By Scott C. Greenwood

ISBN-10: 1607097265

ISBN-13: 9781607097266

ISBN-10: 1607097273

ISBN-13: 9781607097273

ISBN-10: 1607097281

ISBN-13: 9781607097280

Lecturers are intuitively conscious of the relationship among educational vocabulary and interpreting comprehension. regrettably, regardless of what we all know approximately energetic guide of vocabulary that would be retained by means of our scholars, lecturers usually assign vocabulary yet hardly train it good. the implications are corresponding to a salesperson who says approximately his product, 'I bought it, yet they did not purchase it.' Greenwood offers academics with the hows and whys of potent vocabulary guideline, by utilizing visible organizers, elementary appendixes, lecture room vignettes, and straightforward, transparent language, encouraging pros to actually have interaction their students.

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Additional resources for The Power of Words: Learning Vocabulary in Grades 4-9

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What a word is used for: Jimmy used the colander to drain the noodles. • Gist clues: These are the most subtle clues that an author can offer her readers. With these clues, the meaning of a word must be inferred from the general context (or gist) of the passage. Sometimes the reader must read and reread far from the sentence containing the new word in order to understand the meaning. Here’s an example of a gist passage from Beers (2003). John burst out of the woods and found himself at the edge of a precipice.

But context, used as an instructional method by itself, is ineffective and very inefficient as a means of teaching new meanings, at least when compared with other forms of vocabulary instruction. The problem is that, in many cases, context may look quite helpful if one already knows what a word means, but it seldom supplies adequate information for a person who has no other knowledge about the meaning of the word. ” The signal word “although” makes is clear that contrast is involved, but the exact nature of the contrast is clear only to someone who knows both comely and grotesque.

The advantages of using core literature are as follows: • All students read the same book—and it’s usually “quality” literature. • Parents like the consistency, for example, if it’s district wide and a child changes buildings, the exposure is the same. • Demonstration points/teachable moments are predictable. • Preparation time and record keeping are pretty manageable. The disadvantages are the following: • No single title appeals to all children in a class. • Readability is always a problem: given the range of students’ reading skills in a typical classroom, a book will be too easy for some, too difficult for others.

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The Power of Words: Learning Vocabulary in Grades 4-9 by Scott C. Greenwood


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