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Library | Item Barcode | Call Number | Material Type | Item Category 1 | Status |
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Summary
Summary
This book showcases effective ways to build the vocabulary knowledge K-8 learners need to engage meaningfully in reading, writing, and discussion on academic subjects. The distinguished authors draw on decades of classroom experience to explain what academic vocabulary is, how it fits into the Common Core State Standards, and how targeting vocabulary can enhance conceptual understanding in English language arts, social studies, and math and science. Rich classroom vignettes, teaching tips, and examples of student work are included. The book also features helpful figures, word lists, discussion questions, and recommended print and online resources.
Author Notes
Camille Blachowicz, PhD, is Professor Emerita at the National College of Education of National Louis University, where she directed the Reading Program and the Reading Center. She was named Outstanding Teacher Educator in Reading by the International Reading Association for her research on vocabulary instruction and the professional development of literacy professionals. Dr. Blachowicz is the author of several books and numerous chapters and articles on vocabulary and comprehension instruction, as well as coaching, fluency, and other aspects of literacy education.
Peter Fisher, PhD, is Professor at the National College of Education of National Louis University. He is active in several literacy professional organizations and was inducted into the Illinois Reading Council Hall of Fame. Dr. Fisher has published numerous articles and chapters concerning vocabulary instruction and is coauthor (with Camille Blachowicz) of Teaching Vocabulary in All Classrooms.
Donna Ogle, EdD, is Professor Emerita at the National College of Education of National Louis University, where she codirects the Reading Leadership Institute. She is also Senior Consultant to the Chicago Striving Readers research project. A past president of the Illinois Reading Council and the International Reading Association, she is President of the Reading Hall of Fame. The author of several books and many book chapters and articles, Dr. Ogle has focused her career on supporting instruction that enhances students' thinking and learning across the content areas.
Susan Watts Taffe, PhD, is Associate Professor of Literacy Education at the University of Cincinnati. She has been a special education teacher and reading diagnostician and is regularly engaged in school-based projects focused on vocabulary instruction. Dr. Watts Taffe is the author of several books and many journal articles and book chapters and has served on several national committees, including the International Reading Association's RTI Commission, as well as on the editorial boards of several journals.
Table of Contents
| Chapter 1 The Importance of Academic Vocabulary | p. 1 |
| Attending to Academic Vocabulary | p. 1 |
| The Common Core State Standards | p. 3 |
| Defining Academic Vocabulary | p. 4 |
| Elements of a Strong Vocabulary Program | p. 10 |
| Laying the Foundation for Effective Teaching | p. 12 |
| Concluding Thoughts | p. 15 |
| Discussion Questions | p. 15 |
| Chapter 2 The Role of Academic Language in Content-Area Learning | p. 16 |
| What Is Academic Language? | p. 16 |
| What Are Some Features of Academic Language? | p. 18 |
| Language, Context, and the Idea of Linguistic Registers | p. 20 |
| What Are the Purposes of Academic Language? | p. 21 |
| How the Grammars of Academic Language Can Present Difficulties | p. 22 |
| How Can We Promote Academic Language Learning? | p. 27 |
| Concluding Thoughts | p. 32 |
| Discussion Questions | p. 33 |
| Chapter 3 Understanding Effective Vocabulary Instruction | p. 34 |
| The Background Builders | p. 35 |
| Four Basic Understandings | p. 35 |
| The Comprehensive Vocabulary Program | p. 41 |
| Concluding Thoughts | p. 48 |
| Discussion Questions | p. 48 |
| Chapter 4 Teaching Academic Vocabulary in the English Language Arts | p. 50 |
| Key Understandings about Academic Vocabulary in Reading and Writing | p. 50 |
| ELA Curricula | p. 51 |
| Teaching Individual Domain-Specific Words | p. 54 |
| Vocabulary Instruction for Being a Reader and Responding to Reading | p. 58 |
| Vocabulary Instruction for Being a Writer and Responding to Writing | p. 63 |
| Vocabulary Instruction for Speaking and Listening | p. 66 |
| Word Study: Types, Relationships, and Structure | p. 72 |
| Strategy Study: Using Clues within and around Words | p. 74 |
| Resources: Dictionaries, Glossaries, and Thesauri | p. 76 |
| Using Dynamic Assessment to Inform Instruction | p. 77 |
| Concluding Thoughts | p. 78 |
| Discussion Questions | p. 78 |
| Chapter 5 Teaching Academic Vocabulary in Social Studies | p. 80 |
| Perspective on Discipline-Based Vocabulary | p. 81 |
| Decisions about What to Teach | p. 83 |
| Thinking about Teaching Vocabulary in Social Studies | p. 84 |
| The CCSS and History/Social Studies Vocabulary | p. 87 |
| Instructional Frameworks | p. 89 |
| Concluding Thoughts | p. 96 |
| Discussion Questions | p. 97 |
| Chapter 6 Teaching Academic Vocabulary in Math and Science | p. 98 |
| Key Understandings about Math and Science Vocabulary | p. 99 |
| Key Understandings about Vocabulary Instruction in Math and Science | p. 110 |
| Concluding Thoughts | p. 122 |
| Discussion Questions | p. 123 |
| Chapter 7 The Role of Technology in Learning Academic Vocabulary | p. 124 |
| Key Understandings about Academic Vocabulary and Technology | p. 124 |
| The Role of New Technologies in the Classroom | p. 126 |
| Using New Technologies to Support Effective Vocabulary Instruction | p. 127 |
| Incorporating Technology in the Teaching of Individual Words and Concepts | p. 129 |
| Incorporating Technology in the Teaching of Strategies for Independent Word Learning | p. 131 |
| Incorporating Technology in the Provision of Rich and Varied Language Experiences | p. 133 |
| Moving from Receptive to Expressive Vocabulary Knowledge | p. 134 |
| Incorporating Vocabulary Instruction in the Internet Search Process | p. 135 |
| New Technologies, New Media, and New Academic Vocabulary | p. 136 |
| Resources to Support Technology Integration across the School Day | p. 139 |
| Concluding Thoughts | p. 141 |
| Discussion Questions | p. 141 |
| Chapter 8 Resources for Developing Academic Vocabulary | p. 142 |
| Choosing Words for Content-Area Instruction | p. 142 |
| Deciding How Many Words to Teach | p. 144 |
| Good Reference Resources for K-8 Students | p. 146 |
| Other Media Resources and Games for Students | p. 150 |
| Assessment | p. 153 |
| Leadership for Academic Vocabulary Development | p. 155 |
| Concluding Thoughts | p. 160 |
| Discussion Questions | p. 161 |
| References | p. 162 |
| Index | p. 171 |
