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.
Tabella dei contenuti
1. Vocabulary as a Key to College and Career Readiness
2. The Role of Academic Language in Disciplinary Learning
3. Understanding Effective Vocabulary Instruction in Grades 6–12
4. Teaching Academic Vocabulary in the English Language Arts
5. Teaching Academic Vocabulary in History/Social Studies
6. Teaching Academic Vocabulary in Mathematics and Science
7. Resources for Developing Academic Vocabulary in Grades 6–12
References
Index
Circa l’autore
Donna Ogle, Ed D, 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, Ph D, 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, Ph D, 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, Ph D, 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.
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