9780130418395

Updated with new strategies, ideas, and websites, this research-based book features a wealth of ideas for developing vocabulary in all content areas. Many of the techniques explored in this book have the broader goal of enhancing the acquisition of content knowledge. The authors do an exceptional job of combining a strong research base with field-tested strategies for developing vocabulary in any K-12 classroom. Chapter topics include learning vocabulary from context, integrating vocabulary and reading strategy instruction, learning vocabulary in literature-based reading instruction, learning vocabulary in the content areas, using dictionaries and other references, assessing vocabulary knowledge, vocabulary instruction for learners with special needs, vocabulary and spelling instruction using structural analysis, and wordplay in the classroom. For elementary school teachers of reading, language arts, social studies, science, and remedial education.

Vocabulary in the Classroom: A Theoretical and Practical Perspective

1

(16)

What Does the Research Tell Us About Vocabulary?

2

(1)

What Does It Mean to ``Know'' a Word?

3

(3)

What Is Effective Vocabulary Instruction?

6

(8)

The effective vocabulary teacher builds a word-rich environment in which students are immersed in words for both incidental and intentional learning

7

(1)

The effective vocabulary teacher helps students develop as independent word learners

8

(1)

The effective vocabulary teacher uses instructional strategies that not only teach vocabulary effectively but model good word-learning behaviors

9

(4)

The effective vocabulary teacher uses assessment that matches the goal of instruction

13

(1)

Some Last Thoughts

14

(1)

Looking Back and Looking Ahead

14

(2)

Resources for Further Learning

16

(1)

Learning Vocabulary from Context

17

(22)

Learning from Context

19

(1)

Encouraging Informal Word Learning

20

(4)

Developing Rich Language Environments

20

(1)

Classroom Labeling

21

(2)

Wide Reading

23

(1)

Using Technology

23

(1)

Learning to Problem-Solve with Context

24

(9)

Teaching About Context

26

(1)

Metacognitive Context Instruction

26

(4)

Using the Cloze Procedure

30

(2)

Self-Selected Vocabulary from Context

32

(1)

Using Contextual Methods to Present New Vocabulary

33

(3)

C(2)QU

33

(2)

The Sentence Game

35

(1)

Create a Personal Context

36

(1)

Looking Back and Looking Ahead

36

(1)

For Further Learning

37

(2)

Integrating Vocabulary and Reading Strategy Instruction

39

(22)

Developing Strategic Reading

40

(3)

What Is Strategic Reading?

40

(1)

How Is Strategic Reading Developed?

41

(1)

Why Connect Vocabulary and Strategic Reading Instruction?

42

(1)

Vocabulary in Strategic Reading Instruction

43

(4)

Classroom Examples

47

(12)

Starting with Graphic Organizers: Vocab-o-Grams

47

(5)

Starting with Writing: Story Impressions

52

(2)

Starting with Drama: Word Plays

54

(1)

Starting with Student Self-Evaluation: Knowledge Rating

55

(4)

Looking Back and Looking Ahead

59

(1)

For Further Learning

59

(2)

Learning Vocabulary in Literature-Based Reading Instruction

61

(22)

Literature-Based Reading Instruction

63

(16)

The Core Book Approach

64

(6)

The Literature Unit Approach

70

(7)

The Individual Reading Approach

77

(2)

Figurative Language

79

(3)

Metaphors and Similes

80

(1)

Idioms

81

(1)

Looking Back and Looking Ahead

82

(1)

For Further Learning

82

(1)

Learning Vocabulary in the Content Areas

83

(26)

Teaching New Meanings for Known Words

86

(6)

``Typical-to-Technical'' Meaning Approach

87

(1)

Illustrating Different Meanings

87

(2)

Vocabulary-Focused K-W-L

89

(1)

Clarifying Misconceptions

90

(2)

Teaching New Words for New Concepts

92

(14)

Strategies That Focus on Discriminating Features

92

(3)

Strategies That Focus on Interconnected Concepts

95

(5)

Strategies That Focus on Textbooks

100

(6)

Teaching New Words for Known Concepts

106

(1)

Keyword Method

106

(1)

Word Substitution and Matching Exercises

106

(1)

Looking Back and Looking Ahead

106

(1)

For Further Learning

107

(2)

Using Dictionaries and Other References

109

(26)

The Nature of Definitions and Defining

111

(1)

The Nature of Dictionaries

112

(3)

A Brief History of Dictionaries

112

(1)

Types of Dictionaries

113

(2)

Understanding How to Use a Dictionary

115

(15)

Knowing When to Use a Dictionary

116

(5)

Knowing How to Locate a Word

121

(2)

Knowing the Parts of a Dictionary Entry

123

(3)

Choosing Between Multiple Meanings

126

(3)

Applying the Meaning

129

(1)

Using Dictionaries in the Classroom

130

(1)

Knowing Other Resources for Word Learning

131

(2)

Looking Back and Looking Ahead

133

(1)

For Further Learning

133

(2)

Assessing Vocabulary Knowledge

135

(32)

Assessment for Instruction

138

(13)

Assessing Vocabulary Breadth: Word Set Graphics

138

(2)

Assessing Vocabulary Depth: Word Maps

140

(1)

Assessing Usage

140

(3)

Assessing Independent Word-Learning Strategies

143

(3)

Teacher-Constructed Tests

146

(3)

Keeping Vocabulary Records

149

(2)

Standardized Measures of Vocabulary

151

(7)

What Are Standardized Measures?

