The Vocabulary Book: Learning & InstructionThis text presents a comprehensive plan for vocabulary instruction from kindergarten through high school one broad enough to instruct students with small vocabularies, exceptional vocabularies, and every child in between. Written by one of the top experts in the field, this practical book presents a research-based program with plenty of classroom examples and strategies that teachers can use. The comprehensive plan includes four parts: rich and varied language experiences, teaching individual words, teaching word learning strategies, and fostering word consciousness. |
Contents
INTRODUCTION | |
A FourPart Vocabulary Program | 2 |
An Overview of This Book | 6 |
WORDS AND WORD LEARNING | 8 |
Vocabulary Instruction | 13 |
Concluding Remarks | 34 |
PROVIDING RICH AND VARIED LANGUAGE EXPERIENCE | 36 |
Promoting Incidental Word Learning | 37 |
When Should the Strategies Be Taught? | 114 |
Concluding Remarks | 115 |
PROMOTING WORD COSCIOUSNESS | 117 |
Modeling Recognizing and Encouraging Adept Diction | 119 |
Promoting Word Play | 121 |
Providing Rich and Expressive Instruction | 125 |
Involving Students in Original Investigations | 128 |
Teaching Students About Words | 131 |
Directly Building Primary Grade Childrens Oral Vocabularie | 41 |
Concluding Remarks | 55 |
TEACHING INDIVIDUAL WORDS | 57 |
Preliminary Considerations | 58 |
Methods of Teaching Individual Words | 68 |
Selecting Among the Methods and Teaching Vocabulary to Improve Reading Comprehension | 86 |
Concluding Remarks | 87 |
TEACHING WORLDLEARNING STRATEGIES | 89 |
Using Context Clues | 92 |
Using Word Parts | 101 |
Using the Dictionary and Related Reference Tools | 109 |
Developing a Strategy for Dealing with Unknown Words | 112 |
Adopting a Personal Approach to Building Vocabulary | 113 |
Concluding Remarks | 135 |
CLASSROOM PORTRAITS OF EFFECTIVE VOCABULARY INSTRUCTION | 138 |
Karren Sills FirstGrade | 139 |
Gary Suttons FourthGrade Room | 142 |
Darcy Andrews Middle School Classroom | 146 |
Three High School Teachers and Their Classes | 150 |
Concluding Remarks | 156 |
CHILDRENS AND ADOLESCENT LITERATURE CITED | 159 |
REFERENCES | 161 |
| 175 | |
| 181 | |
Other editions - View all
The Vocabulary Book: Learning and Instruction, Second Edition Michael F. Graves Limited preview - 2016 |
Common terms and phrases
activities Anchored Instruction approach appropriate aptronyms ask students basal readers Baumann Biemiller chapter Child classroom concepts context clues Darcy definitions dents derivational suffixes described develop dictionary discuss encounter English learners example Figure Gary give students grade level Graves high school Homophone important infer word meanings initial instruction interactive oral reading Kame'enui Karren lary learn words learning from context Literacy meanings of unknown National Reading Panel need to learn number of words oral vocabularies Phantom Tollbooth polysemy powerful prefixes promoting word reading activities reading vocabularies Rich Instruction Robert Rivera roots selection Semantic Feature Analysis Semantic Mapping sentences sorts spree Stahl strategies instruction students need taught teacher teaching individual words teaching students teaching vocabulary teaching words tested Text Talk tion understand unknown words Venn Diagram vocabu vocabulary instruction vocabulary program word consciousness word knowledge word play word-learning tasks word's words students writing Zevenbergen
Popular passages
Page 175 - Thorndike EL 1941 The Teaching of English Suffixes. New York Teachers College, Columbia University, Columbia, NY Thorndike EL, Lorge I 1944 The Teacher's Word Book of 30,000 Words.