Author: Dr. Shirin R. Shaikh
Publisher: Idea Publishing
ISBN:
Category :
Languages : en
Pages : 94
Book Description
The main aim of this book is to connect in a straightforward way the growing body of second language vocabulary research with teacher actions in classrooms. Words are pervasive in our life. The words that we use express and shape our identity. Our vocabulary gives away our social and educational background. It is a major factor in determining what we understand. It opens or closes access to sources of information that will impact our future. Today vocabulary acquisition is considered an integral area of language teaching by linguists, teachers and researchers. They have come to understand the role of lexicon in language learning and communication. Therefore during the past three decades, the field of second language acquisition has seen renewed interest in vocabulary learning. But the scene was different few decades ago. For many years vocabulary was considered unimportant in language teaching. Its neglect in part may be due to specialisation in linguistic research on syntax and phonology. This may have fostered a climate in which vocabulary was considered an unimportant element in the learning of a second or foreign language. This view largely dominated the 1940’s, 1950’s and 1960’s. The period between 1940-60 was an uncertain period for vocabulary as an aspect of language teaching. In this period vocabulary was seen mainly as a problem of selection and gradation for the target learners. It was only in 1970’s that vocabulary was given some place of importance in language teaching but still it was considered less important when compared with syntax and phonology. For years, second language learners have complained about their lack of vocabulary in their new language. During this time, experts in our field did not give much importance to vocabulary. However, since the mid-1990s there has been a renewed interest in research on second language vocabulary issues such as student needs, teaching techniques, learner strategies, incidental learning and vocabulary for specific purpose. Today lexical knowledge is acknowledged to be central to communicative competence and the acquisition and development of second language. This study is probably the first systematic attempt to expand the students’ active vocabulary and to create word-consciousness in the classroom. The aim of the present study is to examine students’ knowledge of vocabulary at the college level and note the problem areas and follow the eclectic method to increase the students’ word power in order to enable them to use more precise words instead of general ones. The students are taught words in lexical sets for quick expansion of vocabulary and they are also made to consider the paradigmatic and syntagmatic relations of words for better understanding of word meanings. Chapter I of this book deals with English as an international language and its position in India today. It also highlights the importance of vocabulary, aspects of vocabulary and the principles of selection and gradation of vocabulary. Chapter II reviews the work already done in the field of vocabulary. Chapter III focuses on the aims and procedure adopted in the present study. It also highlights techniques of teaching new words and expanding vocabulary. Chapter IV presents an analysis of the data collected. The relative difficulty level of different questions in the pre-test and the post-test, the students’ progress in the use of vocabulary and the conclusions of the study are presented in this chapter. I sincerely hope that the present study and the discussions will have an impact on the way teachers and learners view the teaching and learning of vocabulary in a second language.
Creating Word-Consciousness at the Intermediate Level: A Study
Author: Dr. Shirin R. Shaikh
Publisher: Idea Publishing
ISBN:
Category :
Languages : en
Pages : 94
Book Description
The main aim of this book is to connect in a straightforward way the growing body of second language vocabulary research with teacher actions in classrooms. Words are pervasive in our life. The words that we use express and shape our identity. Our vocabulary gives away our social and educational background. It is a major factor in determining what we understand. It opens or closes access to sources of information that will impact our future. Today vocabulary acquisition is considered an integral area of language teaching by linguists, teachers and researchers. They have come to understand the role of lexicon in language learning and communication. Therefore during the past three decades, the field of second language acquisition has seen renewed interest in vocabulary learning. But the scene was different few decades ago. For many years vocabulary was considered unimportant in language teaching. Its neglect in part may be due to specialisation in linguistic research on syntax and phonology. This may have fostered a climate in which vocabulary was considered an unimportant element in the learning of a second or foreign language. This view largely dominated the 1940’s, 1950’s and 1960’s. The period between 1940-60 was an uncertain period for vocabulary as an aspect of language teaching. In this period vocabulary was seen mainly as a problem of selection and gradation for the target learners. It was only in 1970’s that vocabulary was given some place of importance in language teaching but still it was considered less important when compared with syntax and phonology. For years, second language learners have complained about their lack of vocabulary in their new language. During this time, experts in our