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ISBN: 9780133431032

Publisher Description

A new edition of the most comprehensive vocabulary text available for pre-service, novice, and experienced teachers of middle and high school students.

In this new edition of the most comprehensive vocabulary text available, pre-service, novice, and experienced middle and high school teachers get invaluable tools to share with their students that will enable them to learn thousands of words independently. With an emphasis on developing students' word consciousness-the knowledge and predisposition to learn, appreciate, and effectively use words-the book addresses three broad aspects of vocabulary learning and instruction: context-based instruction, word-specific instruction, and generative morphology instruction, as a means to enabling teachers to teach vocabulary their way.

The new edition features an expanded author team; separate chapter for the major disciplines/subjects, including a separate chapter on Art, Music, Physical Education, and Career and Technical Education; a new, easily-accessible format presenting the strategies, activities, and assessments; chapter notes directing readers to the PDToolkit online resource, new Activity Selection Charts in each chapter; referencing to the Common Core Standards in each activity and strategy; updated research throughout; a new look at Academic Language; and a revised ESL chapter with a strong new multilingual focus.

Vocabulary Their Way provides an exceptional teaching and learning experience through:

A focus on context-based vocabulary instruction, coupled with effective, engaging, word-specific general and domain-specific vocabulary activities.
Attention to ESL learners and struggling readers and writers throughout.
Special attention to ways to organize for effective instruction.

Back Cover

A new edition of the most comprehensive vocabulary text available for pre-service, novice, and experienced teachers of middle and high school students, Vocabulary Their Way, 2/e providesinvaluable tools for teachers to share with their students that will enable them to learn thousands of words independently. With an emphasis on developing students'' word consciousness--the knowledge and predisposition to learn, appreciate, and effectively use words--the book addresses three broad aspects of vocabulary learning and instruction: context-based instruction, word-specific instruction, and generative morphology instruction, as a means to enabling teachers to teach vocabulary their way. New to the Second Edition: NEW! The Common Core Standards addressed each activity and strategy are referenced: English Language Arts, Mathematical Practice, and Next Generation Science Standards. NEW! Updated research in vocabulary and acquisition and instruction gives teachers the latest information in the field. NEW! Academic Language is addressed showing how teachers can "unpack" the language of their discipline and make it accessible to students. REVISED ESL chapter includes a strong new multilingual focus, reflecting the most recent research and instructional lens in the field of multilingualism. And more! Meet the Authors Shane Templeton is Foundation Professor Emeritus of Literacy Studies at the University of Nevada, Reno. A former classroom teacher at the primary and secondary levels, his research has focused on developmental word knowledge in elementary, middle, and high school students, focusing primarily on the relationships between spelling, morphology, and vocabulary. Donald Bear is a professor in literacy education at Iowa State University where he teaches doctoral, master''s, and pre-service teachers, and directs the Duffelmeyer Reading Clinic. He is also professor emeritus from the University of Nevada, Reno. Donald is involved in studies that examine literacy learning, particularly studies of orthographic development in different and second languages. Marcia Invernizzi holds the Henderson Professorship in Reading Education at the University of Virginia''s Curry School of Education where she is also the Executive Director of the McGuffey Reading Center. She advises masters and doctoral students and teaches reading courses in the Department of Curriculum, Instruction, and Special Education. Francine Johnston is a former classroom teacher and reading specialist who learned about word study during her graduate work at the University of Virginia. She is retired from the School of Education at the University of North Carolina at Greensboro, where she taught literacy courses and directed a clinic for struggling readers. She continues to work with regional school systems as a consultant. Kevin Flanigan is a professor in the literacy department at West Chester University of Pennsylvania. He works in the WCU Reading Center, where he and master''s students work with children who struggle to read and write. A former middle grades classroom teacher and reading specialist/coach, he researches and writes about developmental word knowledge and struggling readers and works with schools to implement effective literacy instruction. Dianna Townsend is Associate Professor in Literacy Studies at the University of Nevada, Reno. Her research is in the areas of adolescent literacy, academic language, and the academic vocabulary development of English learners. In past and current studies, she has examined what adolescents know about and can do with academic vocabulary. Lori Helman is Associate Professor at the University of Minnesota in the Department of Curriculum and Instruction, and Co-Director of the Minnesota Center for Reading Research. She specializes in literacy education and teacher leadership. Formerly a bilingual classroom teacher for 16 years, Lori was also a coordinator of beginning teacher development and literacy coordinator of her school district. Latisha Hayes has taught students with reading disabilities in the primary through middle grades as a special educator and reading specialist. Now a clinical assistant professor at the University of Virginia, she teaches courses on the diagnosis and remediation of reading difficulties. She works with pre-service and in-service teachers at the McGuffey Reading Center, where students across the grades receive diagnostic and tutoring services.

