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Table of Contents Reproducibles are in italics.
About the Authors . . . . . . . . . . . . . . . . . . . . . .
xi
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . 1
1 2 3
Vocabulary and Achievement in School and Beyond . . . . . . . . . . . Vocabulary and Reading Comprehension . . . . . . . . . . . . . . . Vocabulary Gaps and Literacy . . . . . . . . . . . . . . . . . . About This Book . . . . . . . . . . . . . . . . . . . . . . Recap . . . . . . . . . . . . . . . . . . . . . . . . . Next Steps . . . . . . . . . . . . . . . . . . . . . . . .
1 2 3 4 8 8
A Culture of Word Learning . . . . . . . . . . . . . . . . .
9
Avoiding Pitfalls . . . . . . . . . . . . . . . . . . . . . . Developing a Literacy Leadership Team . . . . . . . . . . . . . . . Addressing Resistance . . . . . . . . . . . . . . . . . . . . Using Collaborative Tools to Support Literacy Leadership Teams . . . . . . . . Examining Literacy Leadership Team Exemplars . . . . . . . . . . . . Recap . . . . . . . . . . . . . . . . . . . . . . . . . Next Steps . . . . . . . . . . . . . . . . . . . . . . . .
9 10 11 11 13 15 15
A New Model for Effective Vocabulary Instruction . . . . . . . . . 17 A Review of Existing Models . . . . . . . . . . . . . . . . . . The Blended Vocabulary Model . . . . . . . . . . . . . . . . . Recap . . . . . . . . . . . . . . . . . . . . . . . . . Next Steps . . . . . . . . . . . . . . . . . . . . . . . .
17 20 26 26
Methods for Classifying and Selecting Vocabulary Words . . . . . .
29
Understanding Tiered Vocabulary . . . . . . . . . . . . . . . . . Selecting Vocabulary . . . . . . . . . . . . . . . . . . . . Getting Started on Word Lists . . . . . . . . . . . . . . . . . . Recap . . . . . . . . . . . . . . . . . . . . . . . . . Next Steps . . . . . . . . . . . . . . . . . . . . . . . . Sorting Vocabulary Words Into Tiers . . . . . . . . . . . . . . . . Template for Vocabulary in a Unit of Study . . . . . . . . . . . . . .
29 31 34 34 34 36 38 vii