Teaching Academic Vocabulary K-8 Effective Practices Across the Curriculum

ISBN-10: 1462510299
ISBN-13: 9781462510290
Edition: 2013
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Book details

List price: $28.00
Copyright year: 2013
Publisher: Guilford Publications
Publication date: 4/15/2013
Binding: Paperback
Pages: 176
Size: 7.00" wide x 7.75" long x 0.75" tall
Weight: 0.770
Language: English

Camille Blachowiczis a professor of education at National College of Education of National Louis University, where she is director of The Reading Program.nbsp; Her research has been supported by grants from the Spencer Foundation, the Fulbright Council and the International Reading Association.nbsp; In 2003, Dr. Blachowicz was named to the roster of Outstanding Teacher Educators in Reading by the International Reading Association.nbsp; She directs staff development projects in both urban and suburban settings and is co-director of The Reading Leadership Institute.nbsp; Dr. Blachowicz's many articles have been published in journalsnbsp;fromEducational LeadershipandReading Teachernbsp;toReading Research Quarterly. nbsp;nbsp;She is also co-author of many books, includingnbsp;Reading Diagnosis: An Instructional Approach,Reading Comprehension: Strategies for Independent Learners,Reading Street, andFluency Development: From Research to Practice. nbsp;With Donna Ogle, Dr. Blachowicz co-edits theTools for Teaching Literacyseries of staff development and inservice books.

Susan Watts Taffe, PhD, is a researcher and consultant in the field of literacy education. In addition to literacy-technology integration, her research interests include vocabulary development, students experiencing difficulty with reading, and teacher professional development, particularly in culturally and linguistically diverse settings. A frequent speaker at state and national conferences, Dr. Watts Taffe has had articles appear in journals such asThe Reading Teacher, Language Arts, Journal of Literacy Research,andReading Research Quarterly.She has been a special education teacher and reading diagnostician. Dr. Watts Taffe spent 13 years on the faculty of the University of Minnesota, where she was associate professor of elementary and literacy education. In 1996, she received the College of Education and Human Development Distinguished Teaching Award for her work with preservice and inservice teachers. She currently resides in Cincinnati, Ohio. nbsp; Carolyn B. Gwinn, PhD, is a researcher and consultant in the field of literacy education; in this capacity, she focuses on the meaningful integration of technology into literacy curricula, infusion of best practices into literacy instruction, and the design and delivery of high-quality professional development. As an elementary curriculum specialist for one of the largest school districts in Minnesota, Dr. Gwinn engages in strategic planning, implementation, and evaluation of literacy-related initiatives and provides leadership to the district’s technology and media study committee. She has presented at numerous regional and national conferences and has published articles in professional journals includingThe Reading Teacher. Dr. Gwinn has been a classroom teacher in grades 1, 4, and 5; a reading specialist; and a resource teacher. She has also taught undergraduate and graduate literacy methods courses at the University of Minnesota, where she has been recognized for her outstanding teaching and leadership in the community.

The Importance of Academic Vocabulary
Attending to Academic Vocabulary
The Common Core State Standards
Defining Academic Vocabulary
Elements of a Strong Vocabulary Program
Laying the Foundation for Effective Teaching
Concluding Thoughts
Discussion Questions
The Role of Academic Language in Content-Area Learning
What Is Academic Language?
What Are Some Features of Academic Language?
Language, Context, and the Idea of Linguistic Registers
What Are the Purposes of Academic Language?
How the Grammars of Academic Language Can Present Difficulties
How Can We Promote Academic Language Learning?
Concluding Thoughts
Discussion Questions
Understanding Effective Vocabulary Instruction
The Background Builders
Four Basic Understandings
The Comprehensive Vocabulary Program
Concluding Thoughts
Discussion Questions
Teaching Academic Vocabulary in the English Language Arts
Key Understandings about Academic Vocabulary in Reading and Writing
ELA Curricula
Teaching Individual Domain-Specific Words
Vocabulary Instruction for Being a Reader and Responding to Reading
Vocabulary Instruction for Being a Writer and Responding to Writing
Vocabulary Instruction for Speaking and Listening
Word Study: Types, Relationships, and Structure
Strategy Study: Using Clues within and around Words
Resources: Dictionaries, Glossaries, and Thesauri
Using Dynamic Assessment to Inform Instruction
Concluding Thoughts
Discussion Questions
Teaching Academic Vocabulary in Social Studies
Perspective on Discipline-Based Vocabulary
Decisions about What to Teach
Thinking about Teaching Vocabulary in Social Studies
The CCSS and History/Social Studies Vocabulary
Instructional Frameworks
Concluding Thoughts
Discussion Questions
Teaching Academic Vocabulary in Math and Science
Key Understandings about Math and Science Vocabulary
Key Understandings about Vocabulary Instruction in Math and Science
Concluding Thoughts
Discussion Questions
The Role of Technology in Learning Academic Vocabulary
Key Understandings about Academic Vocabulary and Technology
The Role of New Technologies in the Classroom
Using New Technologies to Support Effective Vocabulary Instruction
Incorporating Technology in the Teaching of Individual Words and Concepts
Incorporating Technology in the Teaching of Strategies for Independent Word Learning
Incorporating Technology in the Provision of Rich and Varied Language Experiences
Moving from Receptive to Expressive Vocabulary Knowledge
Incorporating Vocabulary Instruction in the Internet Search Process
New Technologies, New Media, and New Academic Vocabulary
Resources to Support Technology Integration across the School Day
Concluding Thoughts
Discussion Questions
Resources for Developing Academic Vocabulary
Choosing Words for Content-Area Instruction
Deciding How Many Words to Teach
Good Reference Resources for K-8 Students
Other Media Resources and Games for Students
Assessment
Leadership for Academic Vocabulary Development
Concluding Thoughts
Discussion Questions
References
Index

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