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Front loading to teach vocabulary

Frontloading provides rich dialogue and experiences that allow students to develop vocabulary
by accessing their prior knowledge before reading content. When students have the opportunity
to use their prior knowledge, they exhibit an increase in vocabulary and content knowledge. In
addition, students show their understanding as they interact with difficult content material.
Steps:
1. Introduce content to students. Ask students to describe experiences or ideas they have
regarding the content. Ask students to list words they associate with the content to be
studied. For example, if you are beginning a unit of study on the Vietnam Era, ask
` students to list words they associate with that time.
2. Create a list of content words based on student suggestions and ideas. (Consider using an
ABC Alphabet Chart as described in On Target: Reading Strategies to Guide Learning,
Before Reading: Brainstorming Prior Knowledge, 6-7.)
3. Add to and revise the list of content words as you study the material.
Adaptations:
• When appropriate, include real experiences, videos, field trips, or guest speakers to build
prior knowledge of a topic or unit to be studied.
• Modified KWL: Use a template for students to list words they think may occur in the
reading selection. Have them list why this word might be important and should be included.
After reading, have them list what they now think the word means


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