The Power of Words: Learning Vocabulary in Grades 4-9

by Scott C. Greenwood

Overview

Teachers are intuitively aware of the connection between academic vocabulary and reading comprehension. Unfortunately, despite what we know about active instruction of vocabulary that will be retained by our students, teachers often assign vocabulary but rarely teach it well. The results are akin to a salesman who says about his product, 'I sold it, but they didn't buy it.' Greenwood provides teachers with the hows and whys of effective vocabulary instruction, through the use of visual organizers, user-friendly appendixes, classroom vignettes, and simple, clear language, encouraging professionals to truly engage their pupils.

Product Details

ISBN-13:	9781607097273
Publisher:	Bloomsbury Academic
Publication date:	09/16/2010
Edition description:	New Edition
Pages:	232
Product dimensions:	5.90(w) x 8.90(h) x 0.60(d)

About the Author

Scott C. Greenwood is an associate professor of literacy at West Chester University and has served as a secondary English teacher, a middle school developmental reading teacher, an elementary reading specialist, and a KD12 supervisor of language arts.

Table of Contents

List of Figures v

Acknowledgments vii

1 Why This Book" 1

2 What Works: Principles of Sound Vocabulary Instruction 15

3 What's to Come: Indirect, Direct, General, and Specific Methodologies 31

4 Vocabulary and Narrative Text 39

5 Teaching Vocabulary in the Content Areas 71

6 Vocabulary and Writing 91

7 Structural Analysis and Word Parts 109

8 Using Dictionaries and Other Tools of Reference 125

9 Serendipity 137

10 The Assessment of Vocabulary, Including Test Preparation 161

Appendices 173

References 211

Index 217

About the Author 223

Editorial Reviews

Spurred by the literacy learning of his two sons, Greenwood (West Chester Univ.) observes that "[d]espite an increasing body of evidence about what constitutes 'best practice,' the fact remains that implementation of good vocabulary teaching remains elusive." Greenwood believes it is critical that teachers understand the differences between skills, strategies, and activities. He states that strategies necessitate intentionality, are metacognitive, and require evaluation with possible revision, whereas skills are smaller, automatic, and do not usually involve much cognitive effort; activities are structures for practicing and reinforcing new and previously learned vocabulary. After presenting the unique characteristics of middle-level learners, Greenwood follows up with a variety of rich vocabulary learning strategies that are based on the need for students to be "active agents" in their learning. With ten chapters of solid, easy-to-understand content, and 30 figures that support that content, Greenwood offers specifics that will allow the classroom teacher to move toward more effective vocabulary instruction. Summing Up: Recommended

Choice

The Power of Words is a research-based yet practical book on vocabulary development. Written in an engaging manner and sprinkled with vignettes, Greenwood presents a valuable plethora of what he called "indirect, direct, general, and specific" vocabulary development activities appropriate for the middle and junior high school grades including English Language Learners. Chapter nine, "Word Play/ Vocabulary Activities," is my favorite because it contains activities built around Spoonerisms, puns, idioms, alliterations, etc. that students are sure to have fun with. In addition, the chapter on test preparation explains the various demands of the vocabulary component of high-stakes tests. I learned form this book and will make it required reading for my teacher education students.

Patrick P. McCabe

Spurred by the literacy learning of his two sons, Greenwood (West Chester Univ.) observes that "[d]espite an increasing body of evidence about what constitutes 'best practice,' the fact remains that implementation of good vocabulary teaching remains elusive." Greenwood believes it is critical that teachers understand the differences between skills, strategies, and activities. He states that strategies necessitate intentionality, are metacognitive, and require evaluation with possible revision, whereas skills are smaller, automatic, and do not usually involve much cognitive effort; activities are structures for practicing and reinforcing new and previously learned vocabulary. After presenting the unique characteristics of middle-level learners, Greenwood follows up with a variety of rich vocabulary learning strategies that are based on the need for students to be "active agents" in their learning. With ten chapters of solid, easy-to-understand content, and 30 figures that support that content, Greenwood offers specifics that will allow the classroom teacher to move toward more effective vocabulary instruction. Summing Up: Recommended

CHOICE

Dr. Greenwood breathes a new life into vocabulary and comprehension instruction. His methods demonstrate instruction strategies far beyond worksheets and writing sentences. He enables students to make a connection with the vocabulary that will last beyondthe next test. This book is rich with resources for every teacher to apply to their own classroom. The tools provided will allow and encourage even the most resistant student to enjoy vocabulary lessons. Greenwood provides specific models for each technique and suggestions on how to adapt to your own classroom. He draws from years of experience and what has worked for him as both a reading specialist and literacy coordinator...

Lynn Dolata

Greenwood's book is integral for both teachers and students alike. In the scope of sequence of ensuring the fidelity of today's reading and language arts curriculums, it combines a useful balanced approach, i.e., whole language between both basal and integrated language arts. His focus on vocabulary comprehension strategies and activities is invaluable.

Gary Rosenzweig

Writing in an easy, conversational manner, Greenwood describes multiple ways of encouraging vocabulary development in grades 4–9. His knowledge of teaching, classroom realities, and middle-level learners is evident on each page. In this volume, teachers will find ways to make their students aware of the power of words and techniques to create independent word learners. Greenwood has not only included specific step-by-step directions for immediate classroom use but he has also explained the research that supports this approach.

Sharon B. Kletzien

Spurred by the literacy learning of his two sons, Greenwood (West Chester Univ.) observes that "[d]espite an increasing body of evidence about what constitutes 'best practice,' the fact remains that implementation of good vocabulary teaching remains elusive." Greenwood believes it is critical that teachers understand the differences between skills, strategies, and activities. He states that strategies necessitate intentionality, are metacognitive, and require evaluation with possible revision, whereas skills are smaller, automatic, and do not usually involve much cognitive effort; activities are structures for practicing and reinforcing new and previously learned vocabulary. After presenting the unique characteristics of middle-level learners, Greenwood follows up with a variety of rich vocabulary learning strategies that are based on the need for students to be "active agents" in their learning. With ten chapters of solid, easy-to-understand content, and 30 figures that support that content, Greenwood offers specifics that will allow the classroom teacher to move toward more effective vocabulary instruction. Summing Up: Recommended

Choice Reviews