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Academic Vocabulary in Middle and High School: Effective Practices across the Disciplines [Kõva köide]

3.79/5 (19 hinnangut Goodreads-ist)
(National Louis University, United States), (National Louis University, United States), (National Louis University, United States), (University of WisconsinMadison, United States)
  • Formaat: Hardback, 160 pages, kõrgus x laius: 254x178 mm, kaal: 532 g
  • Ilmumisaeg: 24-Dec-2015
  • Kirjastus: Guilford Press
  • ISBN-10: 1462522599
  • ISBN-13: 9781462522590
Teised raamatud teemal:
Academic Vocabulary in Middle and High School: Effective Practices across the DisciplinesSuurem pilt
  • Formaat: Hardback, 160 pages, kõrgus x laius: 254x178 mm, kaal: 532 g
  • Ilmumisaeg: 24-Dec-2015
  • Kirjastus: Guilford Press
  • ISBN-10: 1462522599
  • ISBN-13: 9781462522590
Teised raamatud teemal:
Püsilink: https://www.kriso.ee/db/9781462522590.html
Märksõnad:
In order to succeed in school and beyond, students in grades 6-12 need to understand and use both academic language and discipline-specific vocabulary. This book describes effective practices for integrating vocabulary study with instruction in English language arts, history/social studies, and math and science, and for helping students become independent, motivated word learners. The expert authors present a wealth of specific teaching strategies, illustrated with classroom vignettes and student work samples. Connections to the Common Core State Standards (CCSS) are highlighted throughout; an extensive annotated list of print and electronic resources enhances the book's utility.

Arvustused

"The definitive primer on how to teach academic vocabulary. Drawing on the latest and best research, the book delves into the subtleties of language without leaving the reader behind. The authors offer numerous lesson plans, strategies, and classroom vignettes that ground their work in the daily teaching and learning of the classroom. Invaluable for teachers and preservice teachers in every content area, the book unlocks the secrets behind successful vocabulary instruction. This book could be the centerpiece of a professional development program on vocabulary development at a middle or high school. It would be a wonderful text in a college teacher preparation course on content-area reading."--Timothy Dohrer, PhD, Director, Master of Science in Education Program, Northwestern University

"Trusted voices in adolescent literacy provide teachers and school literacy leaders with a much-needed guide. The authors weave current knowledge about vocabulary development into their consideration of how teachers can meet the rigorous vocabulary expectations of the Common Core standards. Especially welcome are chapters that infuse vocabulary practices and strategies into specific disciplines: social studies, math and science, and English language arts instruction. The wealth of online resources highlighted by the authors is extremely useful."--Doug Buehl, MS, author of Developing Readers in the Academic Disciplines

"Understanding and using academic vocabulary is the most essential component in mastering disciplinary knowledge. This book addresses such practical issues as how to select words for instruction, how to help students acquire word-learning strategies, the elements of a successful vocabulary program, and what strategies work for different content areas. Middle and high school teachers will find essential guidance for helping students become more proficient in learning academic language. This would be an excellent 'book study' for teachers and administrators, and a terrific text for undergraduate teacher education courses. I am delighted to see a book on this important topic."--Judith L. Irvin, PhD, Executive Director, National Literacy Project; Department of Educational Leadership and Policy Studies (Emerita), Florida State University

"This important work focuses on the essential role of words as tools that help students gain access to content and concepts in the classroom. The book not only explores instructional approaches that support older students vocabulary development, but also addresses the various ways that words are used across disciplines. A 'must read' for preservice teachers, those already in the classroom, and instructional leaders."--Evelyn Ford-Connors, EdD, Associate Director, Donald D. Durrell Reading and Writing Clinic, Boston University School of Education -

