When reading aloud to students, when is the best time to give several examples of how new vocabulary words are used in other contexts and to make connections between new vocabulary words and students' experiences?

Question

A) about halfway through the reading of the selection
B) after the story has been read to the class
C) at point of use when the vocabulary appears in the selection
D) in language development sessions about a week prior to the reading of the selection

Answer 1

B / Explanation:
A) The best time to give extended explanations of vocabulary words is after the selection has been read. Explaining the words during the reading interrupts the flow of the reading. However, you could give a very brief explanation of vocabulary words as you read or before you read.
B) The best time to give extended explanations of vocabulary words is after the selection has been read. Explaining the words during the reading interrupts the flow of the reading. However, you could give a very brief explanation of vocabulary words as you read or before you read.
C) The best time to give extended explanations of vocabulary words is after the selection has been read. Explaining the words during the reading interrupts the flow of the reading. However, you could give a very brief explanation of vocabulary words as you read or before you read.
D) The best time to give extended explanations of vocabulary words is after the selection has been read. Explaining the words during the reading interrupts the flow of the reading. However, you could give a very brief explanation of vocabulary words as you read or before you read. If words are discussed extensively a week before the reading, students may have forgotten some of them by the time the read aloud takes place and would not have had the opportunity to see the words in the context of the read aloud before the language development session.