Research shows there is a great disparity of vocabulary acquisition based mainly on economic circumstances. Children enter school with "meaningful differences" in vocabulary knowledge. Race, ethnicity, gender and birth order do not seem to be an indicator of vocabulary knowledge but what does seem to matter is relative economic advantage.[1]
[1]Meaningful differences in the everyday experience of young American children. Baltimore: Paul H. Brookes.
Improving Vocabulary - Read2Succeed program steps:
Step 1: Connect with the student
Step 2: Introduce or review the rules of the program.*
Step 3: Introduce or reintroduce the book you are currently working on with the student.
Step 4: Introduce pre-selected vocabulary words that student will listen for and highlight in the book.
Step 5: Read the book aloud until the recommended stopping point. Student highlights vocabulary words.
Step 6: Review this session's vocabulary words and paste the journal sheet into student’s word journal. Student selects and highlights one vocabulary word on the journal sheet.
Step 7: The student creates and writes a sentence using their selected vocabulary word. Student illustrates their sentence in their journal.
Step 8: Review previous vocabulary words and praise student’s effort. Sight word list is included to review if time allows.
*What is vocabulary?
Vocabulary is the words of a language or the set of words that a person or group knows or uses.
Why is vocabulary important to me?
- The more words you know, the better you can understand what you are hearing and reading.
- Having a bigger vocabulary means you can read more of what is interesting to you.
- Knowing more words helps you to communicate better through speaking, listening and writing.
Weekly Program Calendar
| Week | Book | Special Instructions |
| Week 1 | Koalas | pre-test and send book home |
| Week 2 | Biscuit | send book homes |
| Week 3 | Just A Mess | send book home |
| Week 4 | Clifford at the Circus | |
| Week 5 | Clifford at the Circus | send book home |
| Week 6 | The Day Jimmy’s Boa Ate the Wash | |
| Week 7 | The Day Jimmy’s Boa Ate the Wash | send book home |
| Week 8 | Henry & Mudge in the Green Time | |
| Week 9 | Henry & Mudge in the Green Time | |
| Week 10 | Henry & Mudge in the Green Time | send book home |
| Week 11 | Pierre the Penguin | send email request for next set of books |
| Week 12 | Pierre the Penguin | post-test and send book home |
| START NEW SET OF BOOKS | ||
| Week 1 | The Seasons of Arnold’s Apple Tree | pre-test |
| Week 2 | The Seasons of Arnold’s Apple Tree | send book home |
| Week 3 | The Blind Men and the Elephant | |
| Week 4 | The Blind Men and the Elephant | send book home |
| Week 5 | The Grouchy Ladybug | |
| Week 6 | The Grouchy Ladybug | send book home |
| Week 7 | Alexander and the Wind-Up Mouse | |
| Week 8 | Alexander and the Wind-Up Mouse | send book home |
| Week 9 | Chrysanthemum | start to prepare student for program ending |
| Week 10 | Chrysanthemum | send book home |
| Week 11 | Big Al | |
| Week 12 | Big Al | post-test and send books and materials home in tote bag |
Program Kit
The kit includes seven books with corresponding materials for 12 weeks. Volunteers and students to continue the program with a second set of six books for a total of 24 weeks.
Note: Books are given to the students upon completion to build a home library. Remaining supplies will be given to the students at the end of the program.
Program Evaluation
The first and last sessions of the program include a pre- and post-assessment. This assessment is administered in-person by the volunteer to measure each students' vocabulary acquisition over the course of the program.
Contact Us
Elizabeth Conrad, Read2Succeed Administrator
Direct: 407-317-3200, ext. 200-2835
Karen Anderson, Read2Succeed Volunteer Coordinator
Direct: 407-317-3200, ext. 200-2940