Author Biography

Templeton is affiliated with the University of Nevada, Reno.

Table of Contents

Chapter 1: What Every Teacher Needs to Know about Words and about Teaching Them

Chapter 2: Essential Vocabulary Strategies and Activities

Chapter 3: Vocabulary Assessment and Classroom Organization

Chapter 4: Vocabulary Instruction with English Learners

Chapter 5: Academic Vocabulary in English Language Arts

Chapter 6: Academic Vocabulary in Social Studies

Chapter 7: Academic Vocabulary in Mathematics

Chapter 8: Academic Vocabulary in Science

Chapter 9: Academic Vocabulary in Art, Music, Physical Education, and Career and Technical Education

Review

"This book is a wonderful primer for those just learning to teach and/or understand the necessity of vocabulary development for content area mastery." -- Jane M. Saunders, Texas State University

"Vocabulary Their Way offers a wealth of resources that teachers can use to build their own knowledge of the origin and structure of the English language as well as the strategies that they can use to support students' vocabulary development. It is accessible, compelling, and interesting and contains a number of classroom examples." -- Jennifer Scott Curwood, The University of Sydney (Australia)

"This book is very appealing, as teaching academic vocabulary is part of the Common Core standards being adopted by most states. Teachers will welcome the help for their classroom instruction, and administrators will welcome the information for professional development." -- Carla M. Stegall, Gilbert Middle School (Gilbert, SC)

Long Description

In this new edition of the most comprehensive vocabulary text available, pre-service, novice, and experienced middle and high school teachers get invaluable tools to share with their students that will enable them to learn thousands of words independently. With an emphasis on developing students' word consciousness-the knowledge and predisposition to learn, appreciate, and effectively use words-the book addresses three broad aspects of vocabulary learning and instruction: context-based instruction, word-specific instruction, and generative morphology instruction, as a means to enabling teachers to teach vocabulary their way . The new edition features an expanded author team; separate chapter for the major disciplines/subjects, including a separate chapter on Art, Music, Physical Education, and Career and Technical Education; a new, easily-accessible format presenting the strategies, activities, and assessments; chapter notes directing readers to the PDToolkit online resource, new Activity Selection Charts in each chapter; referencing to the Common Core Standards in each activity and strategy; updated research throughout; a new look at Academic Language; and a revised ESL chapter with a strong new multilingual focus.

Review Text

"This book is a wonderful primer for those just learning to teach and/or understand the necessity of vocabulary development for content area mastery." -- Jane M. Saunders , Texas State University " Vocabulary Their Way offers a wealth of resources that teachers can use to build their own knowledge of the origin and structure of the English language as well as the strategies that they can use to support students' vocabulary development. It is accessible, compelling, and interesting and contains a number of classroom examples." -- Jennifer Scott Curwood, The University of Sydney (Australia) "This book is very appealing, as teaching academic vocabulary is part of the Common Core standards being adopted by most states. Teachers will welcome the help for their classroom instruction, and administrators will welcome the information for professional development." -- Carla M. Stegall, Gilbert Middle School ( Gilbert, SC)

Review Quote

"This book is a wonderful primer for those just learning to teach and/or understand the necessity of vocabulary development for content area mastery."

