This book is written for preservice and inservice teachers of all grade levels and in all content areas who recognize the importance of vocabulary development but aren't sure what to do about it in the classroom. Literacy experts Camille Blachowicz and Peter Fisher wrote this book for teachers who have a sense of direction but who want some new, classroom-tested strategies to renew their curriculum. This new edition includes a wealth of new material. It expands its treatment of independent, metacognitive strategies for learning vocabulary, such as using contextual cues and references.
"The beauty of [Teaching Vocabulary in All Classrooms] is its sheer "common sense" approach to integrating vocabulary into the total reading program. For such a small, inexpensive volume, this book packs a big punch!" --Susan Pasquarelli, Roger Williams University, Bristol, RI
Camille Blachowicz is Professor of Education at the National College of Education of National-Louis University, where she is Director of the Reading Center and Reading Program. In her long career as an educator, Dr. Blachowicz has been a classroom teacher, team leader, and reading specialist as well as a university educator and staff developer. Her research has been supported by grants from the Spencer Foundation, the Fulbright Council and the International Reading Association. Dr. Blachowicz's many articles have been published in journals ranging from Educational Leadership and Reading Teacher to Reading Research Quarterly. She is also co-author of the books Reading Diagnosis: An Instructional Approach, Teaching Vocabulary in All Classrooms, Reading Comprehension: Strategies for Independent Learners, Reading Street, Fluency Development:From Research to Practice, and the chapter on vocabulary research for the third Handbook of Reading Research along with numerous book chapters and monographs. She also co-edits the series of staff development and in-service books Tools for Teaching Literacy along with Donna Ogle. As a staff developer, Dr. Blachowicz is a frequent speaker at national, local, and international conferences and at meetings of the International Reading Association, where she is a member of the publication committee. Dr. Blachowicz has also been named to the roster of Outstanding Teacher Educators in Reading by the International Reading Association.
Currently, along with her teaching and writing, Dr. Blachowicz is co-directing two projects in urban and suburban schools: Literacy Partners, and the Everybody Reads Fluency Project.
Peter Fisher is a professor of education at National College of Education of National-Louis University where he teaches graduate classes in literacy education. Peter taught in elementary and high schools in England prior to coming to the USA to complete his doctoral studies at SUNY at Buffalo. Peter’s research interests include vocabulary development and the teaching of storytelling. In 1997 he was inducted into the Illinois Reading Hall of Fame.
Vocabulary instruction is like the weather: Everyone talks about it, but no one is quite sure what to do about it. This text is therefore written for preservice and inservice teachers of all grade levels and in all content areas who recognize the importance of vocabulary development but aren't sure what to do with it in the classroom. This text is also written, however, for teachers who have a sense of direction but who want some new, classroom-tested strategies to renew their curriculum.
Focus of the Text
Research and practice emphasize that attention to learning vocabulary is an important part of all content learning as well as a significant part of any literacy program. Therefore, many of the techniques for teaching vocabulary that are explored in this book have the broader goal of enhancing the acquisition of content knowledge. Also explored are independent means of learning vocabulary, such as using metacognitive and contextual cues. New features of this edition include greater attention to the ESL student and an added chapter on spelling and word structure. Also, websites for vocabulary exploration are included for each chapter.
This book has the following special features to help guide the reader.
Prepare Yourself. A knowledge rating activity that introduces the major content issues by asking you to evaluate your own prior knowledge.
Strategy Overview Guide. A guide to the instructional strategies highlighted in the chapter. It can also be used as a quick reference tool.
Teaching Idea File Cards. Shorthand references to a number ofstrategies and resources most practical to duplicate into a teacher resource file or curriculum resource guide.
For Further Learning. Selected, teacher-friendly references that encourage greater investigation.
If you are a reading and language teacher or a content area teacher, if you teach in kindergarten or in high school, if your students are gifted or at risk, this text has ideas for your classroom. If you are a student or a teacher of methods classes in reading and language, in social studies, in science, or in special needs instruction, this book will supplement your other texts by giving you ideas for handling the important vocabulary unique to your classes. We hope that you will use the ideas in the text as springboards for experimentation in your own classrooms.
Most of the ideas we share in this text have been developed over the years by teachers in many different classroom situations. We thank you. We have tried to give credit to our contributors wherever possible but know that ideas get adapted, modified, or changed as they meet individual classroom needs. If you, the readers, have any new adaptations or suggestions that we could credit to you in future editions, we would love to hear from you.
Our thanks do also go to our colleagues and students at National College of Education of National-Louis University and to the many teachers with whom we work closely. Special thanks to Amy McCann, Becky McTague, Elsie McAvoy, Lily Rodriguez, and Joan Stahl for their ideas and assistance. We are also grateful to our reviewers whose thoughtful ideas helped refine this text: Irene Mosedale, Plymouth State College, New Hampshire; Roger Passman, Ed.D., Texas Tech University; and I. LaVerne Raine, Texas A&M University-Commerce.
Lastly, we would like to thank Linda Montgomery and Mary Harlan for helping us bring our work into print.