Teaching Word MeaningsTeaching Word Meanings



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.

Author: Steven A. Stahl

Publisher: Routledge

ISBN: 9781317433910

Category:

Page: 232

View: 905

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.

Teaching Vocabulary to English Language LearnersTeaching Vocabulary to English Language Learners



This user-friendly book integrates up-to-date research on best practices into each chapter and includes vignettes, classroom activities, sample lessons, a list of children's literature, and more.

Author: Michael F. Graves

Publisher: Teachers College Press

ISBN: 9780807753750

Category:

Page: 163

View: 340

Building on Michael Graves's bestseller, The Vocabulary Book, this new resource offers a comprehensive plan for vocabulary instruction that K–12 teachers can use with English language learners. It is broad enough to include instruction for students who are just beginning to build their English vocabularies, as well as for students whose English vocabularies are approaching those of native speakers. The authors describe a four-pronged program that follows these key components: providing rich and varied language experiences; teaching individual words; teaching word learning strategies; and fostering word consciousness. This user-friendly book integrates up-to-date research on best practices into each chapter and includes vignettes, classroom activities, sample lessons, a list of children's literature, and more.

Teaching Words and How They WorkTeaching Words and How They Work



THE EVIDENCE Both recycling and remixing have a number of forms that can be
useful for teachers to keep in mind when creating lessons and holding
discussions. How Words Get Different Meanings: Recycling The meanings of a
word can ...

Author: Elfrieda H. Hiebert

Publisher: Teachers College Press

ISBN: 9780807763179

Category:

Page: 168

View: 851

Research shows that vocabulary is the best support for students’ comprehension of narrative and information texts. Often, vocabulary instruction focuses on a few target words in specific texts. However, to understand the many new words in complex texts students need to know how words work. This book, written by an award-winning authority on reading instruction, shows teachers how to make small changes to teach more words and also how words work. Many of these small changes involve enrichments to existing vocabulary practices, such as word walls and conversations with students. Each chapter includes descriptions of teachers’ implementation of small changes to support big gains in students’ vocabulary. This book, which has sufficient depth in research and theory for graduate and undergraduate courses in vocabulary instruction, also offers practical steps that K–8 teachers can use in any reading program to help all students grow their vocabulary. Teaching Words and How They Work shows teachers how to: Identify the most important word families to teach. Teach students to use opening text as background knowledge for comprehending the rest of the text. Use word walls with more purpose and greater student engagement. Select the right words to teach from new information texts. Better understand limitations of leveled texts and how to adjust. Use assets and address challenges to support English learners. Access free mentor and teacher resources online at textproject.org.

Teaching Individual WordsTeaching Individual Words



Dr. Graves’s readable style and practical knowledge make this book easy to use and sure to have an impact.” —Linda Diamond, CEO, Consortium on Reading Excellence

Author: Michael F. Graves

Publisher: Teachers College Press

ISBN: 9780807774618

Category:

Page: 106

View: 159

Helping students master a broad range of individual words is a vital part of effective vocabulary instruction. Building on his bestselling resource The Vocabulary Book, Michael Graves’s new book describes a practical program for teaching individual words in the K–8 classroom. Designed to foster effective, efficient, and engaging differentiated instruction, Teaching Individual Words combines the latest research with vivid illustrations from real classrooms. Get ready to bridge the vocabulary gap with this user-friendly teaching tool! “Michael Graves shows once again why he is one of our leading lights in vocabulary instruction.” —Claude Goldenberg, Stanford University, School of Education “Does the world need another book on vocabulary instruction? Yes, it needs this one, for no other text available addresses in detail how teachers can select, teach, and assess the meanings of specific words.” —From the Foreword by James F. Baumann, University of Wyoming “This comprehensive and practical resource dives into the heart of word learning and demonstrates how to maximize the benefits of teaching individual words. Dr. Graves skillfully highlights concrete examples of vocabulary instruction as rich and powerful tools that can be easily incorporated into a variety of educational settings. I highly recommend it.” —Kari D. Ross, Curriculum Facilitator and Literacy Specialist, Centennial Schools, Minnesota “A must-have book for any educator’s bookshelf. Dr. Graves’s readable style and practical knowledge make this book easy to use and sure to have an impact.” —Linda Diamond, CEO, Consortium on Reading Excellence

