<p>Includes 24 activities; once ordered, the digital asset is accessible by logging into Q-global and visiting the Q-global Resource Library. It is a downloadable file.</p>


Q-global The Bridge Of Vocabulary 2: Upper Elementary Activities

Material Type

Manuals

Platform Type

Q-global

The Bridge of Vocabulary 2: Evidence-based Activities for Academic Success

Judy K. Montgomery

Explicit, research-based vocabulary intervention activities tied to academic standards

Purchase the The Bridge of Vocabulary 2: Evidence-based Activities for Academic Success; online here at Pearson Clinical.

Manuals, stimulus books, replacement items & other materials

Support materials

Expressive Vocabulary Test, 3rd Edition

Peabody Picture Vocabulary Test, 5th Edition

The Bridge of Vocabulary (1st Edition)

<p>Includes 27 activities; once ordered, the digital asset is accessible by logging into Q-global and visiting the Q-global Resource Library. It is a downloadable file.</p>


Q-global The Bridge Of Vocabulary 2: Preschool and Kindergarten Activities

Q-global The Bridge Of Vocabulary 2: Lower Elementary Activities

Q-global The Bridge Of Vocabulary 2: Middle School Activities

Q-global The Bridge Of Vocabulary 2: Advanced Practice Activities

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The Bridge of Vocabulary 2: Evidence-based Activities for Academic Success is a completely digital, evidence-based set of vocabulary activities designed specifically for both general and special education professionals

<p>Get instructions and help on ordering online or from our product catalog.</p>

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Overview

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			<h3>Works well with <a href="/store/en/p/P100010207">PPVT-5</a>&nbsp;and <a href="/store/en/p/P100010103">EVT-3</a></h3>

			<p><em><em>The Bridge of Vocabulary 2</em>&nbsp;</em>is a completely digital, evidence-based set of vocabulary activities designed specifically for both general and special education professionals. Interventions can be purchased for 5 different age and/or skill appropriate ranges &mdash; over 125 activities in all!</p>

			<p><strong>Use&nbsp;<em>The Bridge of Vocabulary 2</em>:</strong></p>

			<ul>
				<li>To provide targeted instruction and interventions for all students in a classroom setting, students with language and learning disabilities, students with complex communication disabilities, and across all service delivery models</li>
				<li>To collaborate with other disciplines in vocabulary development, essential to listening, speaking, reading and writing success</li>
			</ul>

			<h3>Relying on proven techniques</h3>

			<p>Authored by Dr. Judy Montgomery and reviewed and tested by classroom teachers and SLPs,&nbsp;<em>The Bridge of Vocabulary 2</em>&nbsp;furnishes explicit teaching instructions in each activity, grounded in an easy-to-understand goal statement and literature references as the link to scientific evidence. Links to academic standards help anchor vocabulary intervention to curricular outcomes. This easy-to-use tool employs strategies grounded in solid research, such as activities that:</p>

			<ul>
				<li>Help specialists, teachers, and parents systematically plan explicit word encounters</li>
				<li>Encourage fast mapping</li>
				<li>Provide extended exposure to vocabulary</li>
				<li>Demonstrate phonotactic probability and neighbourhood density, two important factors in vocabulary growth</li>
				<li>Incorporate student-friendly definitions that use spoken vocabulary words instead of reading vocabulary words</li>
			</ul>

			<p><em>The Bridge of Vocabulary 2</em>&nbsp;offers the only explicit vocabulary intervention tool tied to evidence-based research and curriculum standards and developed for both general and special educators to use collaboratively!</p>

			<h3>Useful with a variety of student populations</h3>

			<p><em>The Bridge of Vocabulary 2</em>&nbsp;is designed to supply professionals with the resources they need to create linguistic environments that will allow all students to succeed as listeners, speakers, readers, and writers. The activities can be used with:</p>

			<ul>
				<li>ELL students</li>
				<li>Students with language and learning disabilities</li>
				<li>Students with complex communication disabilities</li>
				<li>Typical elementary and secondary students, including low and high achievers</li>
			</ul>

			<h3>A framework for success</h3>

			<p><em>The Bridge of Vocabulary 2</em>&nbsp;applies a list of &ldquo;Top 10&rdquo; strategies shown to be essential in teaching vocabulary skills to general and special education students:</p>

			<ul>
				<li>Four Types of Vocabulary</li>
				<li>Tier 2 words</li>
				<li>Repetition</li>
				<li>Dense Neighborhoods</li>
				<li>New Concepts</li>
				<li>Word Categories</li>
				<li>Word Consciousness</li>
				<li>Levels of Knowing</li>
				<li>Word Meanings</li>
				<li>Student-Friendly Definitions</li>
			</ul>

			<h3>Comprehensive content</h3>

			<p><em>The Bridge of Vocabulary 2</em>, all together, has 127 activities across five grade or level groupings: preschool and kindergarten, lower elementary, upper elementary, middle school, and advanced practice.</p>

			<p>This valuable resource targets a full range of vocabulary skills and concepts, including:</p>

			<ul>
				<li>Listening, speaking, reading, and writing</li>
				<li>Language processing of nouns, verbs, adjectives, adverbs, and prepositions</li>
				<li>Antonyms and synonyms</li>
				<li>Classification &amp; Categorization</li>
				<li>Word parts (prefixes, suffixes, and roots)</li>
				<li>Rhyming</li>
				<li>Compound Words</li>
				<li>Onomatopoeia</li>
				<li>Using Words in Descriptions</li>
				<li>Meaning and usage</li>
				<li>Storytelling</li>
				<li>Word play</li>
			</ul>

