This book showcases effective ways to build the vocabulary knowledge K-8 learners need to engage meaningfully in reading, writing, and discussion on academic subjects. The distinguished authors draw on decades of classroom experience to explain what academic vocabulary is, how it fits into the Common Core State Standards, and how targeting vocabulary can enhance conceptual understanding in English language arts, social studies, and math and science. Rich classroom vignettes, teaching tips, and examples of student work are included. The book also features helpful figures, word lists, discussion questions, and recommended print and online resources.
表中的内容
1. The Importance of Academic Vocabulary
2. The Role of Academic Language in Content-Area Learning
3. Understanding Effective Vocabulary Instruction
4. Teaching Academic Vocabulary in the English Language Arts
5. Teaching Academic Vocabulary in Social Studies
6. Teaching Academic Vocabulary in Math and Science
7. The Role of Technology in Learning Academic Vocabulary
8. Resources for Developing Academic Vocabulary
关于作者
Camille Blachowicz, Ph D, is Professor Emerita at the National College of Education of National Louis University, where she directed the Reading Program and the Reading Center. She was named Outstanding Teacher Educator in Reading by the International Reading Association for her research on vocabulary instruction and the professional development of literacy professionals. Dr. Blachowicz is the author of several books and numerous chapters and articles on vocabulary and comprehension instruction, as well as coaching, fluency, and other aspects of literacy education.
Peter Fisher, Ph D, is Professor at the National College of Education of National Louis University. He is active in several literacy professional organizations and was inducted into the Illinois Reading Council Hall of Fame. Dr. Fisher has published numerous articles and chapters concerning vocabulary instruction and is coauthor (with Camille Blachowicz) of Teaching Vocabulary in All Classrooms.
Donna Ogle, Ed D, is Professor Emerita at the National College of Education of National Louis University, where she codirects the Reading Leadership Institute. She is also Senior Consultant to the Chicago Striving Readers research project. A past president of the Illinois Reading Council and the International Reading Association, she is President of the Reading Hall of Fame. The author of several books and many book chapters and articles, Dr. Ogle has focused her career on supporting instruction that enhances students’ thinking and learning across the content areas.
Susan Watts Taffe, Ph D, is Associate Professor of Literacy Education at the University of Cincinnati. She has been a special education teacher and reading diagnostician and is regularly engaged in school-based projects focused on vocabulary instruction. Dr. Watts Taffe is the author of several books and many journal articles and book chapters and has served on several national committees, including the International Reading Association’s RTI Commission, as well as on the editorial boards of several journals.
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