chapter  7
12 Pages

Teaching High-Frequency Words

As we pointed out in Part I of this book, one can’t possibly teach all the words that students need to learn. Furthermore, as should be clear enough from the last two chapters, high-quality vocabulary instruction takes time. (There are, of course, times when it is appropriate simply to give an expla­ nation of a word in passing; we’ll talk more about that in chap. 8. But if you want students to know words well, you have to be prepared to invest some effort.) Thus, when teachers do take the time to teach words thoroughly, those words should be selected carefully.