The Vocabulary BookThe Vocabulary Book



This book will shift your perspective and you will reap the benefits of placing vocabulary at the center of your instruction.” —Peter Dewitz, district level reading consultant, Mary Baldwin College “Now that ‘vocabulary’ is ...

Author: Michael F. Graves

Publisher: Teachers College Press

ISBN: 9780807775028

Category:

Page: 230

View: 672

This extensively revised and expanded edition of the bestselling text and teaching resource incorporates the newest research in vocabulary learning and instruction into a complete and balanced program for all K–12 students, from those who struggle in school to those who excel. Literacy expert Michael Graves presents a four-pronged vocabulary program that he has developed and honed for over 30 years. The program has the following four components: Frequent, Varied, and Extensive Language Experiences; Teaching Individual Words; Teaching Word Learning Strategies; and Fostering Word Consciousness. The text includes theory, research-based strategies, vocabulary interventions, classroom examples, advice for working with English learners, discussion of next-generation standards, and more. The Vocabulary Book, Second Edition will appeal to reading and subject-area teachers, teacher educators, and school, district, and state leaders. New for the Second Edition: Instructional approaches developed and classroom-tested since the release of the first edition. A chapter specifically on teaching vocabulary to English learners. A chapter specifically on selecting vocabulary words to teach. Curricular and instructional elements designed to meet and exceed Common Core State Standards. An emphasis on vocabulary as a vital resource for all students in our increasingly diverse society. “If you believe vocabulary instruction is vital to reading, writing, and thinking, then Michael Graves’ Second Edition of The Vocabulary Book will give you the tools for powerful instruction, as many teachers discovered with the First Edition. This book will shift your perspective and you will reap the benefits of placing vocabulary at the center of your instruction.” —Peter Dewitz, district level reading consultant, Mary Baldwin College “Now that ‘vocabulary’ is included on the Nation’s Report Card, teachers will want to know how to help students increase their word power. Graves’s advice will be invaluable in what to do—and what not to do.” —Robert Calfee, professor emeritus, Stanford University “This book is an excellent resource for practitioners interested in developing a comprehensive program for building vocabulary in children. It is also of great value for researchers who wish to design and test vocabulary interventions.” —Diane August, senior research scientist, Center for Applied Linguistics

Climbing the Literacy LadderClimbing the Literacy Ladder



Vocabulary from Text: After the first 100 high-frequency words have been
mastered, the teacher should then select focus vocabulary words ... A balance of
direct teaching and letting students “uncover” the meanings of the words is
beneficial.

Author: Beverly Tyner

Publisher: ASCD

ISBN: 9781416628422

Category:

Page: 230

View: 575

Literacy skills are the cornerstone upon which students' knowledge, self-esteem, and future educational opportunities are built. But far too many teachers lack the time, materials, and specialized knowledge required to address these skills adequately. To that end, Climbing the Literacy Ladder is a one-stop shop to help teachers plan and differentiate literacy instruction for all students from prekindergarten through 5th grade. Literacy educator Beverly Tyner presents plans for small-group instruction that addresses elementary students' six developmental stages of reading and writing: emergent, beginning, fledgling, transitional, fluent, and independent. To help teachers support students' literacy development, this book also provides - Characteristics of readers and writers at each stage. - Lesson plans that target each of the research-based instructional components (fluency, word study, vocabulary, and comprehension). - Authentic classroom scenarios and conversations. - Practical classroom strategies and activities. - Advice for when to move students to the next stage. If students cannot read with comprehension by 3rd grade, then their educational future is cast in doubt. Climbing the Literacy Ladder will not only help you grow as a competent and empowered literacy teacher but also ensure that your students continue to travel a clear and unobstructed educational road. This book is a co-publication of ASCD and ILA.

