ABSTRACT
A major weakness in vocabulary instruction is that we favor quantity of words over quality of instruction on each word. Students often only memorize brief definitions, easily forgettable. But we have only so much time for direct vocabulary instruction in a busy workshop, and we know that the number of words students need to know cannot possibly be addressed by thorough instruction on each one. We acknowledge the limits of instructional time. So word selection is important. In teaching a rich word deeply-by extensive exploration, as is about to be demonstrated-you can actually teach multiple words and word-learning strategies simultaneously in the mini-lesson. Wellchosen words, thoroughly explored, magnetize other words. Applying this principle, you will end up giving your students a greater yield of words than you would with the traditional practice, where students do little more than memorize brief definitions, especially when given a list of unrelated words.
