Dear Parents,

Vocabulary development is very important in school age children. Although we

work on it in the classroom, children should be expanding and developing at home
as well! Our children never stop learning so we should try to make an enjoyable
experience for them!
Some ways you can help them develop vocabulary at home include;
1. Give your child a note pad before they read the book they selected. Have them
use this note pad to write down any words that they are unsure of, or just do
not know what it means. (In a chapter book, have them stop after each
chapter, if in a storybook have them stop at the end of the book). Sit down
with your child after they have made a list and encourage them to look up
the words. Although this may not be fun for your child, try to make it like a
game so that it is enjoyable. Help your child look up the words so that you
are involved- this will motivate them. (pg. 254)
2. After you and your child look up these words and are familiar with the
definitions, write them down and see if your child can create sentences
either from her own knowledge, or if she can remember how they were used
in the chapter or book. This is using the connect two method. Have your
child choose two words at a time and have them put together a cohesive
sentence. (pg. 256)
3. A strategy to reinforce that the child is learning the words, play a word game
with them such as hangman. See if your child can remember how to spell
the particular word, and when they get the correct answer ask them if they
remember what it means. If they do not, have them look it up again and ask
them again what the word means. This repetition of the word will help it to
stick in their heads better. (pg. 260)
4. Find every day words that your child uses in their vocabulary (ex. fast) take
that word and have you and your child find synonyms (words that mean the
same or close to) for that word. You will notice that some of the words you
find your child may have heard but did not know meant the same thing, or
maybe they have never heard them before. Find at least two synonyms and
write them next to the word that you and your child originally looked up.
Hang this list around close to where your child does their homework and
encourage them to use the synonyms next time they write something for
school. (pg. 261).
5. Now, taking the words that you had just found synonyms to, look up antonyms
(opposite of the word). Do the same activity and hang it close to where your
child does homework, and again encourage your child to use these words in
writing. (pg. 262)
6. Find some everyday items around the house that are familiar to your child (ex.

Pants, shirt, plates, cups and a shoe.) and write these words on index cards
or paper. Ask your child to put these items into categories. This will help
your child visualize putting words together that have something in common.
The clothing words would go together and the dish words would go together.
(pg. 264)
7. Try to plan an outing with your child that will incorporate the vocab words they
have been working on. By taking your child out of the house for learning it
makes the experience more enjoyable, and more motivating for them. (pg.
258)
8. A strategy for helping your child learn the definitions of their spelling words not
just the spelling, create a jeopardy game that gives the child the definitions
and they have to announce the word. This too makes the experience
enjoyable and if they play against a sibling it will motivate them to want to
learn the spelling and the meaning. (pg. 275)
9. Another motivating way to get your child into vocabulary, play a game of
scrabble or boggle with them. Any word that they do not know, have them
write it down and after the game have your child look up the words. This will
make it fun, and it is a chance for you and your child to spend time together
and communicate. (pg. 275)
10.

After a few weeks of collecting vocabulary words and their definitions, have
your child make a My Vocabulary Dictionary. This will allow your child to
refer to the words whenever he/she feels they want to use the words and
they will know the correct context of the words as well. (pg. 273)