field did not give much importance to vocabulary. However, since the mid-1990s there has been a renewed interest in research on second language vocabulary issues such as student needs, teaching techniques, learner strategies, incidental learning and vocabulary for specific purpose. Today lexical knowledge is acknowledged to be central to communicative competence and the acquisition and development of second language. This study is probably the first systematic attempt to expand the students’ active vocabulary and to create word-consciousness in the classroom. The aim of the present study is to examine students’ knowledge of vocabulary at the college level and note the problem areas and follow the eclectic method to increase the students’ word power in order to enable them to use more precise words instead of general ones. The students are taught words in lexical sets for quick expansion of vocabulary and they are also made to consider the paradigmatic and syntagmatic relations of words for better understanding of word meanings. Chapter I of this book deals with English as an international language and its position in India today. It also highlights the importance of vocabulary, aspects of vocabulary and the principles of selection and gradation of vocabulary. Chapter II reviews the work already done in the field of vocabulary. Chapter III focuses on the aims and procedure adopted in the present study. It also highlights techniques of teaching new words and expanding vocabulary. Chapter IV presents an analysis of the data collected. The relative difficulty level of different questions in the pre-test and the post-test, the students’ progress in the use of vocabulary and the conclusions of the study are presented in this chapter. I sincerely hope that the present study and the discussions will have an impact on the way teachers and learners view the teaching and learning of vocabulary in a second language.
Publisher: Idea Publishing
ISBN:
Category :
Languages : en
Pages : 94
Book Description
The main aim of this book is to connect in a straightforward way the growing body of second language vocabulary research with teacher actions in classrooms. Words are pervasive in our life. The words that we use express and shape our identity. Our vocabulary gives away our social and educational background. It is a major factor in determining what we understand. It opens or closes access to sources of information that will impact our future. Today vocabulary acquisition is considered an integral area of language teaching by linguists, teachers and researchers. They have come to understand the role of lexicon in language learning and communication. Therefore during the past three decades, the field of second language acquisition has seen renewed interest in vocabulary learning. But the scene was different few decades ago. For many years vocabulary was considered unimportant in language teaching. Its neglect in part may be due to specialisation in linguistic research on syntax and phonology. This may have fostered a climate in which vocabulary was considered an unimportant element in the learning of a second or foreign language. This view largely dominated the 1940’s, 1950’s and 1960’s. The period between 1940-60 was an uncertain period for vocabulary as an aspect of language teaching. In this period vocabulary was seen mainly as a problem of selection and gradation for the target learners. It was only in 1970’s that vocabulary was given some place of importance in language teaching but still it was considered less important when compared with syntax and phonology. For years, second language learners have complained about their lack of vocabulary in their new language. During this time, experts in our field did not give much importance to vocabulary. However, since the mid-1990s there has been a renewed interest in research on second language vocabulary issues such as student needs, teaching techniques, learner strategies, incidental learning and vocabulary for specific purpose. Today lexical knowledge is acknowledged to be central to communicative competence and the acquisition and development of second language. This study is probably the first systematic attempt to expand the students’ active vocabulary and to create word-consciousness in the classroom. The aim of the present study is to examine students’ knowledge of vocabulary at the college level and note the problem areas and follow the eclectic method to increase the students’ word power in order to enable them to use more precise words instead of general ones. The students are taught words in lexical sets for quick expansion of vocabulary and they are also made to consider the paradigmatic and syntagmatic relations of words for better understanding of word meanings. Chapter I of this book deals with English as an international language and its position in India today. It also highlights the importance of vocabulary, aspects of vocabulary and the principles of selection and gradation of vocabulary. Chapter II reviews the work already done in the field of vocabulary. Chapter III focuses on the aims and procedure adopted in the present study. It also highlights techniques of teaching new words and expanding vocabulary. Chapter IV presents an analysis of the data collected. The relative difficulty level of different questions in the pre-test and the post-test, the students’ progress in the use of vocabulary and the conclusions of the study are presented in this chapter. I sincerely hope that the present study and the discussions will have an impact on the way teachers and learners view the teaching and learning of vocabulary in a second language.
