Talking About Words
Talking Versus Teaching About Words In chapters 5 and 6, we discussed criteria for choosing which words to teach. To warrant intensive (Level III) instruction, words should be either important to the story or passage to be read or useful for children to learn
because they appear in many different contexts. The time available to teach words in a full-blown manner is limited, and teachers need to husband their time so that it is used wisely But what about the other words? There are many words that are important but not that important, or that are useful but not that useful. In other words, what do we do about the words that are not important enough to warrant a significant devotion of time?