word knowledge

Teaching Students about the Schwa

In their introduction to the 2015,¬†Perspectives on Language and Literacy Journal, Berg and Buckerfield introduced the issue with, Vocabulary Research Meets the Classroom. They stated, “the examination of how to effectively teach vocabulary so that our students are equipped with the word knowledge necessary, not to simply survive, but to

Episode 25: Teaching Students about Compound Words

In a previous post, I wrote about encouraging students to look inside of words for spelling patterns. In this week’s post, I am directing students to look inside of words again, but this time we are focusing on smaller words, words that are considered Anglo-Saxon base words. I then explain

Episode 20: Measuring Students Decoding and Encoding Abilities

It’s important for teachers to know the current levels of their students in order to enhance effective literacy instruction. There are many screening tools provided by the school system as well as informal assessment that teachers purchase for additional information about the student. Although my school system provided me with

Episode 15: A Tribute to Dr. Anna Uhl Chamot

While at The George Washington University working on my Master’s Degree, I got the privilege to take a course with Dr. Anna Uhl Chamot. After learning about her passing, I wanted to contribute one of my podcast episodes to her magnificent work. Dr. Chamot, along with Dr. O’Malley, created the

Episode 13: The Influence of Language Learning Objectives

We write learning objectives every day. But our learning objectives are mostly linked to content learning and not language learning. Not only do students striving to learn English need language learning objectives, but any student that is learning how to use the functions of our English language need language learning

How Do We Effectively Measure Knowledge of Word Meaning in the Primary Grades

“Andrew Biemiller (2004) believes that the inability to readily assess vocabulary growth has been a major reason for lack of attention to vocabulary in the primary grades” (Diamond & Gutlohn, 2006, p. 31). Hence, we use running records and other informal reading inventories while assessing our students present levels in

Episode 12: Don’t Take Word Knowledge for Granted

We can’t assume that students know how to break a multisyllabic word into a prefix, a suffix, and a root. As words become more complex, knowledge of roots becomes more essential for students. “Words, like stories, have structure. …Like the parts of a story, the parts of a word also

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