Vocabulary Instruction
Author: Edward J. Kame'enui
Publisher: Guilford Press
ISBN: 1462504000
Category : Language Arts & Disciplines
Languages : en
Pages : 370
Book Description
This highly regarded work brings together prominent authorities on vocabulary teaching and learning to provide a comprehensive yet concise guide to effective instruction. The book showcases practical ways to teach specific vocabulary words and word-learning strategies and create engaging, word-rich classrooms. Instructional activities and games for diverse learners are brought to life with detailed examples. Drawing on the most rigorous research available, the editors and contributors distill what PreK-8 teachers need to know and do to support all students' ongoing vocabulary growth and enjoyment of reading. New to This Edition*Reflects the latest research and instructional practices.*New section (five chapters) on pressing current issues in the field: assessment, authentic reading experiences, English language learners, uses of multimedia tools, and the vocabularies of narrative and informational texts.*Contributor panel expanded with additional leading researchers.
Publisher: Guilford Press
ISBN: 1462504000
Category : Language Arts & Disciplines
Languages : en
Pages : 370
Book Description
This highly regarded work brings together prominent authorities on vocabulary teaching and learning to provide a comprehensive yet concise guide to effective instruction. The book showcases practical ways to teach specific vocabulary words and word-learning strategies and create engaging, word-rich classrooms. Instructional activities and games for diverse learners are brought to life with detailed examples. Drawing on the most rigorous research available, the editors and contributors distill what PreK-8 teachers need to know and do to support all students' ongoing vocabulary growth and enjoyment of reading. New to This Edition*Reflects the latest research and instructional practices.*New section (five chapters) on pressing current issues in the field: assessment, authentic reading experiences, English language learners, uses of multimedia tools, and the vocabularies of narrative and informational texts.*Contributor panel expanded with additional leading researchers.
Vocabulary Games for the Classroom
Author: Lindsay Carleton
Publisher: Solution Tree Press
ISBN: 1935543113
Category : Education
Languages : en
Pages : 711
Book Description
Make direct vocabulary instruction fun and successful with this simple, straightforward, and easy-to-use book. Hundreds of critical vocabulary terms handpicked by Dr. Marzano cover four content areas and all grade levels. Each game identifies the appropriate grade level and subject area, as well as whether or not the students should already be familiar with the vocabulary.
Publisher: Solution Tree Press
ISBN: 1935543113
Category : Education
Languages : en
Pages : 711
Book Description
Make direct vocabulary instruction fun and successful with this simple, straightforward, and easy-to-use book. Hundreds of critical vocabulary terms handpicked by Dr. Marzano cover four content areas and all grade levels. Each game identifies the appropriate grade level and subject area, as well as whether or not the students should already be familiar with the vocabulary.
The Vocabulary Book
Author: Michael F. Graves
Publisher: Teachers College Press
ISBN: 0807757268
Category : Education
Languages : en
Pages : 241
Book Description
This new second edition includes two entirely new chapters on selecting vocabulary words for study and vocabulary instruction for English Language Learners. In addition, every chapter has been substantially updated to incorporate discussion of next-generation standards. Incorporating the newest research in vocabulary acquisition into the four-part model of vocabulary instruction that made the first edition a bestseller, this edition emphasizes vocabulary as an important tool in meeting the needs of increasingly diverse students K-12. It also includes new instructional approaches to teaching vocabulary that have been developed and classroom-tested since the release of the first edition.
Publisher: Teachers College Press
ISBN: 0807757268
Category : Education
Languages : en
Pages : 241
Book Description
This new second edition includes two entirely new chapters on selecting vocabulary words for study and vocabulary instruction for English Language Learners. In addition, every chapter has been substantially updated to incorporate discussion of next-generation standards. Incorporating the newest research in vocabulary acquisition into the four-part model of vocabulary instruction that made the first edition a bestseller, this edition emphasizes vocabulary as an important tool in meeting the needs of increasingly diverse students K-12. It also includes new instructional approaches to teaching vocabulary that have been developed and classroom-tested since the release of the first edition.
