Overview

Research shows that vocabulary is the best support for students’ comprehension of narrative and information texts. Often, vocabulary instruction focuses on a few target words in specific texts. However, to understand the many new words in complex texts students need to know how words work. This book, written by an award-winning authority on reading instruction, shows teachers how to make small changes to teach more words and also how words work. Many of these small changes involve enrichments to existing vocabulary practices, such as word walls and conversations with students. Each chapter includes descriptions of teachers’ implementation of small changes to support big gains in students’ vocabulary. This book, which has sufficient depth in research and theory for graduate and undergraduate courses in vocabulary instruction, also offers practical steps that K–8 teachers can use in any reading program to help all students grow their vocabulary. Teaching Words and How They Work shows teachers how to: Identify the most important word families to teach. Teach students to use opening text as background knowledge for comprehending the rest of the text. Use word walls with more purpose and greater student engagement. Select the right words to teach from new information texts. Better understand limitations of leveled texts and how to adjust. Use assets and address challenges to support English learners. Access free mentor and teacher resources online at textproject.org.

Full Product Details

Author:   Elfrieda H. Hiebert
Publisher:   Teachers' College Press
Imprint:   Teachers' College Press
Dimensions:   Width: 15.60cm , Height: 0.80cm , Length: 22.90cm
Weight:   0.238kg
ISBN:  

9780807763179

ISBN 10:   0807763179
Pages:   168
Publication Date:   06 December 2019
Audience:   Professional and scholarly ,  Professional & Vocational
Format:   Paperback
Publisher's Status:   Active
Availability:   Available To Order  
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Table of Contents

Contents Preface ix 1. Learning Words and How Words Work 1 Vocabulary and Texts: A Two-Way Relationship 2 Vocabulary Instruction: A Focus on Relationships Among Words,   Not Individual Words 4 How to Implement New Vocabulary Insights:  Small Changes = Big Results 8 The Last Word 10 2. Making Small Changes in Vocabulary Instruction 11 Small Changes = Big Results: WHY 12 Small Changes = Big Results: WHAT 13 Small Changes = Big Results: HOW 15 The Last Word 20 3. Why a Small Group of Word Families Is So Important  25 The Evidence 25 Small Changes = Big Results 35 The Last Word 38 4. A Short History of English and Why It Matters 41 The Evidence 42 Small Changes = Big Results 49 The Last Word 53 5. Recycling and Remixing:   Multiple Meanings and Uses of Words 54 The Evidence 56 Small Changes = Big Results 61 The Last Word 64 6. The Vocabulary Networks of Narrative Texts 66 The Evidence 67 Small Changes = Big Results 77 The Last Word 80 7. The Vocabulary Networks of Informational Texts 82 The Evidence 83 Small Changes = Big Results 91 The Last Word 94 8. Vocabulary and Text Complexity Systems 98 The Evidence 99 Small Changes = Big Results 107 The Last Word 111 9. Different Labels But the Same Concepts: English Learners 113 The Evidence 114 Small Changes = Big Results 119 The Last Word 123 Children’s Literature and Instructional Texts 125 References 131 Index 139 About the Author 154

Reviews

Hiebert's (2020) latest volume, Teaching Words and How They Work: Small Changes for Big Vocabulary Results, addresses the complexity and necessity of vocabulary instruction from a pragmatic perspective and offers educators both the opportunity to learn more about the relationships among words and discover practical pedagogical techniques to implement in the classroom. --Journal of Language and Literacy Education Teaching Words can be a tool to inform early and late career educators seeking foundational knowledge about classroom vocabulary instruction. The historical footing paired with critical issues such as linguistic diversity, multilingual students, and intentional materials selection offers an empirically-based yet approachable guide for teachers to strengthen vocabulary instruction within their classrooms. As stated by Hiebert, 'Long-lasting changes in the complex contexts of classrooms are made through steady application of small changes' (p. x). With Teaching Words, educators can develop effective, meaningful vocabulary instruction one small change at a time. --Teachers College Record

""" Teaching Words can be a tool to inform early and late career educators seeking foundational knowledge about classroom vocabulary instruction. The historical footing paired with critical issues such as linguistic diversity, multilingual students, and intentional materials selection offers an empirically-based yet approachable guide for teachers to strengthen vocabulary instruction within their classrooms. As stated by Hiebert, 'Long-lasting changes in the complex contexts of classrooms are made through steady application of small changes' (p. x). With Teaching Words, educators can develop effective, meaningful vocabulary instruction one small change at a time."" --Teachers College Record"

Teaching Words can be a tool to inform early and late career educators seeking foundational knowledge about classroom vocabulary instruction. The historical footing paired with critical issues such as linguistic diversity, multilingual students, and intentional materials selection offers an empirically-based yet approachable guide for teachers to strengthen vocabulary instruction within their classrooms. As stated by Hiebert, 'Long-lasting changes in the complex contexts of classrooms are made through steady application of small changes' (p. x). With Teaching Words, educators can develop effective, meaningful vocabulary instruction one small change at a time. --Teachers College Record

Author Information

Elfrieda H. Hiebert is president and CEO of TextProject, Inc., recipient of Literacy Research Association’s Oscar S. Causey Award for outstanding contributions to reading research, and coauthor (with P. David Pearson) of Research-Based Practices for Teaching Common Core Literacy.

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