
In this case, the verb is lead.
Check:
• Can the child explain the meaning of this word?
• Can they use it in a sentence that makes sense?
• Using this root word, can they make a longer word?
It is important to clarify word meanings through discussion and exemplars. Misconceptions are often very apparent when children look words up in the dictionary and write sentences thereafter. Discussing words reduces the likelihood of such misconceptions.
Adding Affixes
Initially, focus on adding -s for subject / verb agreement or changing tenses by adding -ing / -ed where possible.
• Discuss whether each root word can take these endings. Allow the child to experiment. Does the word sound correct when a particular affix is added?
• If not, can the child provide the correct verb form?
• Can the child use the new words created in sentences that make sense?
What words can we make from the root word lead?
• lead + s = leads.
At each football game, a mascot leads out the team.
• lead + ing = leading.
As the runners approached the final straight, Ella was leading the race.
• lead + ed = leaded
Does the child recognise this is not a real word when read with the verb pronunciation? (Obviously, you can have leaded glass and leaded fuel.)
Can they tell what the past tense of lead is?
Do they know it is led or do they generalise as for read?
Once pupils understand the concept, introduce them to a wider range of affixes and encourage them to investigate and create longer words.
• Can they use their new words in sentences?
• Are they able to identify the type of word they have created?
• Do they understand the meaning of the prefix / suffix they have used?
Consider the following examples.
• mis + lead = mislead (verb)
She failed to tell the whole story in a bid to mislead the investigator. (Can the child turn this sentence into the past tense?)
• mis + lead + ing = misleading (adjective)
Some of the claims made by the politician were very misleading.
• lead + er = leader (noun)*
Our team leader, Ben, shared our findings with the class.
*What compound words (with leader) can the child think of?
• ringleader
• cheerleader
• bandleader
• lead + er + ship = leadership
With strong leadership from the director, the company turned a significant profit.
Multiple Meanings
Use the cards to examine words which have more than one meaning.
Focusing on the card above once again, let’s consider some meanings ‘lead’ can have. See Cambridge Dictionary for these and more.
Verbs
• lead (verb) – to show the way
I will lead the cows to the meadow.
• lead (verb) – to live
Although retired, John leads a very busy and active life.
• lead (verb) – to control
I have picked Ali to lead the warm-up before the match.
• lead (verb) – to influence
The evidence leads me to believe climate changes is rapidly occurring.
Nouns
• lead (noun) – winning position
Ella is in the lead as the runners reach the final stretch.
• lead (noun) – electrical wire
Please pass my laptop lead as the battery is almost dead.
• lead (noun) – a clue / information
The investigator in the case has uncovered a promising lead.
• lead (noun) – a substance
Before the risks associated with lead were identified, it was commonly used in the manufacture of water pipes.
Adjective
• lead (adjective) – main performer / part
The lead guitarist in the band played an incredible solo.
Synonyms and Antonyms
Encourage the child to look for synonyms and antonyms for the words on the card.
Taking the example of ‘lead,’ can the child identify words with similar meanings and can (s)he state the opposite?
• Synonyms for lead (as in show the way): guide, conduct, usher, escort, steer, pilot, marshal, and shepherd.
• Antonyms for lead: follow.
Have the child consider appropriate contexts in which to use related words. For example, other than an aircraft, what else might you pilot?
The captain piloted the ship through the choppy waters around the Cape of Good Hope.
Our school was chosen to pilot the new English programme.
Idioms Investigation
Have the child investigate idioms featuring any of the words in the Word Zone.
Using ‘lead’ as an example once again, does the child know any sayings which include the word but are not to be taken literally?
• To lead someone a merry dance.
• To lead someone up the garden path.
In planting false evidence, the criminals led the police a merry dance.
The company led Rebecca up the garden path when they interviewed her for a position that was no longer available.
Proverbs and Sayings
Has the child heard of any proverbs / sayings in which the word is used? What piece of wisdom does the saying convey?
- You can lead a horse to water, but you can’t make him drink.
You can make it easy for someone to do something, but you can’t make them do it.
Hopefully, this post has made it easy for you to see how CardEd can be used for vocabulary development. Why not try these activities with your child / class and see how well ‘lead’ is embedded in their vocabulary?
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