Literacy in Grades 4-8
Author: Nancy L. Cecil
Publisher: Taylor & Francis
ISBN: 1351813692
Category : Education
Languages : en
Pages : 430
Book Description
Comprehensive yet succinct and readable, Literacy in Grades 4-8, Third Edition offers a wealth of practical ideas to help preservice and practicing teachers create a balanced and comprehensive literacy program while exploring the core topics and issues of literacy in grades 4 through 8. It addresses teaching to standards; differentiating instruction for readers and writers; motivating students; using assessment to inform instruction; integrating technology into the classroom; working with English learners and struggling readers; and connecting with caregivers. Selected classroom strategies, procedures, and activities represent the most effective practices according to research and the many outstanding classroom teachers who were observed and interviewed for the book. The Third Edition includes added material connecting the Common Core State Standards to the instruction and assessment of literacy skills; a combined word study and vocabulary chapter to help readers integrate these important topics in their teaching; more on technology, including comprehension of multimodal texts, enhancing writing instruction with technology tools, and teaching activities with an added technology component; added discussion of teacher techniques during text discussions, strategic moves that help students become more strategic readers. Key features: In the Classroom vignettes; more than 50 activities,some with a technology component; questions for journal writing and for projects and field-based activities; troubleshooting sections offering alternative suggestions and activities for those middle-grade students who may find a particular literacy focus challenging.
Publisher: Taylor & Francis
ISBN: 1351813692
Category : Education
Languages : en
Pages : 430
Book Description
Comprehensive yet succinct and readable, Literacy in Grades 4-8, Third Edition offers a wealth of practical ideas to help preservice and practicing teachers create a balanced and comprehensive literacy program while exploring the core topics and issues of literacy in grades 4 through 8. It addresses teaching to standards; differentiating instruction for readers and writers; motivating students; using assessment to inform instruction; integrating technology into the classroom; working with English learners and struggling readers; and connecting with caregivers. Selected classroom strategies, procedures, and activities represent the most effective practices according to research and the many outstanding classroom teachers who were observed and interviewed for the book. The Third Edition includes added material connecting the Common Core State Standards to the instruction and assessment of literacy skills; a combined word study and vocabulary chapter to help readers integrate these important topics in their teaching; more on technology, including comprehension of multimodal texts, enhancing writing instruction with technology tools, and teaching activities with an added technology component; added discussion of teacher techniques during text discussions, strategic moves that help students become more strategic readers. Key features: In the Classroom vignettes; more than 50 activities,some with a technology component; questions for journal writing and for projects and field-based activities; troubleshooting sections offering alternative suggestions and activities for those middle-grade students who may find a particular literacy focus challenging.
Creating Robust Vocabulary
Author: Isabel L. Beck
Publisher: Guilford Publications
ISBN: 1593857543
Category : Language Arts & Disciplines
Languages : en
Pages : 202
Book Description
The authors provide tools, tips, and examples for teaching vocabulary in this complementary companion to Bringing words to life.
Publisher: Guilford Publications
ISBN: 1593857543
Category : Language Arts & Disciplines
Languages : en
Pages : 202
Book Description
The authors provide tools, tips, and examples for teaching vocabulary in this complementary companion to Bringing words to life.
