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, ‘Your Turn’ learning activities, and a Study Guide for teachers enhance the book’s utility as a classroom resource, professional development tool, or course text. The Study Guide can also be downloaded and printed for ease of use (www.guilford.com/beck-studyguide).
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.
See also the authors’ Creating Robust Vocabulary: Frequently Asked Questions and Extended Examples, which includes specific instructional sequences for different grade ranges, 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.
Table of Content
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
Study Guide
About the author
Isabel L. Beck, Ph D, is Professor Emerita of Education at the University of Pittsburgh. She has conducted extensive research and published widely on decoding, vocabulary, and comprehension. Dr. Beck is a recipient of the Oscar S. Causey Award from the Literacy Research Association, the William S. Gray Citation of Merit from the International Literacy Association, and the Contributing Researcher Award from the American Federation of Teachers. She was inducted into the Reading Hall of Fame and is an elected member of the National Academy of Education. Her books include Bringing Words to Life, Second Edition; Creating Robust Vocabulary; Illuminating Comprehension and Close Reading; Making Sense of Phonics, Third Edition; and Robust Comprehension Instruction with Questioning the Author.
Margaret G. Mc Keown, Ph D, is Clinical Professor of Education in the School of Education and Senior Scientist at the Learning Research and Development Center at the University of Pittsburgh.
Linda Kucan, Ph D, is Associate Professor in the Department of Instruction and Learning at the University of Pittsburgh School of Education.
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