/professional-assessments/products/authors/montgomery-judy.html

Judy K. Montgomery

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. <a href="/content/dam/school/global/clinical/us/assets/telepractice/guidance-documents/telepractice-and-intervention.pdf" target="_blank">Guidance on using this test in your telepractice.</a>

Platform Type

Q-global

Material Type

Manuals

Language

English

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

Get The Bridge of Vocabulary 2: Evidence-based Activities for Academic Success - digital vocabulary activities for general & special education use.

Manuals, stimulus books, replacement items & other materials

Support materials

Peabody Picture Vocabulary Test | Fifth Edition

Expressive Vocabulary Test | Third Edition

Review360 for Speech Language Pathologists

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.

The Bridge of Vocabulary 2 Q-global Preschool and Kindergarten Activities (Digital)

A percentage discount is applied on qualifying products when a valid coupon code is entered

Coupon code percentage discount on products

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.

The Bridge of Vocabulary 2 Q-global Lower Elementary Activities (Digital)

The Bridge of Vocabulary 2 Q-global Upper Elementary Activities (Digital)

The Bridge of Vocabulary 2 Q-global Advanced Activities (Digital)

The Bridge of Vocabulary 2 Q-global Middle School Activities (Digital)

<p><strong>Qualification Level</strong></p>

<p>&nbsp;</p>

<p><strong>Level A</strong></p>

<p>This approval level enables you to buy our assessments that require no professional degree, accreditation, organization membership, or license/certificate.</p>

<p><strong>Level B</strong></p>

<p>This approval level enables you to buy our assessments requiring A or B qualification levels.</p>

<p><strong>Level C </strong></p>

<p>This approval level enables you to buy all our assessments.</p>

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>

<p><a href="/professional-assessments/ordering.html" target="_blank">Ordering FAQs</a></p>

<p><a href="/forms/contact-us-support.html" target="_blank">Contact Us</a></p>

<p><strong>Phone:</strong> +1 (800) 627-7271<br />
<strong>Fax: </strong>+1 (800) 232-1223</p>


Overview

Pricing & Ordering

<table border="1" cellpadding="1" cellspacing="1" class="grid-layout--67-33" style="width:500px">
	<tbody>
		<tr>
			<td>
			<p>Developed for both general and special educators to use collaboratively, the Bridge of Vocabulary 2 offers the only explicit vocabulary intervention tool tied to evidence-based research and curriculum standards.</p>

			<h3>Benefits</h3>

			<ul>
				<li>Provides 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>Helps specialists, teachers, and parents systematically plan explicit word encounters.</li>
				<li>Encourages fast mapping and provides extended exposure to vocabulary.</li>
				<li>Demonstrates phonotactic probability and neighborhood density.</li>
				<li>Incorporates student-friendly definitions that use spoken vocabulary words instead of reading vocabulary words.</li>
			</ul>

			<h3>Features</h3>

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

			<ul>
				<li>Activities target a full range of vocabulary skills and concepts (e.g., listening, speaking, reading, writing, rhyming, word play, etc.)</li>
				<li>Furnishes a curriculum standard with explicit teaching instructions, as well as guided and independent practice activities.</li>
				<li>Links to academic standards help anchor vocabulary intervention to curricular outcomes.</li>
			</ul>

			<h3>Resources</h3>

			<p>The following resources are available for The Bridge of Vocabulary 2.</p>
			</td>
			<td>
			<table border="1" cellpadding="1" cellspacing="1" class="bgcolor--grey-95 grid-layout--100 has-padding-vertical--15" style="width:500px">
				<tbody>
					<tr>
						<td>
						<h4>Telepractice</h4>

						<p>Find out how to use this test in your telepractice.</p>

						<p><a class="button-primary" href="/content/dam/school/global/clinical/us/assets/telepractice/guidance-documents/telepractice-and-intervention.pdf" target="_blank">Learn more</a></p>
						</td>
					</tr>
				</tbody>
			</table>
			</td>
		</tr>
	</tbody>
</table>