Bringing Words to Life
Author: Isabel L. Beck
Publisher: Guilford Press
ISBN: 146250826X
Category : Language Arts & Disciplines
Languages : en
Pages : 241
Book Description
Hundreds of thousands of teachers have used this highly practical guide to help K–12 students enlarge their vocabulary and get involved in noticing, understanding, and using new words. Grounded in research, the book explains how to select words for instruction, introduce their meanings, and create engaging learning activities that promote both word knowledge and reading comprehension. The authors are trusted experts who draw on extensive experience in diverse classrooms and schools. Sample lessons and vignettes, children's literature suggestions, "Your Turn" learning activities, and a Study Guide for teachers enhance the book's utility as a classroom resource, professional development tool, or course text. The Study Guide can also be downloaded and printed for ease of use (www.guilford.com/beck-studyguide). New to This Edition *Reflects over a decade of advances in research-based vocabulary instruction. *Chapters on vocabulary and writing; assessment; and differentiating instruction for struggling readers and English language learners, including coverage of response to intervention (RTI). *Expanded discussions of content-area vocabulary and multiple-meaning words. *Many additional examples showing what robust instruction looks like in action. *Appendix with a useful menu of instructional activities. See also the authors' Creating Robust Vocabulary: Frequently Asked Questions and Extended Examples, which includes specific instructional sequences for different grade ranges, as well as Making Sense of Phonics, Second Edition: The Hows and Whys, by Isabel L. Beck and Mark E. Beck, an invaluable resource for K–3.
Publisher: Guilford Press
ISBN: 146250826X
Category : Language Arts & Disciplines
Languages : en
Pages : 241
Book Description
Hundreds of thousands of teachers have used this highly practical guide to help K–12 students enlarge their vocabulary and get involved in noticing, understanding, and using new words. Grounded in research, the book explains how to select words for instruction, introduce their meanings, and create engaging learning activities that promote both word knowledge and reading comprehension. The authors are trusted experts who draw on extensive experience in diverse classrooms and schools. Sample lessons and vignettes, children's literature suggestions, "Your Turn" learning activities, and a Study Guide for teachers enhance the book's utility as a classroom resource, professional development tool, or course text. The Study Guide can also be downloaded and printed for ease of use (www.guilford.com/beck-studyguide). New to This Edition *Reflects over a decade of advances in research-based vocabulary instruction. *Chapters on vocabulary and writing; assessment; and differentiating instruction for struggling readers and English language learners, including coverage of response to intervention (RTI). *Expanded discussions of content-area vocabulary and multiple-meaning words. *Many additional examples showing what robust instruction looks like in action. *Appendix with a useful menu of instructional activities. See also the authors' Creating Robust Vocabulary: Frequently Asked Questions and Extended Examples, which includes specific instructional sequences for different grade ranges, as well as Making Sense of Phonics, Second Edition: The Hows and Whys, by Isabel L. Beck and Mark E. Beck, an invaluable resource for K–3.
Vocabularians
Author: Brenda L. Overturf
Publisher: Taylor & Francis
ISBN: 1003842984
Category : Education
Languages : en
Pages : 217
Book Description
Building on the ideas developed in Word Nerds: Teaching All Students to Learn and Love Vocabulary , Brenda J. Overturf has updated and energized the recommended practices for middle grades students. Vocabularians is for any educator who wants to help young adolescents increase knowledge and competency with word study while bringing interest, motivation, and even joy to their learning. Brenda takes teachers and administrators inside three middle-level schools where educators are integrating vocabulary instruction across the curriculum. In rural, urban, and suburban settings, she highlights effective ways to develop students' vocabulary skills using art, music, games, technology, reading, writing, speaking, listening, and critical thinking. Vocabularians shows teachers of all content areas how to build word networks, flood the classroom environment with academic vocabulary, and incorporate the three word-solving strategies that researchers have found to be the most important-;teaching students how to use context; deciphering words by breaking down prefixes, suffixes, and root words; and using reference materials in authentic ways. By blending current research with real classroom experience and application, Brenda builds on her work with Margot Holmes Smith and Leslie Montgomery and offers an easy-to-implement, customized-to-middle-school resource that will improve instruction and assessment. As one featured seventh grader shared: Vocabulary helps you because the more you know words, the more fluent you can be in reading, the better you can read and write, and the better your writing sounds. There's always going to be a time when you have to sound professional, whether you're applying for a job or anything else. You're just going to have to know how to use a good vocabulary.-
