# data[].attributes.body
EKC

# data[].attributes.attachment_link.title
Word Study - Process for Determining Instructional Focus

# data[].attributes.headline
G2-5 English Language Conventions (CCSS)

# data[].attributes.subject
G2-5 English Language Conventions (CCSS)

# data[].attributes.attachment_link.title
English Language Convention Standards G2-5 (Common Core)

# data[].attributes.headline
Some Criteria for Identifying Tier Two Words

# data[].attributes.subject
Some Criteria for Identifying Tier Two Words

# data[].attributes.body
EKC

# data[].attributes.body
Why IS this funny and what does it show us about words?

# data[].attributes.body
Michael Graves

# data[].attributes.attachment_link.readable_text
"Graves' second edition of The Vocabulary Book is a timely, valuable, language-friendly, and compact resource for K-12 teachers. Many strategies and suggestions were provided with sufficient detail so that any K-12 educator can confidently employ the plethora of activities with the likelihood of success."

- Teachers College Record

"a timely, valuable, language-friendly, and compact resource for K12 teachers. Many strategies and suggestions were provided with enough detail so that teachers could immediately begin to use them with their students."
-Journal of Language and Literacy Education (JOLLE)
Praise for last edition:

"An essential resource for all K-12 teachers, regardless of content area." -Oneota Reading Journal, Fall 2006

Praise for last edition:

"(A plan) broad enough to instruct students with small vocabularies, exceptional vocabularies, and every child in between." -Reading Today,vol.23, no.3, Dc. 2005/ Jan 2006

"If you believe vocabulary instruction is vital to reading, writing, and thinking, then Michael Graves' Second Edition of The Vocabulary Book will give you the tools for powerful instruction, as many teachers discovered with the First Edition. This book will shift your perspective and you will reap the benefits of placing vocabulary at the center of your instruction."
- Peter Dewitz, district level reading consultant, Mary Baldwin College

"Now that 'vocabulary' is included on the Nation's Report Card, teachers will want to know how to help students increase their word power. Graves's advice will be invaluable in what to do-and what not to do."
-Robert Calfee, professor emeritus, Stanford University

"This book is an excellent resource for practitioners interested in developing a comprehensive program for building vocabulary in children. It is also of great value for researchers who wish to design and test vocabulary interventions."
-Diane August, senior research scientist, Center for Applied Linguistics

"Michael Graves provides clear, practical, empirically grounded strategies and techniques for each component that K-12 classroom teachers and reading specialists will find invaluable. This is a must-have professional resource for the desk of all literacy and subject-matter teachers."
-James F. Baumann, University of Georgia

# data[].attributes.attachment_link.description
"Graves' second edition of The Vocabulary Book is a timely, valuable, language-friendly, and compact resource for K-12 teachers. Many strategies and suggestions were provided with sufficient detail so that any K-12 educator can confidently employ the plethora of activities with the likelihood of success."

# data[].attributes.body
mrs.justine.otte@gmail.com

# data[].attributes.body
Potential small group, partner, or individual inquiry

# data[].attributes.attachment_link.title
SWI of "resistance" by Grade 5 Student, Samantha

# data[].attributes.attachment_link.title
Etymonline - Online Etymology Dictionary

# data[].attributes.attachment_link.description
The online etymology dictionary (etymonline) is the internet’s go-to source for quick and reliable accounts of the origin and history of English words, phrases, and idioms. It is professional enough to satisfy academic standards, but accessible enough to be used by anyone.

# data[].attributes.headline
Possible Lesson Sequence (adapt to YOUR kids!)

# data[].attributes.subject
Possible Lesson Sequence (adapt to YOUR kids!)

# data[].attributes.body
Free resource from Stenhouse

# data[].attributes.headline
Article on SWI - Q&A with Shanahan and Peter Bowers

# data[].attributes.subject
Article on SWI - Q&A with Shanahan and Peter Bowers

# data[].attributes.attachment_link.readable_text
Are there any resources that provide a list of morphemes to teach at each K-5 grade level? I have been looking for a definitive list of morphemes that is organized by grade level like the Fry sight word list. I often come across research about how L1 and L2 students acquire morphemes, but I am looking for a list that represents the morphemes that students will most likely see in print at each K-5 grade level. Does anything like that exist? Thank you for your time. Shanahan response:
The short answer to this question is, "No, I don't know of such a list."