1 Vocabulary as a Key to College and Career Readiness
1(16)
Academic Vocabulary: A Challenge for Students
2(1)
The Importance of Vocabulary for Comprehension
2(1)
The Teacher's Role and Responsibility
3(2)
The Approach within the CCSS
5(1)
Defining Academic Vocabulary
6(5)
Elements of a Strong Vocabulary Program
11(2)
Laying the Foundation for Effective Teaching
13(3)
Concluding Thoughts
16(1)
2 The Role of Academic Language in Disciplinary Learning
17(16)
What Is Academic Language?
17(2)
What Are Some Features of Academic Language?
19(2)
Language, Context, and the Idea of Linguistic Registers
21(1)
What Are the Purposes of Academic Language?
22(1)
How the Grammars of Academic Language Can Present Difficulties
23(5)
How Can We Promote Academic Language Learning?
28(4)
Concluding Thoughts
32(1)
3 Understanding Effective Vocabulary Instruction in Grades 6--12
33(16)
The Background Builders
34(1)
Four Basic Understandings
35(7)
The Comprehensive Vocabulary Program
42(6)
Concluding Thoughts
48(1)
4 Teaching Academic Vocabulary in the English Language Arts
49(27)
ELA Instruction and Language/Cultural Identity
49(1)
What Is Academic Language within ELA Courses?
50(2)
CCSS Guidelines: How Are the ELA Standards Treated across Grades?
52(1)
Flooding ELA Classrooms with Words
52(6)
Vocabulary Instruction That Helps Build Background Knowledge for Complex Texts
58(5)
Vocabulary Instruction That Supports Comprehension during the Reading Process
63(2)
Vocabulary Instruction That Supports the Writing Process: Strategies for Integrating New Words into Student Writing
65(4)
Interactive Vocabulary Work: Making Vocabulary Learning a Social, Collaborative, and Fun Process
69(1)
Vocabulary Instruction for Speaking and Listening
70(2)
Vocabulary Instruction That Supports Critical Literacy
72(1)
Using Dynamic/Formative Assessment to Inform Instruction
73(1)
Vocabulary Learning Is Everyone's Responsibility
74(1)
Concluding Thoughts
75(1)
5 Teaching Academic Vocabulary in History/Social Studies
76(22)
Developing a Collaborative Approach to Vocabulary Learning
78(4)
Formative Assessments
82(6)
Deepening Understanding of Key Domain-Specific Terms
88(4)
Challenges in Teaching Vocabulary
92(1)
Perspectives on Discipline-Based Vocabulary
92(3)
A Reminder about General Vocabulary
95(1)
Concluding Thoughts
96(2)
6 Teaching Academic Vocabulary in Mathematics and Science
98(28)
Implications of the CCSS in Math and Science
99(1)
Key Understandings about Math and Science Vocabulary
99(6)
Key Understandings about Vocabulary Instruction in Math and Science
105(5)
Definitional and Related Maps
110(4)
Other Clustering Techniques
114(3)
Other Graphic Organizers
117(2)
Word Structure
119(2)
Writing
121(2)
Organizing for Discussion and Word Study
123(2)
Concluding Thoughts
125(1)
7 Resources for Developing Academic Vocabulary in Grades 6--12
126(19)
Choosing Words for Content-Area Instruction
126(4)
Deciding How Many Words to Teach
130(1)
Good Resources for Vocabulary Instruction in Grades 6--12
131(5)
Games and Other Resources for Developing Vocabulary
136(5)
Leadership for Academic Vocabulary Development
141(3)
Concluding Thoughts
144(1)
References 145(11)
Index 156
Donna Ogle, EdD, is Professor Emerita at the National College of Education of National Louis University, where she co-directs the Reading Leadership Institute. She serves as a consultant to arts integration projects funded by the Terra Foundation for American Art and is senior consultant to the STEP intermediate reading assessment development project at the University of Chicago Urban Education Institute. Dr. Ogle is past president of the International Reading Association (now International Literacy Association), the Reading Hall of Fame, and the Illinois Reading Council. She has focused her career on literacy development that enhances students' thinking and learning across the content areas.

Camille Blachowicz, PhD, is Distinguished Research Professor Emerita at the National College of Education of National Louis University, where she co-directs the Reading Leadership Institute. She began her career as a classroom teacher and reading specialist and directed the clinical program for reading specialists at National Louis. Best known for her work in vocabulary, Dr. Blachowicz is coauthor of 11 books and more than 200 chapters, articles, and monographs. She has been recognized as an Outstanding Teacher Educator in Reading by the International Reading Association (now International Literacy Association) and named to the Reading Hall of Fame.

Peter Fisher, PhD, is Professor of Education at the National College of Education of National Louis University, where he teaches graduate classes in literacy education. He has published numerous articles and chapters on vocabulary instruction and is coauthor of several books.

Laura Lang, PhD, is a Lecturer and Instructional Leadership Coach at the University of Wisconsin-Madison. She has 18 years of experience as a high school English teacher, reading specialist, and literacy/instructional coach in both urban and suburban settings. Dr. Lang is currently working with schools in Wisconsin as they integrate the Authentic Intellectual Work instructional framework into their practice. She is President of the Madison Area Reading Council, a local affiliate of the Wisconsin State Reading Association.