The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The eBook copy of this book is not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.
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, end-of-chapter summaries, and "Your Turn" learning activities enhance the book's utility as a classroom resource, professional development tool, or course text. 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.
Isabel L. Beck, PhD, is Professor Emerita of Education in the School of Education and Senior Scientist at the Learning Research and Development Center, both at the University of Pittsburgh.
Margaret G. McKeown, PhD, is Clinical Professor of Education in the School of Education and Senior Scientist at the Learning Research and Development Center, University of Pittsburgh.
Linda Kucan, PhD, is Associate Professor in the Department of Instruction and Learning at the University of Pittsburgh School of Education.
Table of Contents
1. Rationale for Robust Vocabulary Instruction
2. Choosing Words to Teach
3. Introducing Word Meanings
4. Bringing Vocabulary into the Earliest Grades
5. Instructional Sequences for Later Grades
6. Assessing and Maintaining New Vocabulary
7. Working with Instructional and Natural Contexts
8. Vocabulary and Writing
9. Differentiating Vocabulary Instruction
10. Energizing the Verbal Environment
Appendix. Menu of Instructional Activities