But when have I ever been satisfied with the short answer to anything?

Let's make sure we're all in agreement as to what constitutes a morpheme? Basically, a morpheme is the "smallest grammatical unit." It isn't the same thing as a word, and yet many words are morphemes. The distinction turns on whether the unit (the morpheme or word) can stand on its own. Words have to have that kind of independence, while morphemes don't require it.

Thus, bags, trucked, running, and redirect are all words in the English language while bag, s, truck, ed, run, ing, re, and direct are all morphemes. Each morphemic unit carries meaning, but sometimes morphemes can do that independently (bag, truck, run, direct), and sometimes they need to be combined with other morphemes to be considered a word (s, ed, ing, re).

I admitted ignorance on this issue, and I've tried to turn that ignorance to your advantage. I contacted Jeffrey and Peter Bowers. Both are outstanding scholars (Jeff at the University of Bristol in the UK, and Peter at WordWorks Literacy Centre, in Ontario) who are particularly knowledgeable about teaching morphology to improve literacy. They've both published widely on the issue, and both have chided me when they felt I wasn't paying sufficient attention to how words work morphologically. These days I know no one better able to provide you with a thoughtful answer to your question, and boy was I right! I apologize for the poor renditions of the Word Matrix and the Word Sums. I'll be working with my webmaster to get the real graphics in, but in the meantime you can go to the Word Works website to see them in their full glory. http://www.wordworkskingston.com/WordWorks/Home.html
Word Matrix:
A map of a word family Here is Peter Bower's response (with my light editing):
Word Sums: reveal underlying structure of any complex word (a word with more than just a base)

"I have no knowledge of such a list, but I wouldn't recommend one anyway.

"My recommendation based on theory not direct research evidence - is that the main value comes from teaching all or many members of a morphological family at one time with the matrix and word sums (see the attached figure illustrating a matrix and word sum). In the younger grades I start with free bases [those morphemes that stand alone as words], but once that is established, I have no trouble introducing bound bases [the units that can't stand alone]. This relates to the research we cite about the value of studying meaningfully related items at one time rather than disconnected items.

"Instead of a "scope and sequence" of morphemes to teach, what I recommend is starting with words in the children's vocabulary, analyzing such words to find their bases, then looking for other members of that family.

"The point is not that there is a "scope and sequence" of morphemes to teach. Rather there is a kind of a "scope" of orthographic concepts that we want students to learn, and teachers can address those concepts based on whatever words are central to the readings they are introducing to the students.

"A brief list of those concepts that should be taught would include:

Every word is a base or a base with something else (another base or affix)

Bases and affixes (morphemes) are the meaningful building blocks that construct words.

We can analyze complex words into constituent morphemes with word sums and show their interrelationship with a matrix.

English spelling prioritizes consistent spelling of morphemes over consistent pronunciation of morphemes. (This is why we refer to morphemes by their spelling not their pronunciation. The base of the word action is not referred to by the pronunciation of the wordact. Instead it is referred to by its spelling. The base "a - c - t". This is the same as the fact that we don't refer to the <-ed> suffix by one or all of its three pronunciation, we call it by it's spelling "e-d suffix.")

Thus, we need to understand grapheme-phoneme correspondences from within the context of morphological families. (e.g. we learn the phonology of the grapheme by studying morphological families).

There are reliable conventions for the three suffixing conventions.

Studying and understanding the suffixing conventions is not primarily about improving spelling accuracy, it is about being able to analyze hypotheses about connections between words. We can test the hypothesis that "imagine" has a base "image" only if we know vowel suffixes replace final, non-syllabic "e" (image/ + ine -> imagine).

