# data[].attributes.headline
listening, speaking, reading, writing     instruction in content-area words helps students internalize the content

# data[].attributes.subject
listening, speaking, reading, writing     instruction in content-area words helps students internalize the content

# data[].attributes.headline
they need incremental, repeated exposure in a variety of contexts 

# data[].attributes.subject
they need incremental, repeated exposure in a variety of contexts 

# data[].attributes.body
They need incremental, repeated exposure in a variety of contexts to the words they are trying to learn.

# data[].attributes.body
When students make multiple connections between a new word and their own experiences, they develop a nuanced and flexible understanding of the word they are learning. In this way, students learn not only what a word means but also how to use that word in a variety of contexts, and they can apply appropriate senses of the word's meaning in order to understand the word in different contexts.

# data[].attributes.headline
vocabulary growth occurs naturally  when students read, talk, and listen to one another on a  daily basis

# data[].attributes.subject
vocabulary growth occurs naturally  when students read, talk, and listen to one another on a  daily basis

# data[].attributes.headline
Students acquire vocabulary during reading, writing, speaking, and listening.  

# data[].attributes.subject
Students acquire vocabulary during reading, writing, speaking, and listening.  

# data[].attributes.headline
Tier one--introduce vocabulary during a read alouds

# data[].attributes.subject
Tier one--introduce vocabulary during a read alouds

# data[].attributes.body
Tier Two--during guided reading groups, teaching strategies how to determine the meaning of the words using context

# data[].attributes.body
tier 2:  through instruction and giving examples
tier 3: teach meaning of words.

# data[].attributes.headline
word cards prior to their use on an assignment

# data[].attributes.subject
word cards prior to their use on an assignment

# data[].attributes.body
Tier 2- during content instruction and during guided reading
Tier 3- During content instruction, guided reading, switcharoos or test prep

# data[].attributes.headline
tier 3 words are the unit words, gallery walks, jigsaw

# data[].attributes.subject
tier 3 words are the unit words, gallery walks, jigsaw

# data[].attributes.body
There is no one size fits all.  Words can be known at different levels. Teachers should try many forms of direct instruction.
Good questions to ask:
Is the word encountered frequently
Does the word have multiple meanings?
Which words can be figured out from context?

# data[].attributes.headline
Students need to be taught both directly and indirectly,

# data[].attributes.subject
Students need to be taught both directly and indirectly,

# data[].attributes.headline
At most between 5 and 15 percent of new words encountered upon first reading are retained, and the weaker a student's vocabulary is the smaller the gain. Yet research shows that if students are truly to understand what they read, they must grasp upward of 95 percent of the words.

# data[].attributes.subject
At most between 5 and 15 percent of new words encountered upon first reading are retained, and the weaker a student's vocabulary is the smaller the gain. Yet research shows that if students are truly to understand what they read, they must grasp upward of 95 percent of the words.

# data[].attributes.body
5-15% of new vocabulary is retained with 1st reading! Wow is that low!