| |
| |
| Foreword | |
| |
| |
| |
| |
| Introduction | |
| |
| |
| The Importance of Vocabulary | |
| |
| |
| The Vocabularies of Linguistically Less Advantaged Children | |
| |
| |
| A Comprehensive Four-Part Vocabulary Program | |
| |
| |
| The Focus of This Book | |
| |
| |
| |
| Crucial Facts About Words and Word Learning | |
| |
| |
| How Many Vocabularies Do We Have? | |
| |
| |
| What Is a Word? | |
| |
| |
| What Does It Mean To "Know" a Word? | |
| |
| |
| How Many Words Are There? | |
| |
| |
| How Many Words Do Students Learn? | |
| |
| |
| How Do Word-Learning Tasks Differ? | |
| |
| |
| Summing Up | |
| |
| |
| |
| Common Considerations for Vocabulary Instruction | |
| |
| |
| The Frequency Distribution of English Words | |
| |
| |
| Selecting Vocabulary to Teach | |
| |
| |
| Principles of Effective Vocabulary Instruction | |
| |
| |
| The Importance of Student-Friendly Definitions | |
| |
| |
| Special Consideration for English Learners | |
| |
| |
| Summing Up | |
| |
| |
| |
| Building Students' Oral Vocabularies | |
| |
| |
| Approaches for All Students | |
| |
| |
| An Approach for Students with Small Vocabularies | |
| |
| |
| Summing Up | |
| |
| |
| |
| Rich and Powerful Instruction | |
| |
| |
| Semantic Mapping | |
| |
| |
| Semantic Feature Analysis | |
| |
| |
| Four Squares | |
| |
| |
| Venn Diagrams | |
| |
| |
| Vocabulary Self-Collection Strategy | |
| |
| |
| Possible Sentences | |
| |
| |
| Focused Discussion | |
| |
| |
| Vocabulary Visits | |
| |
| |
| Robust Instruction | |
| |
| |
| Knowledge as Design | |
| |
| |
| Frayer Method | |
| |
| |
| Expressive Vocabulary Instruction | |
| |
| |
| Summing Up | |
| |
| |
| |
| Introductory Instruction | |
| |
| |
| Teaching Students to Read Known Words | |
| |
| |
| Providing Glossaries | |
| |
| |
| Context-Dictionary-Discussion | |
| |
| |
| Definition Plus Rich Context | |
| |
| |
| Definition, Rich Context, and a Picture | |
| |
| |
| Context-Relationship | |
| |
| |
| Teaching New Meanings for Known Words | |
| |
| |
| Summing Up | |
| |
| |
| |
| Repetition, Assessment, and Differences Across Grade Levels | |
| |
| |
| The Importance of Repetition | |
| |
| |
| Assessing Word Knowledge | |
| |
| |
| Differences Across Grade Levels | |
| |
| |
| Final Comments | |
| |
| |
| References and Children's Literature | |
| |
| |
| Index | |
| |
| |
| About the Author | |