Words Their Way: Vocabulary for Middle and Secondary Students, 2nd edition
Published by Pearson (May 9th 2014) - Copyright © 2015
You'll get a bound printed text.
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 developme
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
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