Publisher: Taylor & Francis
ISBN: 1003842984
Category : Education
Languages : en
Pages : 217
Book Description
Building on the ideas developed in Word Nerds: Teaching All Students to Learn and Love Vocabulary , Brenda J. Overturf has updated and energized the recommended practices for middle grades students. Vocabularians is for any educator who wants to help young adolescents increase knowledge and competency with word study while bringing interest, motivation, and even joy to their learning. Brenda takes teachers and administrators inside three middle-level schools where educators are integrating vocabulary instruction across the curriculum. In rural, urban, and suburban settings, she highlights effective ways to develop students' vocabulary skills using art, music, games, technology, reading, writing, speaking, listening, and critical thinking. Vocabularians shows teachers of all content areas how to build word networks, flood the classroom environment with academic vocabulary, and incorporate the three word-solving strategies that researchers have found to be the most important-;teaching students how to use context; deciphering words by breaking down prefixes, suffixes, and root words; and using reference materials in authentic ways. By blending current research with real classroom experience and application, Brenda builds on her work with Margot Holmes Smith and Leslie Montgomery and offers an easy-to-implement, customized-to-middle-school resource that will improve instruction and assessment. As one featured seventh grader shared: Vocabulary helps you because the more you know words, the more fluent you can be in reading, the better you can read and write, and the better your writing sounds. There's always going to be a time when you have to sound professional, whether you're applying for a job or anything else. You're just going to have to know how to use a good vocabulary.-
Research-Based Practices for Teaching Common Core Literacy
Author: P. David Pearson
Publisher: Teachers College Press
ISBN: 0807773735
Category : Education
Languages : en
Pages : 289
Book Description
This one-of-a-kind resource will be invaluable to every teacher educator, every curriculum director, and every literacy coach, whether or not they must meet Common Core Standards. Bringing together perspectives from literacy luminaries, each addressing their specialty, this book offers an accessible fund of rich practices in literacy instruction. The book serves two purposes: First, it assembles a body of knowledge and wisdom from leading literacy researchers who each draw from a long career in the field to address topics of central importance to good literacy instruction. Second, these research-to-practice leaders connect established best practices and foundational research to the current challenge of instruction to meet Common Core Standards and other rigorous curriculum guidelines. The contributors point out strengths of the Common Core as well as issues and oversights that educators should be aware of. Closing chapters situate the Common Core within a continuum of educational policy and legislation. Contributors: Richard L. Allington, Monica T. Billen, Jay S. Blanchard, Robert Calfee, Gina N. Cervetti, Michael F. Graves, John T. Guthrie, Elfrieda H. Hiebert, James V. Hoffman, Rosalind Horowitz, Michael L. Kamil, Barbara Kapinus, Richard Long, Leigh Ann Martin, Kimberly McCuiston, James Nageldinger, David Paige, P. David Pearson, Timothy Rasinski, S. Jay Samuels, Barbara Taylor, Joanna P. Williams, Kathleen Wilson “Pearson and Hiebert have long advocated for children in schools, and this volume is no exception. They and their chapter authors situate the CCSS within the historical and policy context in which it was written and support the literacy education community as we wrestle with the implications the standards have for research, for teachers, for teaching, and for learning.” —Sharon Walpole, University of Delaware “This book gets way beyond generalities and polemics about the Common Core, taking a deep and measured dive into a wide range of essential topics within the standards. I read a lot, and I can't think of the last time I read anything about the CCSS as engaging and thought provoking as this.” —Nell K. Duke, University of Michigan
Publisher: Teachers College Press
ISBN: 0807773735
Category : Education
Languages : en
Pages : 289
Book Description
