Bringing Words to Life has enlivened the classrooms of hundreds of thousands of teachers. Responding to readers' success stories, practical questions, and requests for extended examples, this ideal volume builds on the groundbreaking work of Bringing Words to Life. The authors present additional tools, tips, and detailed explanations of such questions as which words to teach, when and how to teach them, and how to adapt instruction for English language learners. They provide specific instructional sequences, including assessments, for grades K-2, 3-5, 6-8, and 9-12, as well as interactive lesson planning resources. Invaluable appendices feature engaging classroom activities and a comprehensive list of children's books and stories with suggested vocabulary for study. See also the authors' Bringing Words to Life, Second Edition: Robust Vocabulary Instruction, the authoritative guide to research-based vocabulary instruction, 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.
Edinburgh, UK: Pearson Education. Duin, A. H., & Graves, M. F. (1987). Intensive vocabulary instruction as a prewriting technique. Reading Research Quarterly, 22, 311–330. Dunn, L. M., & Dunn, D. M. (2007).
Catherine, called Birdy. New York: HarperTrophy. Dale, E. (1965). Vocabulary measurement: Techniques and major findings. Elementary English, 42, 895–901. Dale, E., & O'Rourke, J. (1979). Living word vocabulary. Boston: Houghton Mifflin.
This highly regarded work brings together prominent authorities on vocabulary teaching and learning to provide a comprehensive yet concise guide to effective instruction.
Taylor, B. M., Pressley, M.P., & Pearson,P. D. (2000). ... Washington, DC: National Education Association, Reading Matters Research Report. ... I read it, but Idon't get it: Comprehension strategies for adolescent readers.
The importance of teaching and assessing vocabulary -- A new perspective for thinking about vocabulary -- Surveying the state of vocabulary assessment -- Which words and word meanings should we teach and assess?
Salomon, G., & Perkins, D. N. (1989). Rocky roads to transfer: Rethinking mechanism of a neglected ... In R. Chacón-Beltrán, C. Abello-Contesse, & M. Torreblanca-López (Eds.), Insights into non-native vocabulary teaching and learning.
Practical ideas for building children's decoding skills by teaching letter-sound relationships, blending, word building and multi-syllable words.
Provides information for teachers on ways to promote vocabulary development in every content area.
As examples of participation patterns, McIntyre points to the preference for group work and discussion in African American culture and overlapping speech in native Hawaiian culture. An issue is that teachers may see these as departing ...
"Satisfying, gratifying, touching, weighty—this authentic piece of work has got soul."—The New York Times Book Review As twelve-year-old Marlee starts middle school in 1958 Little Rock, it feels like her whole world is falling apart.