Teaching Vocabulary in All Classrooms / Edition 4

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Fourth New [ No Hassle 30 Day Returns ] [ Edition: Fourth ] Publisher: Allyn & Bacon Pub Date: 3/6/2009 Binding: Paperback Pages: 264.

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This book provides a comprehensive framework for teaching vocabulary to all students in all content areas. Respected literacy researchers and educators Camille Blachowicz and Peter J. Fisher have written a book for pre-service and in-service teachers who recognize the importance of vocabulary development and are seeking new, classroom-tested strategies to build or renew their curriculum. The new fourth edition of Teaching Vocabulary in All Classrooms includes new and updated material throughout the text as well as expanded coverage of independent metacognitive strategies for learning vocabulary using contextual cues and references. In addition, this revised edition adds ideas for dealing with student diversity, with an increased focus on struggling readers, English language learners, and older students.
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Editorial Reviews

From the Publisher

Teaching Vocabulary in All Classrooms is not just a “cookbook” of strategies for developing vocabulary. It is a resource for research-based strategies in addition to discussion of how and why students benefit from vocabulary instruction. The topics of the chapters allow teachers to be more specific with instructional strategies and to focus time and effort where they will be most effective.

The book is a well-written blend of research, discussion, and instructional recommendations, such as strategies, activities, practices, and resources. It covers all aspects of vocabulary for all age levels, including special needs and ESL students, and ranges from the serious (SAT preparation for high school students) to the fun (word play and songs). -- Sandra Gandy, Governors State University

This book provides multiple ideas to develop student vocabulary learning and help them to think deeper and make better connections to our written and oral language. It offers numerous strategies with detailed directions that will help teachers understand how the vocabulary learning will take place, vocabulary instruction that takes place within brain-friendly contexts and not in isolation, and a quick reference layout that enables teachers to locate specific strategies. The balance of theory and practical strategies to meet learning goals help the reader process the in-depth concepts and make connections to the how and why of vocabulary instruction. -- Cathy Rivera, Educational Leadership Center (FL)

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Product Details

  • ISBN-13: 9780135001899
  • Publisher: Pearson
  • Publication date: 3/10/2009
  • Edition description: Older Edition
  • Edition number: 4
  • Pages: 264
  • Product dimensions: 8.40 (w) x 10.80 (h) x 0.70 (d)

Meet the Author

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.

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Table of Contents

Ch. 1 Vocabulary in the Classroom: A Theoretical and Practical Perspective 1

Ch. 2 Learning Vocabulary from Context 19

Ch. 3 Integrating Vocabulary and Reading Strategy Instruction 46

Ch. 4 Learning Vocabulary in Literature-Based Reading Instruction 67

Ch. 5 Learning Vocabulary in the Content Areas 93

Ch. 6 Vocabulary and Spelling Instruction Using Structural Analysis 121

Ch. 7 Assessing Vocabulary Knowledge 137

Ch. 8 Vocabulary Instruction for Diversity: English Language Learners and Struggling Readers 166

Ch. 9 Using Dictionaries and Other References 188

Ch. 10 Wordplay in the Classroom 213

App. A School Dictionaries and Thesauruses 233

App. B Books for Expanding Vocabulary and Wordplay 234

App. C Computer Programs with a Vocabulary Focus (Including Publishers' Recommended Levels) 235

App. D Vocabulary/Word Games 236

References 237

Name Index 245

Subject Index 247

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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.

Special Features

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.

Camille Blachowicz
Peter Fisher

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