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Lesson Plan

Bringing Economic Vocabulary to Life Through Video Posters

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Bringing Economic Vocabulary to Life Through Video Posters

Grades 2 – 5
Lesson Plan Type Minilesson
Estimated Time Three 60-minute sessions
Lesson Author

Deborah Kozdras, Ph.D.

Deborah Kozdras, Ph.D.

Tampa, Florida

Christine Joseph, Ph.D.

Christine Joseph, Ph.D.

Tampa, Florida


International Literacy Association



Featured Resources

From Theory to Practice



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.

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  • 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.

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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.

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