151

(1)

Problems with Standardized Tests

152

(1)

Standardized Group Vocabulary Tests

153

(2)

Specialized Tests

155

(3)

Diagnosis for Special Needs

158

(6)

Vocabulary Assessment with Informal Reading Inventories

158

(3)

Probing IRI Responses

161

(1)

Further Exploration

162

(1)

Putting It All Together

163

(1)

Looking Back and Looking Ahead

164

(1)

For Further Learning

165

(2)

Vocabulary Instruction for Learners with Special Needs

167

(22)

Making Connections Through Topic Relatedness

170

(2)

Word Fluency

170

(2)

List-Group-Label

172

(1)

Making Connections Through Word Relatedness

172

(6)

Synonyms

173

(3)

Antonyms

176

(2)

Analogies

178

(1)

Making Connections with Imagery

178

(2)

The Keyword Method

178

(2)

Making Connections When English Is a Second Language

180

(7)

Activate and Use Prior Knowledge

181

(2)

Incorporate Tasks That Use Language Purposefully

183

(1)

Scaffold the Use of English

183

(1)

Focus on Comprehension

184

(1)

Incorporate Various Media

185

(1)

Have Students Use Multiple Modalities

185

(1)

Provide Opportunities for Literacy Work in Students' Native Languages

186

(1)

ESL Buddies

186

(1)

Looking Back and Looking Ahead

187

(1)

For Further Learning

187

(2)

Vocabulary and Spelling Instruction Using Structural Analysis

189

(14)

Morphological Connections

191

(6)

Compound Words

191

(1)

Incidental Morphemic Analysis

192

(1)

Affixes

193

(2)

Root Words

195

(2)

Spelling and Morphemic Analysis

197

(3)

Word Sorts

198

(1)

Silent/Sounded Consonants

199

(1)

Consonant and Vowel Alternations

199

(1)

Absorbed or Assimilated Prefixes

199

(1)

Roots and Combining Forms

200

(1)

Etymology

200

(2)

Words from Mythology

200

(1)

Words from People and Events

201

(1)

Looking Back and Looking Ahead

202

(1)

For Further Learning

202

(1)

Wordplay in the Classroom

203

Why Do Wordplay in the Classroom?

204

Using Books About Words

205

Word Books for Interpretation

205

Investigating Word Genres

208

Using Riddles, Jokes, and Puns

209

Word Riddles

209

Name Riddles

210

Tom Swifties

210

Using Word Games

210

Card Games

211

Race-and-Chase Board Games

212

What is included with this book?

The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.

The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.

Vocabulary instruction is like the weather: Everyone talks about it, but no one is quite sure what to do about it. This text is therefore written for preservice and inservice teachers ofallgrade levels and inallcontent areas who recognize the importance of vocabulary development but aren't sure what to do with it in the classroom. This text is also written, however, for teachers who have a sense of direction but who want some new, classroom-tested strategies to renew their curriculum. Focus of the TextResearch and practice emphasize that attention to learning vocabulary is an important part of all content learning as well as a significant part of any literacy program. Therefore, many of the techniques for teaching vocabulary that are explored in this book have the broader goal of enhancing the acquisition of content knowledge. Also explored are independent means of learning vocabulary, such as using metacognitive and contextual cues. New features of this edition include greater attention to the ESL student and an added chapter on spelling and word structure. Also, websites for vocabulary exploration are included for each chapter. Special FeaturesThis book has the following special features to help guide the reader. Prepare Yourself.A knowledge rating activity that introduces the major content issues by asking you to evaluate your own prior knowledge. Strategy Overview Guide.A guide to the instructional strategies highlighted in the chapter. It can also be used as a quick reference tool. Teaching Idea File Cards.Shorthand references to a number of strategies and resources most practical to duplicate into a teacher resource file or curriculum resource guide. For Further Learning.Selected, teacher-friendly references that encourage greater investigation.If you are a reading and language teacher or a content area teacher, if you teach in kindergarten or in high school, if your students are gifted or at risk, this text has ideas for your classroom. If you are a student or a teacher of methods classes in reading and language, in social studies, in science, or in special needs instruction, this book will supplement your other texts by giving you ideas for handling the important vocabulary unique to your classes. We hope that you will use the ideas in the text as springboards for experimentation in your own classrooms. AcknowledgmentsMost of the ideas we share in this text have been developed over the years by teachers in many different classroom situations. We thank you. We have tried to give credit to our contributors wherever possible but know that ideas get adapted, modified, or changed as they meet individual classroom needs. If you, the readers, have any new adaptations or suggestions that we could credit to you in future editions, we would love to hear from you.Our thanks do also go to our colleagues and students at National College of Education of National-Louis University and to the many teachers with whom we work closely. Special thanks to Amy McCann, Becky McTague, Elsie McAvoy, Lily Rodriguez, and Joan Stahl for their ideas and assistance. We are also grateful to our reviewers whose thoughtful ideas helped refine this text: Irene Mosedale, Plymouth State College, New Hampshire; Roger Passman, Ed.D., Texas Tech University; and I. LaVerne Raine, Texas A&M University-Commerce.Lastly, we would like to thank Linda Montgomery and Mary Harlan for helping us bring our work into print. Camille Blachowicz Peter Fisher

Amazon no longer offers textbook rentals. We do!

Teaching Vocabulary in All Classrooms

Teaching Vocabulary in All Classrooms

0130418390

Summary

Table of Contents

Supplemental Materials

Excerpts