Vocabulary | Assessment Review
Students will review and practice key writing vocabulary through songs, movement, picture cards, shared discussion, and hands-on activities. The lesson supports oral language, print awareness, and early writing skills in a playful, assessment-review format.
| Term | Definition |
|---|---|
| write | to make marks or letters on paper |
| book | something we can read and look at pictures in |
| letter | a sign used to make words |
| word | letters together that mean something |
| name | the special word that tells who you are |
| paper | the flat surface we use for drawing and writing |
| pencil | a tool we use to write |
| story | something we tell or read that has characters and events |
Sing a simple call-and-response song using the vocabulary words. Show each picture card and have students act out the word, such as pretending to write, open a book, or point to a name tag.
Repeat words, move with the song, and imitate the teacher’s actions.
Display 4-6 vocabulary cards at a time. Name each word, say it slowly, and briefly explain it using simple language and gestures.
Chorally repeat each word and point to the matching picture or object.
Place picture cards, objects, or simple scenes on the floor or table. Ask students to match the word card to the correct picture and explain their choice with support.
Work together to match cards and say the vocabulary word aloud.
Model writing a simple sentence or label on chart paper, such as “I write my name.” Point out the words, letters, and pencil use while thinking aloud.
Watch, repeat key vocabulary, and help identify letters, words, and the pencil.
Rotate students through a quick sorting or matching activity, such as sorting picture cards by tool, print, or action.
Sort, match, and practice saying the vocabulary words with a partner or teacher.
Hold up each vocabulary card one last time and ask students to say the word and show a matching action.
Say the word, gesture, and listen to peers.
Review the vocabulary cards together and celebrate student participation. Ask, “What word do we use when we make marks on paper?” and let students respond with the target vocabulary words one last time.
Send home a simple family vocabulary sheet with 3-4 words and pictures. Ask children to point to each picture, say the word, and find one example at home, such as a book, pencil, or paper.