Imperfect Land & Water 1 Book

The Science of Reading identifies background knowledge and vocabulary as core strands of reading comprehension (Scarborough, 2001) — students can decode a word perfectly and still fail to understand a passage if they don't know what "isthmus" or "archipelago" actually means or looks like. Nomenclature books like this one build that background knowledge directly: a real photo paired with the printed term creates a concrete mental image for an abstract geography word, so when students meet these terms again in informational text, they're not decoding new vocabulary — they're recognizing it.

Use this book to extend a child's knowledge after they've explored a topic in the natural world or with 3-Part Cards, or to spark curiosity about something new. Set the context first — either connect to what the child already knows or entice them toward the new topic. Then read each page together, pausing to discuss as needed. For older children, engage them in analysis of the definition by asking them how they thought it would be defined? Does it sound right to them? Once they're able, invite the child to take turns reading with you, then to each other or alone.

This book also acts as a control of error for "build-a-book" or "definitions in stages" card activities. 

Read this book aloud to students who are interested in the topic at any age (typically Prek-3). Invite students to read the book independently as they are able, typically grades 2 and above.