Teaching Vocabulary to English Language

Building on Michael Graves's bestseller, The Vocabulary Book, this new resource offers a comprehensive plan for vocabulary instruction that K12 teachers can use with English language learners. It is broad enough to include instruction for students who are just beginning to build their English vocabularies, as well as for students whose English vocabularies are approaching those of native speakers. The authors describe a four-pronged program that follows these key components: providing rich and varied language experiences; teaching individual words; teaching word learning strategies; and fostering word consciousness. This user-friendly book integrates up-to-date research on best practices into each chapter and includes vignettes, classroom activities, sample lessons, a list of children's literature, and more.

Michael F. Graves is Professor Emeritus of Literacy Education at the University of Minnesota. His books include Teaching Individual Words: One Size Does Not Fit All and The Vocabulary Book. Diane August is a Managing Director affiliated with the American Institutes for Research in Washington, DC. Jeannette Mancilla-Martinez is Assistant Professor of Language, Literacy, and Technology at the University of California, Irvine.

Foreword	p. ix
Introduction	p. 1
A Four-Part Vocabulary Program	p. 3
The Likely Effect of the Common Core State Standards on Vocabulary Instruction for ELLs	p. 6
An Overview of This Book	p. 7
Other Sources of Information on Instruction for English Language Learners	p. 8
Learning Words in a Second Language	p. 10
The Vocabulary Learning Task Students Face	p. 10
The Role of Individual, Home, School, and Instructional Factors in the Development of English Vocabulary in ELLs	p. 14
Effective Vocabulary Instruction	p. 18
A Final Word	p. 33
Providing Rich and Varied Language Experiences	p. 35
Promoting Incidental Word Learning	p. 35
Directly Building Primary-Grade ELLs' Oral Vocabularies	p. 41
A Final Word	p. 47
Teaching Individual Words	p. 48
Preliminaries on Teaching Individual Words	p. 49
Introductory Instruction	p. 58
Stronger and More Powerful Instruction	p. 61
Repetition and Review	p. 69
A Final Word	p. 72
Teaching Word-Learning Strategies	p. 73
A Powerful Model for Teaching Strategies	p. 73
Preliminary Instruction on Word-Learning Strategies	p. 75
Using Word Parts	p. 76
Using Context Clues	p. 88
Using Cognates	p. 94
Using the Dictionary	p. 94
Recognizing and Dealing with Multiword Units	p. 98
Developing Strategies for Dealing with Unknown Words	p. 98
Adopting a Personal Approach to Building Vocabulary	p. 100
When Should the Strategies be Taught to ELLs?	p. 100
A Final Word	p. 101
Promoting Word Consciousness	p. 103
Creating a Word-Rich Environment	p. 104
Recognizing and Promoting Adept Diction	p. 106
Promoting Word Play	p. 108
Fostering Word Consciousness Through Writing	p. 112
Involving Students in Original Investigations	p. 114
Teaching Students About Words	p. 116
A Final Word	p. 119
Empirically Validated Vocabulary Programs for English Language Learners	p. 121
The Vocabulary Improvement and Oral Language Enrichment Through Stories (VIOLETS) Program	p. 121
Acquisition of Vocabulary in English (AVE)	p. 125
Word Generation (WG)	p. 129
The Quality English and Science Teaching (QuEST) Project	p. 135
A Final Word	p. 139
Children's Literature Cited	p. 140
References	p. 141
Index	p. 157
About the Authors	p. 164
Table of Contents provided by Ingram. All Rights Reserved.

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Teaching Vocabulary to English Language Learners

Summary

Author Biography

Table of Contents

Supplemental Materials