# data[].attributes.headline
The teacher's role in supporting children's learning (p. 75-77)

# data[].attributes.subject
The teacher's role in supporting children's learning (p. 75-77)

# data[].attributes.body
-Reinforce connections between words and meanings
-Add to children's network of related words
-Asking children how a new word     relates to words they already know helps them understand how words fit into their prior knowledge
-Suggesting ways to apply new words (Prompt students to think about situations in their lives that they can apply their new words to)
-Getting children involved in responding to peers' comments

# data[].attributes.body
-Review meanings with questions
-Provide situations and examples
-Find the missing word
-Word association
-Finish the sentence
-Yes/No (Have sentences that make sense and some that do not make sense, if it makes sense students will say yes and if not they will say no)
-Final Review

# data[].attributes.headline
Activities that encourage children to interact with words (p. 66-69)

# data[].attributes.subject
Activities that encourage children to interact with words (p. 66-69)

# data[].attributes.body
Some activities that would provide opportunities for students to interact with the target words are:
-Questions, Reasons, Examples
-Making choices
-Using all the words
~Relating the words (use sentences or ask students a question using all of the words as a choice)
~Using one context for all the words (ex. What would an immense amount of spaghetti look like? Why might you feel miserable after eating all that spaghetti? What would it look like to eat spaghetti in a leisurely way?)
~Using the same format for all of the words (ex. Is imagining more like dreaming or sneezing? Why?)
~ Children create examples

# data[].attributes.headline
 Components of introducing words to young children (p.65-66)

# data[].attributes.subject
 Components of introducing words to young children (p.65-66)

# data[].attributes.body
-Definitions for young children (develop student friendly definitions. Capture the word and explain the meaning in everyday language)
-Uses of the word beyond story context
-Provide students opportunities to interact with the word(s)

# data[].attributes.headline
Sources of words for young children's vocabulary development (p. 59-60)

# data[].attributes.subject
Sources of words for young children's vocabulary development (p. 59-60)

# data[].attributes.body
"Young children's listening and speaking competence is in advance of their reading and writing competence."

-The words for young children's vocab instruction do not come from the text materials that students are asked to read early in a school year, like Tier One words: run & ball
-An excellent source are words that come from trade books that are designed to be read to students aloud
-The ideas in stories can be a useful resource as they can be characterized by sophisticated words

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-The study shows that the students who received the interactive instruction had an advantage with using their understanding to make inferences vs students who received the repetition instruction.