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
Donna Ogle, EdD, 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, PhD, 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, PhD, 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, PhD, 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.
"The definitive primer on how to teach academic vocabulary. Drawing
on the latest and best research, the book delves into the
subtleties of language without leaving the reader behind. The
authors offer numerous lesson plans, strategies, and classroom
vignettes that ground their work in the daily teaching and learning
of the classroom. Invaluable for teachers and preservice teachers
in every content area, the book unlocks the secrets behind
successful vocabulary instruction. This book could be the
centerpiece of a professional development program on vocabulary
development at a middle or high school. It would be a wonderful
text in a college teacher preparation course on content-area
reading."--Timothy Dohrer, PhD, Director, Master of Science in
Education Program, Northwestern University
"Trusted voices in adolescent literacy provide teachers and school
literacy leaders with a much-needed guide. The authors weave
current knowledge about vocabulary development into their
consideration of how teachers can meet the rigorous vocabulary
expectations of the Common Core standards. Especially welcome are
chapters that infuse vocabulary practices and strategies into
specific disciplines: social studies, math and science, and English
language arts instruction. The wealth of online resources
highlighted by the authors is extremely useful."--Doug Buehl, MS,
author of Developing Readers in the Academic Disciplines
"Understanding and using academic vocabulary is the most essential
component in mastering disciplinary knowledge. This book addresses
such practical issues as how to select words for instruction, how
to help students acquire word-learning strategies, the elements of
a successful vocabulary program, and what strategies work for
different content areas. Middle and high school teachers will find
essential guidance for helping students become more proficient in
learning academic language. This would be an excellent 'book study'
for teachers and administrators, and a terrific text for
undergraduate teacher education courses. I am delighted to see a
book on this important topic."--Judith L. Irvin, PhD, Executive
Director, National Literacy Project; Department of Educational
Leadership and Policy Studies (Emerita), Florida State
University
"This important work focuses on the essential role of words as
tools that help students gain access to content and concepts in the
classroom. The book not only explores instructional approaches that
support older students’ vocabulary development, but also addresses
the various ways that words are used across disciplines. A 'must
read' for preservice teachers, those already in the classroom, and
instructional leaders."--Evelyn Ford-Connors, EdD, Associate
Director, Donald D. Durrell Reading and Writing Clinic, Boston
University School of Education -
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