tag:blogger.com,1999:blog-7115493794020921973Thu, 31 May 2012 17:58:21 +0000featuredmetalinguistic awarenessmorphological awarenessRTIsorting pictures and/or wordsvocabulary learningassessmentscience vocabularyword listsconnotationsdialectsreading to childrenprimary gradescontextinventing and word playmythologycomprehensiontelevisionlibrariescontent knowledgeroots and affixesspellingspecial needsdigital learningmotivationfamilies of wordsparentsacademic wordspreschoolreadEnglish language learnersslangsurveyselecting words to teachconceptsdictionarySpanish cognatescontent standardsfluencyword consciousnessteacher knowledgeword originsmultiple meaningspovertyinterestBridging the Verbal Divide copyright (c) 2009-2010http://vocablog-plc.blogspot.com/noreply@blogger.com (Susan M. Ebbers)Blogger84125http://vocablog-plc.blogspot.comhttp://4.bp.blogspot.com/_f3lgBGJ8W3c/S77Fmz-cFQI/AAAAAAAAAew/NkBvc1D9wZE/S1600-R/Logo_Vocabulogic.pngVocabulogichttp://feedburner.google.comtag:blogger.com,1999:blog-7115493794020921973.post-6792648852158449892Sun, 27 May 2012 07:01:00 +00002012-05-30T07:56:59.813-07:00roots and affixesprimary gradesvocabulary learningword originspreschool A note from the publisher: I will no longer send out email notification for each new Vocabulogic post. If you wish to be notified when a new post is published, enter your email address into Feedburner. After you do so, Feedburner will send you a verification email; you will need to confirm to activate your subscription. To subscribe, click the Feedburner link. Greetings!  I am on http://feedproxy.google.com/~r/Vocabulogic/~3/ET8abTSNTyk/be-not-dismighted-hear-podcast-see.htmlnoreply@blogger.com (Susan M. Ebbers)4<img src="http://feeds.feedburner.com/~r/Vocabulogic/~4/ET8abTSNTyk" height="1" width="1"/>http://vocablog-plc.blogspot.com/2012/05/be-not-dismighted-hear-podcast-see.htmltag:blogger.com,1999:blog-7115493794020921973.post-1247790238365036188Sun, 13 May 2012 07:00:00 +00002012-05-24T20:48:03.338-07:00spellingteacher knowledgevocabulary learningword originsmorphological awareness Peter Bowers contributed the following post. Pete is a doctoral candidate at Queen's University, Canada, with expertise in orthography and morphology, as well as critical thinking. He has investigated how morphological awareness contributes to various aspects of literacy, especially spelling and vocabulary knowledge. As a regular contributor to Vocabulogic, Pete has authored several posts, http://feedproxy.google.com/~r/Vocabulogic/~3/GzWA9YK9ZUg/videos-of-structured-word-inquiry.htmlnoreply@blogger.com (Peter Bowers)4<img src="http://feeds.feedburner.com/~r/Vocabulogic/~4/GzWA9YK9ZUg" height="1" width="1"/>http://vocablog-plc.blogspot.com/2012/05/videos-of-structured-word-inquiry.htmltag:blogger.com,1999:blog-7115493794020921973.post-6993407511127688124Sun, 29 Apr 2012 07:01:00 +00002012-05-31T10:51:03.434-07:00teacher knowledgevocabulary learningEnglish language learnersword originssurveydictionary Thanks for participating in the Puzzling Plurals survey. In this post, after focusing on potato and other singular nouns that end with the open /o/ sound, I discuss the survey questions. To finish, I provide links to references, articles, and games. It is evident from the survey results that "we" are perplexed. The English language is  puzzling, and plurals trouble all of us at times. As we http://feedproxy.google.com/~r/Vocabulogic/~3/jbps41JA5To/puzzling-plurals-and-potatoe-incident.htmlnoreply@blogger.com (Susan M. Ebbers)14<img src="http://feeds.feedburner.com/~r/Vocabulogic/~4/jbps41JA5To" height="1" width="1"/>http://vocablog-plc.blogspot.com/2012/04/puzzling-plurals-and-potatoe-incident.htmltag:blogger.com,1999:blog-7115493794020921973.post-3422563174769271753Sun, 15 Apr 2012 07:01:00 +00002012-04-15T21:36:38.140-07:00survey (The public is invited to participate in the survey, located within this post.) Most English nouns are transformed from singular to plural by adding an -s or -es to the