			<h3>Why Digital-Only for&nbsp;<em>The Bridge of Vocabulary 2</em>?</h3>

			<p>Each grade or level grouping is purchased and accessed using Pearson&rsquo;s Q-global system (in the Resource Library). Q-global accounts are free! Materials can be used on any device, can be printed, and have links embedded in the Table of Contents for each grouping for faster searching.</p>

			<p>Almost 500 pages of content comprise this 2nd Edition. Why worry about losing a book or CD or forgetting it in one place when you need it somewhere else? With the Q-global Resource Library, you always have it with you!</p>
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Product Details

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			<p>Frequently asked questions follow. Click on a question to see the response.</p>
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			<td>&nbsp;</td>
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						<p>What are the &ldquo;Top 10&rdquo; strategies essential in teaching vocabulary skills that The Bridge of Vocabulary 2 applies?</p>
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						<p>The &ldquo;Top 10&rdquo; strategies shown to be essential in teaching vocabulary skills to general and special education students are:</p>

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									<ul>
										<li>Four Types of Vocabulary</li>
										<li>Tier 2 words</li>
										<li>Repetition</li>
										<li>Dense Neighborhoods</li>
										<li>New Concepts</li>
									</ul>
									</td>
									<td>
									<ul>
										<li>Word Categories</li>
										<li>Word Consciousness</li>
										<li>Levels of Knowing</li>
										<li>Word Meanings</li>
										<li>Student-Friendly Definitions</li>
									</ul>
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						<p>Can I use the activities with individuals and groups?</p>
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						<p>Yes. Each activity in The Bridge of Vocabulary 2 displays an icon indicating one or more suggested group sizes for instruction or intervention. Many of the activities are flexible to both individual student use and group work.</p>
						</td>
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						<p>How much time should I allow for each activity?</p>
						</td>
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						<p>Activities in The Bridge of Vocabulary 2 are not timed. However, an icon is displayed in each activity to indicate an estimated length of time that a particular activity might last. This icon shows 1&ndash;3 bars: 1 bar is approximately 5 mins or less, 2 bars may range from 5&ndash;15 minutes, and 3 bar activities usually take at least 15 minutes.</p>
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						<p>Can I implement these activities by myself or with other professionals?</p>
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						<p>Yes. The Bridge of Vocabulary 2 is intended to be used by many different professionals in multiple ways. For example, a speech-language pathologist (SLP) may use an activity in a 1:1 intervention session with a student toward an IEP goal. Or, a classroom teacher and SLP or reading specialist may collaborate during an in-class activity with a small or large group.</p>
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						<p>What kinds of prompting should I use during the activities?</p>
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						<p>The progress monitoring form allows the professional to record different types of prompting used or needed during an activity. In general, verbal, visual, and physical prompting may all be beneficial during the activities&mdash;the student or group will define what level of support is needed. Additionally, the professional should track how quickly the prompting may fade as the student(s) gain more vocabulary skill and independence at a given activity.</p>
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			<td>&nbsp;</td>
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			<h4>Two-Minute Talks with Dr. Judy Montgomery</h4>
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						<p>Which words should I teach?</p>
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						<p><a class="text-primary-link external-link" href="/content/dam/school/global/clinical/us/assets/bov/Q1-What-words-should-I-teach.mp4" rel="noopener noreferrer external" style="text-decoration:none;" target="_blank"><u>Listen to the audio response to the question.</u></a></p>
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						<p>What makes a word &ldquo;easy&rdquo; or &ldquo;hard&rdquo; to learn?</p>
						</td>
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						<p><a class="text-primary-link external-link" href="/content/dam/school/global/clinical/us/assets/bov/Q2-Easy-or-hard-to-learn.mp4" rel="noopener noreferrer external" style="text-decoration:none;" target="_blank"><u>Listen to the audio response to the question.</u></a></p>
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						<p>Can I use these vocabulary-learning tasks for children at different ages than suggested in the BOV book?</p>
						</td>
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						<p><a class="text-primary-link external-link" href="/content/dam/school/global/clinical/us/assets/bov/Q3-Tasks-for-Children-at-Different-Ages.mp4" rel="noopener noreferrer external" style="text-decoration:none;" target="_blank"><u>Listen to the audio response to the question.</u></a>&nbsp;</p>
						</td>
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						<p>Should I read to students who cannot read the texts at their age level?</p>
						</td>
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						<p><a class="text-primary-link external-link" href="/content/dam/school/global/clinical/us/assets/bov/Q4-Read-Text.mp4" rel="noopener noreferrer external" style="text-decoration:none;" target="_blank"><u>Listen to the audio response to the question.</u></a></p>
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						<p>I like your ideas, but how do I activate prior knowledge for vocabulary therapy when students have very limited life experiences?</p>
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						<p><a class="text-primary-link external-link" href="/content/dam/school/global/clinical/us/assets/bov/Q5-Prior-Knowledge.mp4" rel="noopener noreferrer external" style="text-decoration:none;" target="_blank"><u>Listen to the audio response to the question.</u></a>&nbsp;</p>
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			<td>&nbsp;</td>
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The Bridge of Vocabulary 2: Evidence-based Activities for Academic Success

BOV-2

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