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Foreword | |
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Introduction | |
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A Four-Part Vocabulary Program | |
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The Likely Effect of the Common Core State Standards on Vocabulary Instruction for ELLs | |
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An Overview of This Book | |
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Other Sources of Information on Instruction for English Language Learners | |
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Learning Words in a Second Language | |
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The Vocabulary Learning Task Students Face | |
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The Role of Individual, Home, School, and Instructional Factors in the Development of English Vocabulary in ELLs | |
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Effective Vocabulary Instruction | |
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A Final Word | |
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Providing Rich and Varied Language Experiences | |
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Promoting Incidental Word Learning | |
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Directly Building Primary-Grade ELLs' Oral Vocabularies | |
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A Final Word | |
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Teaching Individual Words | |
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Preliminaries on Teaching Individual Words | |
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Introductory Instruction | |
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Stronger and More Powerful Instruction | |
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Repetition and Review | |
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A Final Word | |
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Teaching Word-Learning Strategies | |
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A Powerful Model for Teaching Strategies | |
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Preliminary Instruction on Word-Learning Strategies | |
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Using Word Parts | |
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Using Context Clues | |
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Using Cognates | |
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Using the Dictionary | |
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Recognizing and Dealing with Multiword Units | |
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Developing Strategies for Dealing with Unknown Words | |
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Adopting a Personal Approach to Building Vocabulary | |
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When Should the Strategies be Taught to ELLs? | |
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A Final Word | |
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Promoting Word Consciousness | |
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Creating a Word-Rich Environment | |
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Recognizing and Promoting Adept Diction | |
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Promoting Word Play | |
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Fostering Word Consciousness Through Writing | |
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Involving Students in Original Investigations | |
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Teaching Students About Words | |
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A Final Word | |
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Empirically Validated Vocabulary Programs for English Language Learners | |
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The Vocabulary Improvement and Oral Language Enrichment Through Stories (VIOLETS) Program | |
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Acquisition of Vocabulary in English (AVE) | |
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Word Generation (WG) | |
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The Quality English and Science Teaching (QuEST) Project | |
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A Final Word | |
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Children's Literature Cited | |
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References | |
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Index | |
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About the Authors | |