end, as with cat -- cats and wish -- wishes, but there are a number of singular--plural pairs that are tricky. How tricky? Let's find out! In the survey below, check all the phrases that are expressed correctly. Do not look http://feedproxy.google.com/~r/Vocabulogic/~3/SkkvgNxKo_g/new-survey-question-puzzling-plurals.htmlnoreply@blogger.com (Susan M. Ebbers)6<img src="http://feeds.feedburner.com/~r/Vocabulogic/~4/SkkvgNxKo_g" height="1" width="1"/>http://vocablog-plc.blogspot.com/2012/04/new-survey-question-puzzling-plurals.htmltag:blogger.com,1999:blog-7115493794020921973.post-220899716064857286Sun, 01 Apr 2012 07:01:00 +00002012-04-15T14:39:54.803-07:00special needsvocabulary learningcontent standardsEnglish language learnersdigital learningmotivationlibraries Dr. Alexis Filippini is the executive director at Mission Learning Center and a literacy consultant (website). She is passionate about literacy, especially among students who do not fit the "mainstream" mold. She has taught English Language Learners and students with learning disabilities in 1:1 and small group contexts, and conducted research on early reading and vocabulary acquisition. Thehttp://feedproxy.google.com/~r/Vocabulogic/~3/fhX785BKQRE/reading-with-your-ears-assistive.htmlnoreply@blogger.com (Susan M. Ebbers)21<img src="http://feeds.feedburner.com/~r/Vocabulogic/~4/fhX785BKQRE" height="1" width="1"/>http://vocablog-plc.blogspot.com/2012/04/reading-with-your-ears-assistive.htmltag:blogger.com,1999:blog-7115493794020921973.post-4564324204914106360Sun, 18 Mar 2012 07:01:00 +00002012-03-18T00:01:01.433-07:00vocabulary learningcontent knowledgescience vocabularyacademic wordsIn this post, Dr. Vicky Zygouris-Coe discusses theory and offers practical applications for helping older students develop disciplinary literacy. Vassiliki ("Vicky") Zygouris-Coe is an Associate Professor of Education at the University of Central Florida, College of Education. Her research focuses in literacy in the content areas, online learning, and teacher professional development. Dr. http://feedproxy.google.com/~r/Vocabulogic/~3/noRIyOAM8D8/what-is-disciplinary-literacy-and-why.htmlnoreply@blogger.com (Susan M. Ebbers)1<img src="http://feeds.feedburner.com/~r/Vocabulogic/~4/noRIyOAM8D8" height="1" width="1"/>http://vocablog-plc.blogspot.com/2012/03/what-is-disciplinary-literacy-and-why.htmltag:blogger.com,1999:blog-7115493794020921973.post-8584719415517500476Sun, 04 Mar 2012 08:01:00 +00002012-03-04T00:27:29.763-08:00multiple meaningsmetalinguistic awarenessselecting words to teachroots and affixesSpanish cognatesvocabulary learningEnglish language learnersmorphological awarenessacademic wordsDr. Elsa Cárdenas-Hagan is a Bilingual Speech Language Pathologist and a Certified Academic Language Therapist with a doctorate in Curriculum and Instruction. She is the Director of Valley Speech Language and Learning Center in Brownsville, Texas and works with the Texas Institute for Measurement Evaluation and Statistics at the University of Houston. Dr. Cárdenas-Hagan is the author of Esperanzahttp://feedproxy.google.com/~r/Vocabulogic/~3/GgIAPthxhbo/vocabulary-development-for-english.htmlnoreply@blogger.com (Susan M. Ebbers)8<img src="http://feeds.feedburner.com/~r/Vocabulogic/~4/GgIAPthxhbo" height="1" width="1"/>http://vocablog-plc.blogspot.com/2012/03/vocabulary-development-for-english.htmltag:blogger.com,1999:blog-7115493794020921973.post-3683585022130358673Sun, 19 Feb 2012 08:01:00 +00002012-04-06T21:22:52.634-07:00vocabulary learningword originsIn this post, I provide a simplified account of the birth and evolution of the English language, suitable for grades 6-12, depending on the reader. This account might be explored in chunks, with a map at hand. This modified excerpt is from Vocabulary Through Morphemes, Second Edition (Ebbers, 2011). The book includes pictures, charts, etc. (right click to download) Invaders of the http://feedproxy.google.com/~r/Vocabulogic/~3/Gm9X78_R4yQ/invaders-of-english-language.htmlnoreply@blogger.com (Susan M. Ebbers)6<img src="http://feeds.feedburner.com/~r/Vocabulogic/~4/Gm9X78_R4yQ" height="1" width="1"/>http://vocablog-plc.blogspot.com/2012/02/invaders-of-english-language.htmltag:blogger.com,1999:blog-7115493794020921973.post-1476139046753322876Sun, 05 Feb 2012 08:09:00 +00002012-02-06T10:08:05.733-08:00word consciousnessmetalinguistic awarenessroots and affixesvocabulary learningcontent standardsmorphological awarenessThanks for participating in the recent survey! The prefixes under- and over- are among the top 20 most commonly used prefixes, according to the The American Heritage Word Frequency Book (Carroll, Davies, & Richman, 1971). According to that source, in the school texts examined, the prefix over- was the 8th most common, and the prefix under- was the 20th most common. More Words shows 406 words thathttp://feedproxy.google.com/~r/Vocabulogic/~3/H-PAH3h6Cxk/polysemous-prefixes-over-and-under.htmlnoreply@blogger.com (Susan M. Ebbers)14<img src="http://feeds.feedburner.com/~r/Vocabulogic/~4/H-PAH3h6Cxk" height="1" width="1"/>http://vocablog-plc.blogspot.com/2012/02/polysemous-prefixes-over-and-under.htmltag:blogger.com,1999:blog-7115493794020921973.post-3193472440545873553Sun, 08 Jan 2012 08:01:00 +00002012-03-14T07:16:09.400-07:00word consciousnessmetalinguistic awarenesscomprehensionvocabulary learningcontent standardsinterestmotivationmorphological awarenessCoordinated by the National Governors Association Center for Best Practices (NGA Center), the Common Core State Standards have swept the nation, and nearly every state has sanctioned the call for students to read more complex texts. In response, publishers are rapidly preparing more challenging texts, referring to the exemplars listed in Appendix B of the Standards, including works by Sophocles, http://feedproxy.google.com/~r/Vocabulogic/~3/rmUIY7gHBJ4/metalinguistic-awareness-comprehension.htmlnoreply@blogger.com (Susan M. Ebbers)8<img src="http://feeds.feedburner.com/~r/Vocabulogic/~4/rmUIY7gHBJ4" height="1" width="1"/>http://vocablog-plc.blogspot.com/2012/01/metalinguistic-awareness-comprehension.htmltag:blogger.com,1999:blog-7115493794020921973.post-3757088478522883469Sun, 25 Dec 2011 08:01:00 +00002011-12-25T01:56:35.110-08:00word consciousnessconnotations Joyeux Noël  The elves are making merry--no Sunday post today, but if you've a moment, reflect on The Power of Words, a brief video created in the UK by Purple Feather. This video illustrates several topics discussed in Vocabulogic, especially word choice and connotations. It's received millions of hits, so perhaps you have seen it. Thanks to Lynn for sharing! It has been a treat to correspond http://feedproxy.google.com/~r/Vocabulogic/~3/6_mF_NR3Njw/power-of-words.htmlnoreply@blogger.com (Susan M. Ebbers)0<img src="http://feeds.feedburner.com/~r/Vocabulogic/~4/6_mF_NR3Njw" height="1" width="1"/>http://vocablog-plc.blogspot.com/2011/12/power-of-words.htmltag:blogger.com,1999:blog-7115493794020921973.post-8077556766601590585Sun, 11 Dec 2011 08:01:00 +00002012-05-25T02:58:38.686-07:00word consciousnessfamilies of wordsteacher knowledgeroots and affixesprimary gradesvocabulary learningpreschoolmorphological awareness Something new this time! This is a special treat, just in time for the holidays! It is my pleasure to share a few thoughtful yet brief podcasts on vocabulary, from The Voice of Literacy (dot) org. I have listened to each podcast below and have read manuscripts written by each expert. Drs. Neuman and McCutchen discuss their specific line of research, with practical applications for pedagogy. http://feedproxy.google.com/~r/Vocabulogic/~3/NChOl9qhrh0/two-brief-podcasts-on-vocabulary.htmlnoreply@blogger.com (Susan M. Ebbers)3<img src="http://feeds.feedburner.com/~r/Vocabulogic/~4/NChOl9qhrh0" height="1" width="1"/>http://vocablog-plc.blogspot.com/2011/12/two-brief-podcasts-on-vocabulary.htmltag:blogger.com,1999:blog-7115493794020921973.post-1332301650518995323Sun, 27 