1. How to Use the Oral Vocabulary Card Slides and Tests on the CPT CD-ROM
Oral Vocabulary Card Images
The Oral Vocabulary Card images are included here to enhance the class’s experience of hearing the stories read aloud. As you read each card in a story, show students the slide with the corresponding image. The large format will hold students attention and allow them to notice details in the images.
Oral Vocabulary Pre- and Posttests
The Oral Vocabulary Pre- and Posttests are composed of vocabulary questions for all of the oral vocabulary words in each set of Oral Vocabulary Cards. There is a test for each unit and week, which corresponds to one story.
In the Pre- and Posttest, some vocabulary words are boldfaced and some are underscored. Boldfaced words are Wonderful Words, which are highlighted in the Oral Vocabulary Card text and have detailed instructional routines in the sidebars for use with all students. Underscored words are the additional vocabulary words that are underscored in the Oral Vocabulary Card text. These are designed for those students needing intensive vocabulary instruction. Use the Define/Example/Ask routine to teach these words during your rereading of the Oral Vocabulary Cards.
The Pre- and Posttests can be administered individually or in small groups.
Administering the Pretest
Administer the pretest on Day 1, before you read the Oral Vocabulary Card story for the week.
Ask each question, and have children answer.
If children’s answers indicate an understanding of the word, guide them in a short discussion.
If children cannot answer a question, move on quickly. At this point, it is likely that children will be unfamiliar with many of the words.
Explain to children that they will hear these words again throughout the week in a story that you will read to them.
Administering the Posttest
Administer the posttest on Day 5, after you have spent a minimum of 15 minutes per day using the Oral Vocabulary Cards for distributed practice of the vocabulary words.
Ask each question, and have student pairs discuss the answer with each other as you listen in. Then call on selected children to share their answers.
Take note of words that continue to present a struggle for children. Provide opportunities for periodic review of these words in the coming weeks. For example, use these words in transition activities and classroom discussions.
At the end of each unit, review 4 to 5 words per Oral Vocabulary Story by asking the question for those words again. Keep track of children’s progress to see how well they maintain the vocabulary over an extended period of time.
Unit 2, Week 5
Daedalus and Icarus
1. How are the desks arranged in our classroom?
2. What animals wake up at dawn?
3. What kind of device could you use to write a letter?
4. What would you devise if you were asked to think up a new sandwich?
5. Where do butterflies flit?
6. What would a grand house look like?
7. Who is the most ingenious person you know? Why?
8. What would you like to investigate? How would you investigate it?
9. What do you think a person has to do to become a superior athlete?
10. When is it important for you to keep your wits at school?

2. Unit 2, Week 5
Daedalus and Icarus
1. How are the desks arranged in our classroom?
2. What animals wake up at dawn?
3. What kind of device could you use to write a letter?
4. What would you devise if you were asked to think up a new sandwich?
5. Where do butterflies flit?
6. What would a grand house look like?
7. Who is the most ingenious person you know? Why?
8. What would you like to investigate? How would you investigate it?
9. What do you think a person has to do to become a superior athlete?
10. When is it important for you to keep your wits at school?

3. Unit 2, Week 5
Daedalus and Icarus
1. How are the desks arranged in our classroom?
2. What animals wake up at dawn?
3. What kind of device could you use to write a letter?
4. What would you devise if you were asked to think up a new sandwich?
5. Where do butterflies flit?
6. What would a grand house look like?
7. Who is the most ingenious person you know? Why?
8. What would you like to investigate? How would you investigate it?
9. What do you think a person has to do to become a superior athlete?
10. When is it important for you to keep your wits at school?

4. Unit 2, Week 5
Daedalus and Icarus
1. How are the desks arranged in our classroom?
2. What animals wake up at dawn?
3. What kind of device could you use to write a letter?
4. What would you devise if you were asked to think up a new sandwich?
5. Where do butterflies flit?
6. What would a grand house look like?
7. Who is the most ingenious person you know? Why?
8. What would you like to investigate? How would you investigate it?
9. What do you think a person has to do to become a superior athlete?
10. When is it important for you to keep your wits at school?