to my web. And speaking of webs, I
think one of the best things we can
do for students who strive to make
sense of the English language is to help them
weave related words together,
building networks, making
connections. As a doctoral student, I seek ways to help all
learners gain and retain new
vocabulary. Like Nagy (2007), I
believe teaching word consciousness
and word structure should
be "obligatory, not optional"
in every classroom and that once we
have created sensitivity to language
and interest in words, we have primed the pump
for accelerated vocabulary
development (Graves, 2006). This is
important, because word knowledge
enables comprehension (Kintsch &
Kintsch, 2005; Stahl, 2005).
Oral Vocabulary Exercises: A Program
to Expand Academic Language .
four-color consumable book by Susan Ebbers
and Jill Carroll was written for students
who struggle to understand textbooks.
Common academic words like demonstrate,
indicate, and transfer are
taught and reviewed in context 51 times on
throughout the school year. The program
utilizes rich context, definitions, Spanish
cognates, and conversational partner