This is the first in a series of vlogs discussing intentional vocabulary teaching as it relates to a knowledge-rich curriculum. In this first one, I discuss two research articles that establish frameworks and strategies for creating a ‘flood of words’ in primary classrooms.
Professor of Literacy Teacher Education and Policy and Director of the School of Education at the University of Rhode Island. Additionally, I serve as Professor-In-Residence at Cottenham Primary School in Cambridgeshire, UK.
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