Nov 2011 08:01:00 +00002011-11-27T10:45:41.333-08:00word consciousnessselecting words to teachprimary gradesreading to childrenTimothy Rasinski is a professor of literacy education at Kent State University. He has written over 200 articles and has authored, co-authored or edited over 20 books or curriculum programs on reading education. He is author of the best selling book on reading fluency entitled The Fluent Reader, published by Scholastic. His scholarly interests include reading fluency and word study, reading http://feedproxy.google.com/~r/Vocabulogic/~3/Zefa5ZCL7l0/word-harvesting-using-authentic.htmlnoreply@blogger.com (Susan M. Ebbers)5<img src="http://feeds.feedburner.com/~r/Vocabulogic/~4/Zefa5ZCL7l0" height="1" width="1"/>http://vocablog-plc.blogspot.com/2011/11/word-harvesting-using-authentic.htmltag:blogger.com,1999:blog-7115493794020921973.post-3574167726446008403Sun, 13 Nov 2011 08:01:00 +00002011-11-20T13:33:16.046-08:00roots and affixesdigital learningdictionaryNew release: Just out this month, Houghton Mifflin Harcourt offers up The American Heritage Dictionary of the English Language, Fifth Edition.  I have been using the Fourth Edition for about a decade, with no complaints. Because this resource provides etymological information as well as denotations and illustrations, I referred to it when writing my supplemental curriculum: Vocabulary through http://feedproxy.google.com/~r/Vocabulogic/~3/ZAUr03q05jE/rise-of-digital-dictionaries-novels.htmlnoreply@blogger.com (Susan M. Ebbers)8<img src="http://feeds.feedburner.com/~r/Vocabulogic/~4/ZAUr03q05jE" height="1" width="1"/>http://vocablog-plc.blogspot.com/2011/11/rise-of-digital-dictionaries-novels.htmltag:blogger.com,1999:blog-7115493794020921973.post-7808594864401041448Sun, 30 Oct 2011 07:01:00 +00002011-10-31T21:11:01.444-07:00primary gradesassessmentvocabulary learningpreschoolThis post is courtesy of Gail Kearns and Andrew Biemiller. Gail Kearns is a reading specialist and former teacher who founded a diagnostic and remedial reading clinic in Concord, Massachusetts. She worked for Jeanne Chall at Harvard University as a research assistant on readability projects and on the first edition of the Diagnostic Assessments of Reading (DAR); more recently she co-authored the http://feedproxy.google.com/~r/Vocabulogic/~3/9wkOWIHUG_Y/two-questions-method-of-word-meaning.htmlnoreply@blogger.com (Susan M. Ebbers)6<img src="http://feeds.feedburner.com/~r/Vocabulogic/~4/9wkOWIHUG_Y" height="1" width="1"/>http://vocablog-plc.blogspot.com/2011/10/two-questions-method-of-word-meaning.htmltag:blogger.com,1999:blog-7115493794020921973.post-5948743178816597483Sun, 16 Oct 2011 07:01:00 +00002011-10-16T10:30:26.061-07:00word consciousnessinventing and word playreadinterestword originslibrariesI offer up a sampling from my book collection. These books might nurture interest in various aspects of language and accelerate lexipensity. Titles are listed in order, from simplistic to advanced. Enjoy! ---------------Picture Books------------------- Sunshine, Moonshine, by Jennifer Armstrong. A lovely rhyming picture book, suitable for preK to 2. Use this book to develop awareness of compoundhttp://feedproxy.google.com/~r/Vocabulogic/~3/HhTsysJk5uA/punny-books-and-wordy-reads-for-kids-of.htmlnoreply@blogger.com (Susan M. Ebbers)0<img src="http://feeds.feedburner.com/~r/Vocabulogic/~4/HhTsysJk5uA" height="1" width="1"/>http://vocablog-plc.blogspot.com/2011/10/punny-books-and-wordy-reads-for-kids-of.htmltag:blogger.com,1999:blog-7115493794020921973.post-8078174874108996023Sun, 02 Oct 2011 07:01:00 +00002011-10-26T22:01:38.861-07:00spellingword consciousnessvocabulary learningmorphological awarenessSo, I knew piano was a short form of pianoforte but did not realize cello was a truncated form of violincello. I can see WHY it was clipped--quite a mouthful. In linguistics, words that are truncated are called clippings (the clipped form is clips). According to Aronoff and Fudeman, "a clipping is a