What Research Has to Say About Vocabulary Instruction Review

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What Research Has to Say About Vocabulary Instruction ReviewI use parts of the information in my Reading Credential class at UCR.
It is very informative and treacher friendly.What Research Has to Say About Vocabulary Instruction OverviewIn these pages, some of the best-known scholars in the field present hands-on strategies and useful suggestions for vocabulary instruction that you can put to use in your classroom right away all backed by the most current research. This practical approach makes this an indispensable resource for classroom teachers and researchers at all levels.
Chapters address the needs of many different types of students in many different settings, and offer perspectives on a wide range of key vocabulary topics, including
Teaching root words to young children Incidental word learning through word play Direct instruction of vocabulary-learning strategies Teaching vocabulary in content areas Instruction in academic vocabulary Teaching vocabulary to English-language learners
As in the other What Research Has to Say titles, each chapter ends with Questions for Discussion to encourage reflection, spark debate, and extend your professional development.
The International Reading Association is the world's premier organization of literacy professionals. Our titles promote reading by providing professional development to continuously advance the quality of literacy instruction and research.
Research-based, classroom-tested, and peer-reviewed, IRA titles are among the highest quality tools that help literacy professionals do their jobs better.
Some of the many areas we publish in include:
-Comprehension-Response To Intervention/Struggling Readers-Early Literacy -Adolescent Literacy-Assessment-Literacy Coaching-Research And Policy

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Creating Robust Vocabulary: Frequently Asked Questions and Extended Examples (Solving Problems in the Teaching of Literacy) Review

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Creating Robust Vocabulary: Frequently Asked Questions and Extended Examples (Solving Problems in the Teaching of Literacy) ReviewThis book, and the first one, are just fabulous. I used them to make a "vocabulary" unit for my 1st graders, based off of the first Magic Treehouse book. The students have latched on to the new words so much that anytime I read one in another context, say a read aloud, the kids shriek with glee-- no kidding. My first graders are happily using words like "muttered", "glance", "peer", "boldly", "cautiously", and more.
I love that the vocabulary instruction has made a huge impact, yet most days I didn't spend more than 5-10 minutes a day on it. (I mixed in some longer days here and there as well.) The instruction is SO FUN and not dull at all.
The only negative thing is that the lessons take a long time to plan and are implemented so quickly. In other words, it takes way longer to write a lesson than to implement it. That being said, these are lessons I will use year after year. If you've read this book and could use my Magic Treehouse Dinosaurs Before Dark unit, leave me a comment with your e-mail and I'll get it to you.
It would be ideal do have a few teachers write a few different unit studies and then share them.
Anyway, if you couldn't tell already, I just love this book, as it is one that REALLY HAS made an impact on my classroom teaching instead of just sitting on my shelf. (I have way too many of those!)
Oh, last thing-- while I am writing from the perspective of a 1st grade teacher, this book is relevant all the way up through high school.Creating Robust Vocabulary: Frequently Asked Questions and Extended Examples (Solving Problems in the Teaching of Literacy) OverviewBringing 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 picks up where Bringing Words to Life left off. 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 a quick-reference menu of instructional activities and a comprehensive list of children's books and stories with suggested Tier Two words for study.

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Word Wise and Content Rich, Grades 7-12: Five Essential Steps to Teaching Academic Vocabulary Review

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Word Wise and Content Rich, Grades 7-12: Five Essential Steps to Teaching Academic Vocabulary ReviewI had to purchase this for an adolescent literacy class, and it was a great read. The authors are experts with ready-to-use strategies for the classrooms. There is also a website that accompanies these books with videos and even more strategies. I would definitely recommend this to secondary teachers as a useful addition to their professional development!Word Wise and Content Rich, Grades 7-12: Five Essential Steps to Teaching Academic Vocabulary OverviewThis book is a natural for a teacher study group. It is well worth the time spent reading and discussing with colleagues because the ideas it holds are basic to rethinking and transforming vocabulary teaching.

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Words, Words, Words: Teaching Vocabulary in Grades 4-12 Review

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Words, Words, Words: Teaching Vocabulary in Grades 4-12 ReviewJanet Allen has done a terrific job of blending theory with practice. Taking the last twenty years of research on vocabulary, Allen synthesizes the major guiding principles and illustrates a variety of strategies for helping students to acquire and develop vocabulary. As always, Allen writes in a clear, reader-friendly, no-nonsense style--a refreshing change from many of the language arts books in the field. As a reading specialist for the past twenty years, I highly recommend her new book.Words, Words, Words: Teaching Vocabulary in Grades 4-12 Overview
Do you spend hours creating word lists and weekly vocabulary tests only to find that your students have "forgotten" the words by the following week? Janet Allen and her students were frustrated with the same problem. Words, Words, Words describes the research that changed the way she and many other teachers teach vocabulary. It offers educators practical, research-based solutions for helping students fall into new language, learn new words, and begin to use those words in their speaking and writing lives.

This book offers teachers detailed strategy lessons in the following areas:activating and building background word knowledge;making word learning meaningful and lasting;building concept knowledge;using word and structural analysis to create meaning;using context as a text support;making reading the heart of vocabulary instruction.
Words, Words, Words provides educators with a strong research base, detailed classroom-based lessons, and graphic organizers to support the strategy lessons. At a time when teachers are struggling to meet content standards in reading across the curriculum, this book offers some practical solutions for meeting those standards in ways that are meaningful and lasting.


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