Teaching Word Recognition SkillsTeaching Word Recognition Skills



Because of the interaction among the students in discussion , there is better
retention of the concepts and word meanings . Guidelines for teaching affixed
words and more advanced vocabulary 1 . Teachers who use activity exercises to
 ...

Author: Lee Ann Rinsky

Publisher: Prentice Hall

ISBN: UVA:X006087750

Category:

Page: 220

View: 422

A core or supplement for undergraduate/graduate-level courses in Elementary Reading Methods, Introductory Reading, or Diagnostic Reading. This classroom-proven text prepares both pre-service and in-service teachers for the teaching and assessment of all word recognition skills. Balanced in approach, it incorporates the best from traditional approaches and whole language, and unlike many texts that focus only on phonics it encompasses all of the important word recognition areas: phonics, sight words, roots, affixes, word families, the use of context, and use of the dictionary. It facilitates the learning of word recognition skills and provides model lessons and activities to help teachers teach these skills to students and classrooms in elementary and middle schools. In addition, the book stresses the need to adapt and modify word recognition strategies as children progress through the grades.

Teaching ReadingTeaching Reading



The visual representation of the word automatically cues the language referent
and meaning . The word becomes a part of the child ' s sight vocabulary . As with
the teacher ' s confusion of Jimmy and Jeff , there will be “ problem ” words which
 ...

Author: Pose Lamb

Publisher: Wadsworth Publishing Company

ISBN: UOM:39015026815434

Category:

Page: 415

View: 913

Teaching Reading and Study Skills in Content AreasTeaching Reading and Study Skills in Content Areas



Context Clues ( An Emphasis on Antonyms ) Antonyms , which are words
opposite in meaning to each other , are used often by writers and , like synonyms
, are an effective strategy to teach word meanings . In an earlier section , it was
also ...

Author: Dorothy Rubin

Publisher: Allyn & Bacon

ISBN: UVA:X002229118

Category:

Page: 415

View: 892

A Practical Approach to Teaching ReadingA Practical Approach to Teaching Reading



Because many words have more than one meaning , the meaning of a particular
word is determined by the position ( syntax ) of the word in a sentence ...
Teachers should try to elicit from their students how they figured out the word
meanings .

Author: Dorothy Rubin

Publisher: Allyn & Bacon

ISBN: UVA:X002335666

Category:

Page: 500

View: 588

A Practical Approach to Teaching Reading, Second Edition presents the knowledge, skills, and strategies that preservice and inservice teachers need to become effective teachers of reading. The emphasis throughout is on having teachers help students become more strategic readers and at the same time instill in students a love of reading. A Practical Approach to Teaching Reading provides teachers with many suggestions, approaches, and strategies that will help them become better interactive teachers and good role models. In this book, various aspects of whole language are integrated with different programs to achieve a modified, eclectic program that is practical. This text also presents two substantive chapters on study skills under the premise that a problem in a content area may actually be due to a lack of reading and study skills. The design, the running glossary, lists of key concepts, numerous scenarios, and graphic summaries make this book a dynamic, interactive learning experience.

Handbook of Research on Teaching the English Language ArtsHandbook of Research on Teaching the English Language Arts



( synonyms ) or definitions for known concepts ( e.g. , a learner is taught that irate
means about the same as very angry ) ; the latter involves teaching words that
represent difficult or entirely new concepts ( e.g. , a learner is taught words and ...

Author: James Flood

Publisher: Macmillan Library Reference

ISBN: 0029223822

Category:

Page: 888

View: 278

Jointly sponsored by the International Reading Assn. and the Natl. Council of Teachers of English, the Handbook contains some 70 original articles by authorities in the field of language arts. The articles are organized into five sections: theoretical bases for English language arts teaching, method