The "structure and meaning test": To determine that two words share a base, we need evidence from both structure (word sum) and meaning (etymology). So with the earlier example of words related to "play" (play, playing, playful, replay, playhouse), we can prove all of those words can be analyzed with word sums with coherent affixes and bases. But we can also show that they all go back to an Old English rootplegan, plegian for "frolic, move rapidly". However, the word "display" which can be analyzed structurally turns outnot to be related. It does not belong in the morphological family with the others because it goes back to a Latin rootplic(ere) for "fold". So to "display" is to "unfold".

"If we are going to teach children how their writing system works, we need to teach them the interrelation of morphology, phonology, and etymology. As we have pointed out, this is why Structured Word Inquiry (SWI) is not about "adding" morphological instruction to phonics instruction - its about teaching how the system works. This is why I argue that SWI teaches grapheme-phoneme correspondences more explicitly and accurately than phonics. Phonics instruction (under the definition of associations of pronunciations and letters without reference to morphology or etymology) cannot explain the grapheme-phoneme correspondences in countless words like does or rough or every or homophones, and so on. So many people miss the absolute detail into orthographic phonology that comes with SWI.

"Here are some videos to illustrate my point:

Gr. 2 teacher showing investigations from his class Grade 2 morphology video

Investigating grapheme-phoneme correspondences in a Gr. 1 class - with the context of morphological word sums Grade 1 morphology video

A kindergarten lesson I taught introducing the word sum and matrix that touches on grapheme-phoneme correspondences like the pronunciation of the <-s> suffix for /z/ and /s/ Kindergarten morphology video

"It's as simple as starting with the "known" and then expanding from that. Even if kids know all the words in a morphological family (e.g. play, playing, playful, replay, playhouse) the lesson is not about new vocabulary, but learning how word structure links words. That concept can then be applied anywhere.

"The other thing I keep in mind when choosing morphological families to investigate is the orthographic concepts a family has to offer. If I've established the fact that words that share a base share a spelling and a meaning connection, then I can introduce a base like with words like actor, acting, react, and action as a way to introduce the fact that the pronunciation of morpheme might change but keep the spelling. In that way we learn the phonology of t is not the "t sound", but that the grapheme can write/t/ when that is the appropriate sound. I've attached an example of a lesson I've used for that before.

"I also draw on the <-ed> suffix from early on to highlight this same concept that morphemes do not have pronunciations until they are in a word. The pronunciation of a word like is another useful one to get rid of this idea of a "t sound" since this very common pronunciation of a very common suffix is what is typically thought of the "t sound," but their ain't no /t/!

"And then you also encounter words that give rise to the need to teach all the suffixing changes.
Shanahan again:
"These are concepts teachers need to learn and they can bring into work with their class as they investigate words."

I don't disagree with Peter on any of this, except I'm not as dismissive of the kind of list that you are requesting. I don't see it as mutually exclusive from the curriculum goals that he specified or contradictory of the kind of instruction he described.

Many teachers, when referring to morphology or "structural analysis", actually are talking about affixes alone, and not the bases. If that is the case here, there are some lists like that which present the most common prefixes and suffixes from textbooks in grades 3-9 (White, Sowell, & Yanagihara, 1989). You can easily find those lists on line and you could definitely make use of those lists to make sure that you are hitting all the notes if you do the word sums and matrixes that Peter recommends.

Otherwise, I haven't been able to come up with a graded list of bases for you to use. But I have passed your letter along to my friends at MetaMetrics (the Lexile people) and have asked if they could produce such a list from their language corpus of more than 1 billion words. Stay tuned!

# data[].attributes.attachment_link.title
Morphology Instruction in Reading | Shanahan on Literacy

# data[].attributes.attachment_link.description
Are there any resources that provide a list of morphemes to teach at each K-5 grade level? I have been looking for a definitive list of morphemes that is organized by grade level like the Fry sight word list.

