Abstract

AbstractThis Teaching Tip is based on a vocabulary study conducted at Thetford Elementary in Thetford, Vermont. It explores the positive effects of ulizing paired conversational response and teaching of associative connections within read aloud. Teachers who scaffold student undertanding during read aloud using the Four C's: compare and contrast vocabulary, make connections to what is known, and use context to fill in meaning for unknown words students, will see the greatest gains in their students.

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