Feature

A focus on context-based vocabulary instruction includes reading and writing activities that exercise vocabulary and conceptual knowledge in every chapter. Effective, engaging, word-specific general and domain-specific vocabulary activities ensure the depth and breadth of exploration in important concepts across all disciplines. The generative morphology approach supports teachers in identifying and teaching these elements in both general academic and domain-specific vocabulary. Accessible, realistic, classroom-based vignettes and examples show teachers how vocabulary instruction applies to each discipline. Differentiated instruction is presented and supported with examples as an invaluable tool for helping teachers reach every student. Strong support for teaching ESL students is included throughout. Attention to cognate instruction is paid through rich examples and illustrations (see especially Chapter 4). How to organize for instruction so that vocabulary and content knowledge are optimized is addressed in depth in Chapter 3. Special Note: The authors provide the following very helpful list of ways the book helps teachers build a strong foundation in context-based instruction, word-specific instruction, and generative morphology instruction: Sharing the most important research addressing what we know about how to teach words and how to teach about words. Guidelines for selecting which words to teach and how to select the meaningful features or morphology of words on which to focus (prefixes, suffixes, bases, and roots) Straightforward ways to assess students' vocabulary knowledge in your specific subject matter area and to organize your classroom for effective, differentiated vocabulary instruction. Addressing the challenges and opportunities for multilingual learners' vocabulary instruction in the middle and secondary grades -- How to think about the content and language demands of your lessons, and how you may adjust your instruction to best meet the needs of your English Learners. Addressing vocabulary instruction in each of the disciplines or content areas: English/ Language Arts, Social Studies, Mathematics, Science, Art/Music/Physical Education, and Career and Technical Education. The academic language and academic vocabulary demands of each domain are described, and word-specific instruction as well as generative morphological instruction in each content area are comprehensively addressed. There are separate chapters for the different content areas/disciplines. Appendices and an online PDToolkit that provide (1) templates for many of the activities addressed throughout the book, (2) vocabulary assessment templates, (3) vocabulary game descriptions and directions, (4) word lists and tables of generative roots and affixes in different content domains, and (5) lessons that may serve as templates for your instruction. Instructional videos of experienced teachers. Vocabulary Activity Selection Charts. Connections to Common Core and subject matter standards.

New Feature

NEW! An expanded author team enriches the edition with new teaching and research insights and experience. NEW! Separate chapters for the major disciplines/subjects-- English/Language Arts, Social Studies, Mathematics, Science, Art/Music/Physical Education, and Career and Technical Education--include different activities and strategies adapted and applied within each discipline. NEW! The only text of its kind with a separate chapter on Art, Music, Physical Education, and Career and Technical Education, this book gives teachers in those disciplines valuable inroads with disengaged or struggling students while supporting their academic vocabulary development. (Ch. 9) NEW! A new, easily accessible format for presenting the strategies, activities, and assessments now includes purpose, steps, and for many activities and strategies, modifications and extensions. NEW! Chapter notes direct readers to the PDToolkit online resource for helpful videos of vocabulary instruction in action, interactive and downloadable PDFs of the appendices material, and additional downloadable activities and information. NEW! Activity Selection Charts in each chapter help teachers match specific activities and strategies to what they specifically want their students to know about words and concepts, providing at-a-glance support for teachers. NEW! The Common Core Standards addresses strategies for : English Language Arts, Mathematical Practice, and Next Generation Science Standards. NEW! Updated research in vocabulary and acquisition and instruction gives teachers the latest information in the field. NEW! Academic Language is addressed showing how teachers can "unpack" the language of their discipline and make it accessible to students. REVISED ESL chapter includes a strong new multilingual focus, reflecting the most recent research and instructional lens in the field of multilingualism.

Product Details

Author
Donald R. Bear, Dianna R. Townsend, Latisha Hayes, Kevin Flanigan, Marcia R. Invernizzi, Shane R. Templeton, Francine R. Johnston, Lori R. Helman
Publisher
Pearson Education (us)
ISBN-10
0133431037
ISBN-13
9780133431032
Format
Paperback
Series
Words Their Way
Language
English
Edition
2nd
Media
Book
Pages
320
Year
2013
Publication Date
2013-04-25
Short Title
VOCABULARY THEIR WAY-2E W/CODE
Illustrations
Yes
Country of Publication
United States
Subtitle
Vocabulary for Middle and Secondary Students
Audience
College/Higher Education