This book emphasizes that attention to learning vocabulary is an important part of all content learning as well as any literacy program. This third edition of Teaching Vocabulary in All Classrooms adds several new features including: * Expanded treatment in Chapter 8 of vocabulary ideas for the many diverse students in classrooms, particularly for English Language Learners and struggling readers. * Increased attention to oral language development of emergent learners in Chapter 2. * Technology ideas and resources have been updated and expanded. 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.
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This invaluable resource prepares future teachers to conduct integrated instruction and work with culturally or mentally diverse populations. It demonstrates--through numerous classroom examples--how vocabulary can be developed in a variety of instructional settings.From the Back Cover:
Camille Blachowicz — Peter J. Fisher
Teaching Vocabulary in All Classrooms, Fourth Edition
A must-have resource for any K-12 classroom teacher, 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.
"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
Camille Blachowicz is the director of The Reading Program for the National College of Education at National-Louis University and co-director of The Reading Leadership Institute. A recipient of the Outstanding Teacher Educators in Reading Award by the International Reading Association, she has published numerous articles and co-edits the Tools for Teaching Literacy series (The Guilford Press). Blachowicz is co-author of many books and programs, including Reading Diagnosis: An Instructional Approach and Reading Street (Pearson), Reading Comprehension: Strategies for Independent Learners and Fluency Instruction: Research-Based Best Practices (The Guilford Press).
Peter J. Fisher is a professor of education at National College of Education of National-Louis University where he teaches graduate classes in literacy education. Fisher taught in elementary and high schools in England prior to coming to the United States to complete his doctoral studies at SUNY-Buffalo. An inductee into the Illinois Reading Hall of Fame, his research interests include vocabulary development and the teaching of storytelling
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Book Description Prentice Hall, 2005. Paperback. Book Condition: New. 3. Bookseller Inventory # DADAX0131198033
Book Description Book Condition: Brand New. Book Condition: Brand New. Bookseller Inventory # 97801311980361.0
Book Description Prentice Hall, 2005. Paperback. Book Condition: New. book. Bookseller Inventory # 0131198033
Book Description Prentice Hall, 2005. Paperback. Book Condition: New. Bookseller Inventory # P110131198033
Book Description Prentice Hall. PAPERBACK. Book Condition: New. 0131198033 New Condition. Bookseller Inventory # NEW6.1039304