# data[].attributes.headline
Why didn't the pony want to sing?  She was a little horse.

# data[].attributes.subject
Why didn't the pony want to sing?  She was a little horse.

# data[].attributes.body
Brenda Overturf, Leslie Montgomery, and Margot Holmes Smith

# data[].attributes.attachment_link.readable_text
Word Nerds takes you inside classrooms at a high-poverty urban school and shows how two teachers implement creative, flexible vocabulary instruction that improves their students' word knowledge and confidence, enhances classroom community, and increases achievement. Leslie Montgomery and Margot Holmes Smith weave vocabulary into each school day using multisensory instruction that includes music, art, literature, movement, games, drama, writing, test-taking skills, and technology. Along the way, they turn every student into a lover of language.

You can create a quote by adding products to your cart and selecting Quote in checkout.

Shipping Details

In stock. Free ground shipping. No minimum.

Word Nerds takes you inside classrooms at a high-poverty urban school and shows how two teachers implement creative, flexible vocabulary instruction that improves their students' word knowledge and confidence, enhances classroom community, and increases achievement. Leslie Montgomery and Margot Holmes Smith weave vocabulary into each school day using multisensory instruction that includes music, art, literature, movement, games, drama, writing, test-taking skills, and technology. Alo

About the Author(s)

Table of Contents

Acknowledgments
Introduction
Chapter 1: What's the Big Deal About Vocabulary Instruction?
Chapter 2: Classrooms That Foster Word Confidence
Chapter 3: Making Introductions
Chapter 4: Squeezing the Juicy Words-Adding Synonyms and Antonyms
Chapter 5: Active Vocabulary Practice
Chapter 6: Celebrating to Validate
Chapter 7: Spreading Vocabulary Wings
Chapter 8: Learning Through Assessment
Epilogue: End of the Year
Appendixes
References
Index

Word Nerds takes you inside classrooms at a high-poverty urban school and shows how two teachers implement creative, flexible vocabulary instruction that improves their students' word knowledge and confidence, enhances classroom community, and increases achievement. Leslie Montgomery and Margot Holmes Smith weave vocabulary into each school day using multisensory instruction that includes music, art, literature, movement, games, drama, writing, test-taking skills, and technology. Along the way, they turn every student into a lover of language.

You can create a quote by adding products to your cart and selecting Quote in checkout.

Shipping Details

In stock. Free ground shipping. No minimum.

Word Nerds takes you inside classrooms at a high-poverty urban school and shows how two teachers implement creative, flexible vocabulary instruction that improves their students' word knowledge and confidence, enhances classroom community, and increases achievement. Leslie Montgomery and Margot Holmes Smith weave vocabulary into each school day using multisensory instruction that includes music, art, literature, movement, games, drama, writing, test-taking skills, and technology. Alo

About the Author(s)

Table of Contents

Acknowledgments
Introduction
Chapter 1: What's the Big Deal About Vocabulary Instruction?
Chapter 2: Classrooms That Foster Word Confidence
Chapter 3: Making Introductions
Chapter 4: Squeezing the Juicy Words-Adding Synonyms and Antonyms
Chapter 5: Active Vocabulary Practice
Chapter 6: Celebrating to Validate
Chapter 7: Spreading Vocabulary Wings
Chapter 8: Learning Through Assessment
Epilogue: End of the Year
Appendixes
References
Index

# data[].attributes.attachment_link.description
Word Nerds takes you inside classrooms at a high-poverty urban school and shows how two teachers implement creative, flexible vocabulary instruction that improves their students' word knowledge and confidence, enhances classroom community, and increases achievement. Leslie Montgomery and Margot Holmes Smith weave vocabulary into each school day using multisensory instruction that includes music, art, literature, movement, games, drama, writing, test-taking skills, and technology.

# data[].attributes.body
@justine_otte
@EKC_Literacy
#EKC

# data[].attributes.body
EKC

# data[].attributes.body
A great resource to learn even more...

# data[].attributes.body
Why did the teddy bear say no to dessert?

Because she was stuffed.