word-formation process by which a word is created by lopping off part of another word, e.g., http://feedproxy.google.com/~r/Vocabulogic/~3/eCAq1deViik/clipping-sound-keeping-sense-solving.htmlnoreply@blogger.com (Susan M. Ebbers)0<img src="http://feeds.feedburner.com/~r/Vocabulogic/~4/eCAq1deViik" height="1" width="1"/>http://vocablog-plc.blogspot.com/2011/10/clipping-sound-keeping-sense-solving.htmltag:blogger.com,1999:blog-7115493794020921973.post-3929594527134241690Sun, 18 Sep 2011 07:01:00 +00002011-09-18T03:59:17.731-07:00spellingword consciousnessteacher knowledgeroots and affixesmorphological awarenessPete Bowers here--one third of the authors of this collegial conversation. This week’s post is a unique one. The text of this post was not written with the intention of becoming a public post, but it was inspired by a previous Vocabulogic post by Dr. Geri Mohler, an education consultant. Sharon Reichstein is a teacher of Grade 5/6 students with learning and/or reading difficulties in Ottawa who http://feedproxy.google.com/~r/Vocabulogic/~3/w0hPG96oLBY/model-for-morphological-reasoning-via.htmlnoreply@blogger.com (Susan M. Ebbers)2<img src="http://feeds.feedburner.com/~r/Vocabulogic/~4/w0hPG96oLBY" height="1" width="1"/>http://vocablog-plc.blogspot.com/2011/09/model-for-morphological-reasoning-via.htmltag:blogger.com,1999:blog-7115493794020921973.post-8526265475078971401Sun, 04 Sep 2011 07:01:00 +00002011-09-04T00:17:14.394-07:00word consciousnessroots and affixesvocabulary learningword originsmorphological awarenessWhen speaking, we tend to assimilate one sound into another, to make it easier to say the word smoothly. This happens with many prefixes. For example, we say suffix, rather than the technically "pure" form of the word, *subfix. It is easier to say suffix.  The sound /b/ at the end of the prefix sub- has been assimilated into the sound /f/ at the beginning of the base fix. Spelling follows sound, http://feedproxy.google.com/~r/Vocabulogic/~3/JXCmJyfGEZE/assimilated-prefixes-in-mortalized-in.htmlnoreply@blogger.com (Susan M. Ebbers)4<img src="http://feeds.feedburner.com/~r/Vocabulogic/~4/JXCmJyfGEZE" height="1" width="1"/>http://vocablog-plc.blogspot.com/2011/09/assimilated-prefixes-in-mortalized-in.htmltag:blogger.com,1999:blog-7115493794020921973.post-8742687186184560580Sun, 21 Aug 2011 07:01:00 +00002011-08-23T13:25:48.656-07:00vocabulary learningEnglish language learnerscontent knowledgeconceptssorting pictures and/or wordsThis post is courtesy of Dr. Donald R. Bear. Donald is a professor and the director of the E. L. Cord Foundation Center for Learning and Literacy in the Department of Educational Specialties at the University of Nevada, Reno. He is author of numerous articles and books, including Words Their Way, Words Their Way with English Learners, and Vocabulary Their Way. Donald began his career as a teacherhttp://feedproxy.google.com/~r/Vocabulogic/~3/TfJu6KFtnww/concept-sorts-and-vocabulary-learning.htmlnoreply@blogger.com (Susan M. Ebbers)3<img src="http://feeds.feedburner.com/~r/Vocabulogic/~4/TfJu6KFtnww" height="1" width="1"/>http://vocablog-plc.blogspot.com/2011/08/concept-sorts-and-vocabulary-learning.htmltag:blogger.com,1999:blog-7115493794020921973.post-6407288496844674313Sun, 07 Aug 2011 07:01:00 +00002012-03-03T18:34:47.740-08:00word consciousnessroots and affixesvocabulary learningEnglish language learnersmorphological awarenessThis post builds on a few other entries that address a specific affix, including The Slippery Suffix -er and The Popular Prefix in-. The lesson suggestions in this post may be modified to apply to grades 3-12, depending on the student. Perhaps we might even apply some ideas to first or second grade. Words ending with the suffix -ish are often adjectives, but this suffix has several senses. The http://feedproxy.google.com/~r/Vocabulogic/~3/LLq32kANBOw/descriptive-suffix-ish.htmlnoreply@blogger.com (Susan M. Ebbers)2<img src="http://feeds.feedburner.com/~r/Vocabulogic/~4/LLq32kANBOw" height="1" width="1"/>http://vocablog-plc.blogspot.com/2011/08/descriptive-suffix-ish.htmltag:blogger.com,1999:blog-7115493794020921973.post-6158438894234960624Sun, 24 Jul 2011 07:01:00 +00002011-07-24T00:01:00.298-07:00word consciousnessfamilies of wordsroots and affixesvocabulary learningword originsmorphological awareness Our thanks to Dr. Shane Templeton for contributing this post.  