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Teacher Resources by Grade
|1st - 2nd||3rd - 4th|
|5th - 6th||7th - 8th|
|9th - 10th||11th - 12th|
Bringing Economic Vocabulary to Life Through Video Posters
|Grades||2 – 5|
|Lesson Plan Type||Minilesson|
|Estimated Time||Three 60-minute sessions|
The goal of this lesson is to introduce the academic vocabulary of economics and financial literacy through children’s books. In Babymouse: Cupcake Tycoon, there are a variety of economics and financial literacy vocabulary words embedded in the text, which involve a school fundraiser. Through a think-aloud read-aloud, the lesson will illustrate how to introduce key economic concepts/vocabulary through the story. Students use puppets to conduct interviews about economics vocabulary in the story and then create vocabulary cards. As a final project, they create video posters, using either PowerPoint or Glogster.
- Cube Creator: Students examine a vocabulary word by creating a vocabulary cube.
- Trading Cards mobile app: Using the Vocabulary Trading Card in this app, students create a card about a specific vocabulary word.
Risko, V., Walker-Dalhouse, D., Bridges, E., & Wilson, A. (2011). Drawing on text features for reading comprehension and composing. The Reading Teacher, 64(5), 376-378.
Nagy W., & Townsend, D. (2012). Words as tools: Learning academic vocabulary as language acquisition. Reading Research Quarterly, 47(1), 91-108.
- Students should use words as tools to learn vocabulary.
- Instruction in academic vocabulary must use words as a way for communication and thought about the content in the discipline.
- Students need opportunities to use the vocabulary words for the purposes of thinking and communicating as they are learning them.
Rodgers, Y.V., Hawthorne, S., & Wheeler, R.C. (2007). Teaching economics through children's literature in the primary grades. The Reading Teacher, 61, 46–55.
- The authors recommend using children’s literature to teach economics concepts in the primary grades.
Ellery, V. (2009). Creating strategic readers: Techniques for developing competency in phonemic awareness, phonics, fluency, vocabulary, and comprehension. (2nd edition) Newark, DE: International Reading Association.
- Vocabulary strategies, including read-alouds, book talks, teacher talk are used to expand the meanings of economic-specific vocabulary.
Botzakis, S. (2009). Graphic novels in education: Cartoons, comprehension, and content knowledge. In D.A. Wooten, & B.E. Cullinan (Eds.), Children's Literature in the reading program (pp. 15-23). Newark, DE: International Reading Association.
- Graphic novels can be used to make connections to content knowledge in social studies.