# data[].attributes.headline
No More "Look Up the List" Vocabulary Instruction (G3-8)

# data[].attributes.subject
No More "Look Up the List" Vocabulary Instruction (G3-8)

# data[].attributes.body
Charlene Cobb and Camille Blachowicz

# data[].attributes.attachment_link.readable_text
"Just as word learning is incremental, so is learning about vocabulary instruction. Teachers need exposure to research, best-practice strategies, and fellow practitioners."
-Charlene Cobb and Camille Blachowicz

The way we've learned influences the way we teach, but the vocabulary instruction many of us received-looking up words and writing sentences or completing worksheets- just doesn't work. So what can we do instead?

No More "Look Up the List" Vocabulary Instruction is your guide to engaging, research-proven practices for teaching words effectively. Practitioner Charlene Cobb and researcher Camille Blachowicz share why old-fashioned methods don't work, what the research shows does work, and how to put the research into action.

Charlene and Camille answer teachers' most commonly asked questions about vocabulary instruction, including:

How many words, and how do I select them?

How can I foster student independence using dictionaries and glossaries?

How do I find time for meaningful vocabulary instruction?

How can I assess and hold students accountable?

"Without practice in the full range of ways we use a word," write Charlene and Camille, "our word knowledge is limited and falls from our grasp as the next cycle of words enters." No More "Look Up the List" Vocabulary Instruction offers a solution-deepen students' engagement with words, increase their exposure to them, and expand their word knowledge.

# data[].attributes.attachment_link.title
No More "Look Up the List" Vocabulary Instruction

# data[].attributes.attachment_link.description
"Just as word learning is incremental, so is learning about vocabulary instruction. Teachers need exposure to research, best-practice strategies, and fellow practitioners." -Charlene Cobb and Camille Blachowicz The way we've learned influences the way we teach, but the vocabulary instruction many of us received-looking up words and writing sentences or completing worksheets- just doesn't work.

# data[].attributes.attachment_link.provider_name
Literacy Consultants & Consulting Services | Erin Kent Consulting

# data[].attributes.attachment_link.title
Literacy Consultants & Consulting Services | Erin Kent Consulting

# data[].attributes.attachment_link.description
EKC provides literacy consultants, consulting services, and literacy professional learning for schools.

# data[].attributes.headline
What did one ocean say to the other? Nothing it just waved. 

# data[].attributes.subject
What did one ocean say to the other? Nothing it just waved. 

# data[].attributes.body
Pete Bowers

# data[].attributes.attachment_link.readable_text
Our Teacher Resource Book

Teaching How the Written Word Works offers an introduction to the core concepts of how the ordered way English spelling works. It uses a series of lessons designed to help teachers, tutors and parents make sense of English spelling along with their young co-learners. The lessons focus on morphological analysis with the matrix and word sum.

Research Tested

These tools are central not only to understanding how morphological families of words are structured, but also how morphology interrelate.

The main series of lessons in this book were the lessons I used in my Grade 4/5 intervention ( Bowers & Kirby, 2010) that showed generative vocabulary learning.

The lessons take teachers and students through all the morphological suffixing patterns and much more including...

1. Guidance morphological problem-solving so that you can use these lessons as a jumping off point to investigate any words that grab your interest or that of your students;

2. Links to other on-line resources;

3. Links to related Real Spelling resources.

When students and teachers work with word sums and morphological matrices for a little while, these are the kinds of questions that grab the attention of a class.

Integrating morphological analysis into shared and guided reading lessons

As well as explicit lessons taking teachers through "teacher-led inquiries" of words, this books models ways teachers can integrate word structure instruction into reading and writing in any content area by using morphological problem-solving as a tool for shared and guided reading.

By practicing spelling investigations with lessons in the book, you will be prepared when students ask you spelling questions that you are not able to explain right away. You will have practices the process of investigaging spelling, so now you can move into "inquiry-led teaching" by applying the problem solving skills you learn through these lessons.

# data[].attributes.attachment_link.title
WW Revised Teacher Resource Book & 70 Matrices DVD

# data[].attributes.attachment_link.description
Our Teacher Resource Book Teaching How the Written Word Works offers an introduction to the core concepts of how the ordered way English spelling works. It uses a series of lessons designed to help teachers, tutors and parents make sense of English spelling along with their young co-learners.