A former classroom teacher at the primary and secondary levels, Shane’s research has focused on developmental word knowledge in elementary, middle, and high school students. He has published in a number of research and practitioner journals, and is co-author of Vocabulary Their Way and Words Their Way. His other books include http://feedproxy.google.com/~r/Vocabulogic/~3/hofvx8-QHQ8/more-than-sum-of-their-parts-templeton.htmlnoreply@blogger.com (Susan M. Ebbers)8Pleasanton, CA 94566, USA37.6436199 -121.867646412.183507399999996 -162.2973339 63.1037324 -81.4379589<img src="http://feeds.feedburner.com/~r/Vocabulogic/~4/hofvx8-QHQ8" height="1" width="1"/>http://vocablog-plc.blogspot.com/2011/07/more-than-sum-of-their-parts-templeton.htmltag:blogger.com,1999:blog-7115493794020921973.post-5450070141474691403Sun, 10 Jul 2011 07:01:00 +00002011-07-19T18:36:03.641-07:00spellingfamilies of wordsprimary gradesreadvocabulary learningRTImorphological awareness Unless they consider meaning, children are prone to forget the words they decoded last week--or indeed, only yesterday. As described further below, we must go beyond phonics to make words memorable. We might help children consider several aspects of a word: Phonology: The sounds that make up the word. For example, cat has three sounds,  /k/  /a/  /t/ and catch has three sounds, /k/  /a/  /ch/,http://feedproxy.google.com/~r/Vocabulogic/~3/mKO4652MuxE/making-words-stick-phonics-plus.htmlnoreply@blogger.com (Susan M. Ebbers)0San Francisco, CA 94123, USA37.8020405 -122.4382307-37.3047815 75.84301929999998 90.0 39.280519299999995<img src="http://feeds.feedburner.com/~r/Vocabulogic/~4/mKO4652MuxE" height="1" width="1"/>http://vocablog-plc.blogspot.com/2011/07/making-words-stick-phonics-plus.htmltag:blogger.com,1999:blog-7115493794020921973.post-8976765167140995221Sun, 26 Jun 2011 07:01:00 +00002011-06-26T07:49:16.296-07:00special needsteacher knowledgeprimary gradesreading to childrenpreschoolJacquelyn M. Urbani, Ph.D., contributed this post. Dr. Urbani specializes in reading research and in educating students who are deaf and hard of hearing, where learning to read and developing a broad vocabulary is particularly challenging. Her groundbreaking doctoral research involved helping teachers use dialogic reading procedures during storytime in deaf education classrooms. Before gaining http://feedproxy.google.com/~r/Vocabulogic/~3/0IB0G5lhWEw/developing-language-knowledge-and.htmlnoreply@blogger.com (Susan M. Ebbers)4<img src="http://feeds.feedburner.com/~r/Vocabulogic/~4/0IB0G5lhWEw" height="1" width="1"/>http://vocablog-plc.blogspot.com/2011/06/developing-language-knowledge-and.htmltag:blogger.com,1999:blog-7115493794020921973.post-1760332438075375973Sun, 12 Jun 2011 07:01:00 +00002011-07-04T20:22:50.217-07:00selecting words to teachprimary gradescontextassessmentvocabulary learningreading to childrenpreschoolThis post builds on the prior post, which described how to use storybook reading to build depth of word knowledge. Here, I describe a research-tested method for using storybooks to develop breadth of word knowledge so young children might learn many meanings relatively quickly, but not deeply. At the least, children need to be able to recognize a word when they hear it and understand its most http://feedproxy.google.com/~r/Vocabulogic/~3/Ofa0bgPzJjw/five-day-plan-for-developing-breadth-of.htmlnoreply@blogger.com (Susan M. Ebbers)7<img src="http://feeds.feedburner.com/~r/Vocabulogic/~4/Ofa0bgPzJjw" height="1" width="1"/>http://vocablog-plc.blogspot.com/2011/06/five-day-plan-for-developing-breadth-of.html