Chapter 4 Building Academic Background Knowledge Through Direct Vocabulary Instruction

How do we incorporate vocabulary instruction by using the characteristic of effective direct vocabulary instruction? Keeping in mind, that instruction does not rely on definition, students being aware of representation; both linguistically and non-linguistically, and developing knowledge through multiple exposures. Students should be taught parts of words to enhance learning, with the idea that different types of words require different types of instruction. Time should be allowed for students to discuss and play with the words they are learning and focusing instruction on terms that have a high probability of enhancing academic success while we continue to work our ways through content specific curriculum?