# data[].attributes.headline
Reading and Writing Workshop in International Schools

# data[].attributes.subject
Reading and Writing Workshop in International Schools

# data[].attributes.body
Great group focused on literacy!

# data[].attributes.headline
Engaging Word Practice Examples (step 4)

# data[].attributes.subject
Engaging Word Practice Examples (step 4)

# data[].attributes.body
from Vocabularians (2015)

# data[].attributes.body
Where does a polar bear keep his money? A snowbank!

# data[].attributes.body
Jennifer Palmer & Marcia Invernizzi

# data[].attributes.attachment_link.readable_text
"When we give every student worksheets to learn phonics and spelling, we miss opportunities to get our students excited about words and fail to give them the opportunity to meet the high standards represented by the Common Core Standards. Our students need instruction that makes them think and helps them apply their word knowledge to real reading and writing situations."-Jennifer Palmer and Marcia Invernizzi

We want students to be curious about how words work and develop strategies that work whether they are decoding words or spelling them. And our jobs would be easier if students couldn't wait
...
Special Offer: Save 30% off our list price automatically when you buy 15 or more.

"When we give every student worksheets to learn phonics and spelling, we miss opportunities to get our students excited about words and fail to give them the opportunity to meet the high standards represented by the Common Core Standards. Our students need instruction that makes them think and helps them apply their word knowledge to real reading and writing situations."-Jennifer Palmer and Marcia Invernizzi

We want students to be curious about how words work and develop strategies that work whether they are decoding words or spelling them. And our jobs would be easier if students couldn't wait for word study.

Yet so many classrooms are stuck in the cycle of unengaging, one-size fits all phonics and spelling worksheets.

Reading specialist Jennifer Palmer and literacy researcher Marcia Invernizzi offer better, more effective, more engaging practices. Their suggestions lead kids to not only make progress during word study but also to transfer what they learn about words to their reading and writing. No More Phonics and Spelling Worksheets show us:

why skill-and-drill methods and worksheets cause children to struggle or disengage

the kinds of teaching that research shows actually works

instructional ideas for word study can put to use right away.

"We can cast off one-size-fits-all factory instruction and try a more useful practice," write Jennifer and Marcia, "meeting each child where s/he is." Pick up No More Phonics and Spelling Worksheets, discover practices that better support literacy growth, and help everyone make progress.

(click any section below to continue reading)

Contents

SECTION 1 NOT THIS-Worksheets/Workbooks: The Trap of Repetition Without Transfer
The Factory Model of Teaching Ignores Transfer
Stopping the Assembly Line: Taking the Time to Think
How Are Students Showing Their Learning: Engagement or Entertainment?
One Size Doesn't Fit All
What Does Each Child Know and How Can I Teach from There?
There Is a Better Way

SECTION 2 WHY NOT? WHAT WORKS?-Let Students Show Us What to Teach Them
The Logic in Spelling Errors
Student Diversity in Word Knowledge
How to Assess Word Knowledge
Meeting Diverse Needs Through Differentiated Small-Group Instruction
Understanding Development
Debunking the Myths About English Spelling
Critical Principles for Word Study
Spelling and Vocabulary: What's the Link?

SECTION 3 BUT THAT-Helping Kids Figure It Out Themselves
What Are Students Ready to Learn?
What Does Word Study Look Like?
Helping Kids Tackle More Complex Texts
Helping Students Notice and Name Letter, Sound, and Meaning Patterns
Allowing Ourselves to Be Learners

Related PD Services

Email Email Email planningservices@heinemann.com if you would like to contact planningservices@heinemann.com if you would like to contact planningservices@heinemann.com if you would like to contact PD Resources From Ellin Oliver Keene Nell K Duke directly about professional development support.

Marcia Invernizzi directly about professional development support.

Jennifer Palmer directly about professional development support.

