The author team that developed the research-rooted word study phenomenon Words Their Way turn their attention to the same kind of hands on, research based approach to developing vocabulary with students in intermediate, middle, and secondary grades. The text offers research-tested ideas for helping students use word patterns to puzzle out meaning to content area vocabulary. It also provides much needed assessment information to help teachers gauge where to begin instruction, as well as hands on opportunities for teachers to keep student attention and interest as they build vocabulary.

About the Author

Shane Templeton is Foundation Professor of Curriculum and Instruction at the University of Nevada, Reno, where he is Program Coordinator for Literacy Studies. A former elementary and secondary teacher, his research focuses on the development of orthographic knowledge. He has written several books on the teaching and learning of reading and language arts and is a member of the Usage Panel of the American Heritage Dictionary. He is author of the "Spelling Logics" column in Voices from the Middle, the middle school journal of the National Council of Teachers of English. Francine Johnston is a former first grade teacher and reading specialist who learned about word study during her graduate work at the University of Virginia. She is now an associate professor in the School of Education at the University of North Carolina at Greensboro, where she teaches courses in reading, language arts, and children's literature. Francine frequently works with regional school systems as a consultant and researcher. Her research interests include current spelling practices and materials as well as the relationship between spelling and reading achievement. Donald R. Bear is director of the E. L. Cord Foundation Center for Learning and Literacy in the College of Education at the University of Nevada, Reno. As a former preschool, third, and fourth grade teacher, Donald extends his experience working with children who experience difficulties learning to read and write both in the center and in numerous outreach programs. His recent research includes the study of literacy development in different languages and the influence of first language and literacy knowledge in learning to read in another language. He and his colleagues work with many schools and districts to conduct literacy instruction workshops. Marcia Invernizzi is a professor of reading education at the Curry School of Education at the University of Virginia. Marcia is also the director of the McGuffey Reading Center, where she teaches the clinical practica in reading diagnosis and remedial reading. Formerly an English and reading teacher, she works with Book Buddies, Virginia's Early Intervention Reading Initiative (EIRI), and Phonological Awareness Literacy Screening (PALS).

Table of Contents

Vocabulary Their Way: Word Study, Grades 4-12 Table of Contents Part I: Foundations of Learning and Teaching Vocabulary Chapter 1 -- The Nature of Vocabulary Development and Instruction What the research says Early intermediate Middle intermediate Late Intermediate Synchrony of development Chapter 2 -- The Meaning and Structure of Words How Words Work: Meanings and Feelings How Words Are Written: Spelling Makes Sense! Chapter 3 -- Where Words Come from and Where They're Going History Dynamics of construction of new vocabulary Part II: Instruction and Assessment Chapter 4 --Essential Vocabulary Strategies and Activities Guidelines for Teaching Core Academic and Content-Specific Academic Vocabulary Tools for Teaching Word Sorts and Concept Sorts The Dictionary Technology Guidelines for Selecting Which Words to Teach Directly Guidelines for Selecting Core Academic Vocabulary Guidelines for Selecting Content-Specific Academic Vocabulary Generative Strategies Word Formation with Base Words and Affixes Strategy for Decoding Longer Words Principles of Teaching Morphology: Base Words and Affixes Word Sort Activities to Support Word Formation with Base Words and Affixes Word Formation with Greek/Latin Foots and Affixes Principles of Teaching Morphology: Greek/Latin Roots and Affixes Word Sort Activities to Support Word Formation with Greek/Latin Roots and Affixes Word-Specific Strategies Concept Sorts Vocab-O-Grams Vocabulary Cards List, Group, and Label Exploring Antonyms and Synonyms Analogies Vocabulary Notebooks Graphic Organizers Games Online Resources about Words Looking Ahead Chapter 5-Teaching Core Academic Vocabulary in English/Language Arts Concrete sorting Using word study for character analysis Sorting Adjectives Concrete ways to understand authors word choice Word study to teach poetry Iambic pentameter Syllable stress Contrasts of poetry--word choice (alliteration/contrast is major literary technique which lends itself right into word choice) Chapter 6-- Teaching Content-Specific Academic Vocabulary English Guidelines for Content Area Vocabulary InstructionHistory Mathematics Science Technical/Vocational Chapter 7-- Vocabulary Instruction with English Language Learners The Context for Instruction Wide Reading Purposeful Writing Reading to your EL Students Ongoing Word Study Activities Determining English Learners' Level of English Proficiency Word-Specific Challenges for English Learners Generative Instruction Compound Words Driving Words from Common Base Words Cognates Chapter 8 - Assessment and Organization Assessing Grouping for instruction Use checklist--qualitative Early intermediate Middle intermediate Late Intermediate Synchrony of development Part III: Appendix Additional Word Sorts Sample Lessons Spelling-to-Sound Correspondences Most productive spelling rules Syllable Patterns and Rules Games Assessments Content Area Standards and Vocabulary

Reviews

I love this book. Write some more! Joseph W. Guenther, University of Wisconsin, Platteville I like the overall presentation of the text. Given the emphasis on reading in middle and high school, I would think it would have a wide audience. I would consider this text as a supplemental or suggested text as it does enhance the content of the course I teach. Nancy Williams, University of South Florida This book contains useful information and offers helpful resources for those who would like further information. The chapters contain useful graphics and examples, and provide the reader with a solid background on words, word origins and the development of our vocabulary knowledge. The book also includes step-by-step strategies for sharing this knowledge with students. Margot Kinberg, National University Each strategy is described in detail, weaving research with examples from classrooms. I believe teachers can easily find new ideas for teaching content vocabulary, and understand when each strategy is most effective. I am especially impressed with the examples. Cathy Blanchfield, California State University Fresno The text is well organized, theoretically sound, and the strategies are practical and effective. Excellent strategies for addressing the word-specific challenges for English learners. Excellent ideas and activities. Jackie Glasgow, Ohio University