<table border="1" cellpadding="1" cellspacing="1" class="grid-layout--50-50" style="width:500px">
	<tbody>
		<tr>
			<td>
			<ul class="link-list">
				<li><a href="/content/dam/school/global/clinical/us/assets/bov/bov-2-flyer.pdf" target="_blank">Bridge of Vocabulary 2 Flyer</a></li>
				<li><a href="/content/dam/school/global/clinical/us/assets/ppvt-5/ppvt-5-evt-3-bov2-flyer.pdf" target="_blank">PPVT-5, EVT-3, and BOV2 Flyer</a></li>
				<li><a href="/content/dam/school/global/clinical/us/assets/bov/bov-2-top-10-vocabulary-strategies-poster.pdf" target="_blank">Top 10 Evidence-Based Vocabulary Strategies Poster</a></li>
				<li><a href="/content/dam/school/global/clinical/us/assets/bov/bov2-toc-preview-preschool-kindergarten-activities.pdf" target="_blank">The BOV2 TOC Preview Preschool Kindergarten Activities</a></li>
			</ul>
			</td>
			<td>
			<ul class="link-list">
				<li><a href="/content/dam/school/global/clinical/us/assets/bov/bov2-toc-preview-lower-elementary-cctivities.pdf" target="_blank">The BOV2 TOC Preview Lower Elementary Activities</a></li>
				<li><a href="/content/dam/school/global/clinical/us/assets/bov/bov2-toc-preview-upper-elementary-activities.pdf" target="_blank">The BOV2 TOC Preview Upper Elementary Activities</a></li>
				<li><a href="/content/dam/school/global/clinical/us/assets/bov/bov2-toc-preview-middle-school-activities.pdf" target="_blank">The BOV2 TOC Preview Middle School Activities</a></li>
				<li><a href="/content/dam/school/global/clinical/us/assets/bov/bov2-toc-preview-advanced-practice-activities.pdf" target="_blank">The BOV2 TOC Preview Advanced Practice Activities</a></li>
			</ul>
			</td>
		</tr>
	</tbody>
</table>


Product Details

<table border="1" cellpadding="1" cellspacing="1" class="grid-layout--67-33" style="width:500px">
	<tbody>
		<tr>
			<td>
			<p>Frequently asked questions follow. Click on a question to see the response.</p>
			</td>
			<td>&nbsp;</td>
		</tr>
		<tr>
			<td>
			<table border="1" cellpadding="1" cellspacing="1" class="accordion-component" style="width:500px">
				<tbody>
					<tr>
						<td>
						<p>What are the &ldquo;Top 10&rdquo; strategies essential in teaching vocabulary skills that The Bridge of Vocabulary 2 applies?</p>
						</td>
					</tr>
					<tr>
						<td>
						<p>The &ldquo;Top 10&rdquo; strategies shown to be essential in teaching vocabulary skills to general and special education students are:</p>

						<table border="1" cellpadding="1" cellspacing="1" class="grid-layout--50-50" style="width:500px">
							<tbody>
								<tr>
									<td>
									<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>
									</td>
								</tr>
							</tbody>
						</table>
						</td>
					</tr>
					<tr>
						<td>
						<p>Can I use the activities with individuals and groups?</p>
						</td>
					</tr>
					<tr>
						<td>
						<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>
					</tr>
					<tr>
						<td>
						<p>How much time should I allow for each activity?</p>
						</td>
					</tr>
					<tr>
						<td>
						<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>
						</td>
					</tr>
					<tr>
						<td>
						<p>Can I implement these activities by myself or with other professionals?</p>
						</td>
					</tr>
					<tr>
						<td>
						<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>
						</td>
					</tr>
					<tr>
						<td>
						<p>What kinds of prompting should I use during the activities?</p>
						</td>
					</tr>
					<tr>
						<td>
						<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>
						</td>
					</tr>
				</tbody>
			</table>
			</td>
			<td>&nbsp;</td>
		</tr>
		<tr>
			<td>
			<h4>Two-Minute Talks with Dr. Judy Montgomery</h4>
			</td>
			<td>&nbsp;</td>
		</tr>
		<tr>
			<td>
			<table border="1" cellpadding="1" cellspacing="1" class="accordion-component" style="width:500px">
				<tbody>
					<tr>
						<td>
						<p>Which words should I teach?</p>
						</td>
					</tr>
					<tr>
						<td>
						<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>
						</td>
					</tr>
					<tr>
						<td>
						<p>What makes a word &ldquo;easy&rdquo; or &ldquo;hard&rdquo; to learn?</p>
						</td>
					</tr>
					<tr>
						<td>
						<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>
						</td>
					</tr>
					<tr>
						<td>
						<p>Can I use these vocabulary-learning tasks for children at different ages than suggested in the BOV book?</p>
						</td>
					</tr>
					<tr>
						<td>
						<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>
					</tr>
					<tr>
						<td>
						<p>Should I read to students who cannot read the texts at their age level?</p>
						</td>
					</tr>
					<tr>
						<td>
						<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>
						</td>
					</tr>
					<tr>
						<td>
						<p>I like your ideas, but how do I activate prior knowledge for vocabulary therapy when students have very limited life experiences?</p>
						</td>
					</tr>
					<tr>
						<td>
						<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>
						</td>
					</tr>
				</tbody>
			</table>
			</td>
			<td>&nbsp;</td>
		</tr>
	</tbody>
</table>


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

Related Items