Edutopia – Sarah Gonser
“When several of Megan Kelly’s sixth-grade social studies students kept stumbling over vocabulary words she assumed they already knew, she discovered a blind spot in her teaching practice. “Why should they know these words if I’m not being intentional about teaching them?” Kelly asks in an article for MiddleWeb. Aware that regular exposure to rich, varied vocabulary would bolster her students’ long-term academic success, she set out to find smart strategies “to incorporate vocabulary into small pockets of time in class.”” (more)