This one-of-a-kind resource will be invaluable to every teacher educator, every curriculum director, and every literacy coach, whether or not they must meet Common Core Standards. Bringing together perspectives from literacy luminaries, each addressing their specialty, this book offers an accessible fund of rich practices in literacy instruction. The book serves two purposes: First, it assembles a body of knowledge and wisdom from leading literacy researchers who each draw from a long career in the field to address topics of central importance to good literacy instruction. Second, these research-to-practice leaders connect established best practices and foundational research to the current challenge of instruction to meet Common Core Standards and other rigorous curriculum guidelines. The contributors point out strengths of the Common Core as well as issues and oversights that educators should be aware of. Closing chapters situate the Common Core within a continuum of educational policy and legislation. Contributors: Richard L. Allington, Monica T. Billen, Jay S. Blanchard, Robert Calfee, Gina N. Cervetti, Michael F. Graves, John T. Guthrie, Elfrieda H. Hiebert, James V. Hoffman, Rosalind Horowitz, Michael L. Kamil, Barbara Kapinus, Richard Long, Leigh Ann Martin, Kimberly McCuiston, James Nageldinger, David Paige, P. David Pearson, Timothy Rasinski, S. Jay Samuels, Barbara Taylor, Joanna P. Williams, Kathleen Wilson “Pearson and Hiebert have long advocated for children in schools, and this volume is no exception. They and their chapter authors situate the CCSS within the historical and policy context in which it was written and support the literacy education community as we wrestle with the implications the standards have for research, for teachers, for teaching, and for learning.” —Sharon Walpole, University of Delaware “This book gets way beyond generalities and polemics about the Common Core, taking a deep and measured dive into a wide range of essential topics within the standards. I read a lot, and I can't think of the last time I read anything about the CCSS as engaging and thought provoking as this.” —Nell K. Duke, University of Michigan
Teaching Word Meanings
Author: Steven A. Stahl
Publisher: Routledge
ISBN: 1317433912
Category : Education
Languages : en
Pages : 164
Book Description
Learning new words is foundational to success in school and life. Researchers have known for years that how many word meanings a student knows is one of the strongest predictors of how well that student will understand text and be able to communicate through writing. This book is about how children learn the meanings of new words (and the concepts they convey) and how teachers can be strategic in deciding which words to teach, how to teach them, and which words not to teach at all. This book offers a comprehensive approach to vocabulary instruction. It offers not just practical classroom activities for teaching words (though plenty of those are included), but ways that teachers can make the entire curriculum more effective at promoting students' vocabulary growth. It covers the 'why to' and 'when to' as well as the 'how to' of teaching word meanings. Key features of this exciting new book include:*A variety of vocabulary activities. Activities for teaching different kinds of words such as high frequency words, high utility words, and new concepts, are explained and illustrated. *Guidelines for choosing words. A chart provides a simple framework built around seven basic categories of words that helps teachers decide which words to teach and how to teach them. *Word learning strategies. Strategies are offered that will help students use context, word parts, and dictionaries more effectively. *Developing Word Consciousness. Although specific vocabulary instruction is fully covered, the primary goal of this book is to develop students' independent interest in words and their motivation to learn them. *Integrated Vocabulary Instruction. Teachers are encouraged to improve the reading vocabularies of their students by looking for opportunities to integrate vocabulary learning into activities that are undertaken for other purposes.
Publisher: Routledge
ISBN: 1317433912
Category : Education
Languages : en
Pages : 164
Book Description
Learning new words is foundational to success in school and life. Researchers have known for years that how many word meanings a student knows is one of the strongest predictors of how well that student will understand text and be able to communicate through writing. This book is about how children learn the meanings of new words (and the concepts they convey) and how teachers can be strategic in deciding which words to teach, how to teach them, and which words not to teach at all. This book offers a comprehensive approach to vocabulary instruction. It offers not just practical classroom activities for teaching words (though plenty of those are included), but ways that teachers can make the entire curriculum more effective at promoting students' vocabulary growth. It covers the 'why to' and 'when to' as well as the 'how to' of teaching word meanings. Key features of this exciting new book include:*A variety of vocabulary activities. Activities for teaching different kinds of words such as high frequency words, high utility words, and new concepts, are explained and illustrated. *Guidelines for choosing words. A chart provides a simple framework built around seven basic categories of words that helps teachers decide which words to teach and how to teach them. *Word learning strategies. Strategies are offered that will help students use context, word parts, and dictionaries more effectively. *Developing Word Consciousness. Although specific vocabulary instruction is fully covered, the primary goal of this book is to develop students' independent interest in words and their motivation to learn them. *Integrated Vocabulary Instruction. Teachers are encouraged to improve the reading vocabularies of their students by looking for opportunities to integrate vocabulary learning into activities that are undertaken for other purposes.