Seminars

Webinars

Workshops

# data[].attributes.attachment_link.description
"When we give every student worksheets to learn phonics and spelling, we miss opportunities to get our students excited about words and fail to give them the opportunity to meet the high standards represented by the Common Core Standards. Our students need instruction that makes them think and helps them apply their word knowledge to real reading and writing situations."

# data[].attributes.body
Try this routine with a tier 2 word as a practice/learning engagement.

# data[].attributes.headline
Writing Out & Spelling Out Word Structure

# data[].attributes.subject
Writing Out & Spelling Out Word Structure

# data[].attributes.body
Pete Bowers

# data[].attributes.headline
What do word lovers like for breakfast? Scrabbled Eggs

# data[].attributes.subject
What do word lovers like for breakfast? Scrabbled Eggs

# data[].attributes.body
Jeff Anderson & Whitney La Rocca

# data[].attributes.body
After students have had a bit of  exposure to vocabulary words, students can play a game where  2 words are selected at random (out of a deck of vocabulary cards, etc)  and students use the words in a way that demonstrates understanding or explains how these 2 words
could connect or relate to each other.
(ie:  if words 'compulsory' and 'subtle' were picked a player might say:  When something is compulsory, a teacher is not subtle about it.")

# data[].attributes.body
https://us.corwin.com/en-us/nam/word-study-that-sticks/book261198

# data[].attributes.attachment_link.readable_text
Introduction: Word Study Now

PART I: CURIOUS, CREATIVE WORD STUDY

CHAPTER 1. What Is Word Study?

CHAPTER 2. Start It Up! Finding Time and Resources

CHAPTER 3. Launching a Year of Lively Learning

CHAPTER 4. Assessment: A Less-Is-More Approach to Seeing Next Steps

PART II: FOSTERING ENGAGEMENT AND INDEPENDENCE

CHAPTER 5. The Value of Choice and Protocols That Support It

CHAPTER 6. Power Practices: Next-Level Word Exploring

CHAPTER 7. Supporting Students: Routines for Meaningful Differentiation

CHAPTER 8. Releasing Responsibility: Goal Setting, Reflection, and Celebration

PART III: TEACHING FOR TRANSFER

CHAPTER 9. Connecting the Dots: Word Study in Reading and Writing

CHAPTER 10. Sealing the Deal With Word Learning in the Content Areas

# data[].attributes.attachment_link.description
Introduction: Word Study Now PART I: CURIOUS, CREATIVE WORD STUDY CHAPTER 1. What Is Word Study? CHAPTER 2. Start It Up! Finding Time and Resources CHAPTER 3. Launching a Year of Lively Learning CHAPTER 4. Assessment: A Less-Is-More Approach to Seeing Next Steps PART II: FOSTERING ENGAGEMENT AND INDEPENDENCE CHAPTER 5.

# data[].attributes.body
Words that are more complex or nuanced can be practiced with LSF approach. Consider having students work in smaller groups to discuss and share what the word 'looks like' (act it out), 'sounds like' (using it in context or phrases that allow us to 'hear' the word in action) and 'feels like' (what might we feel we are living or experiencing this word... Works well with attribute and disposition words (courage, patience, perseverance, etc). Record findings on a class LSF chart.

# data[].attributes.body
Because they live in schools.

# data[].attributes.body
Brenda Overturf, Leslie Montgomery, and Margot Holmes Smith

# data[].attributes.body
What is black, white and blue?
A sad zebra.

# data[].attributes.headline
No More "Look Up the List" Vocabulary Instruction (G3-8)

# data[].attributes.subject
No More "Look Up the List" Vocabulary Instruction (G3-8)

# data[].attributes.body
Charlene Cobb and Camille Blachowicz

# data[].attributes.attachment_link.readable_text
"Just as word learning is incremental, so is learning about vocabulary instruction. Teachers need exposure to research, best-practice strategies, and fellow practitioners."
-Charlene Cobb and Camille Blachowicz

The way we've learned influences the way we teach, but the vocabulary instruction many of us received-looking up words and writing sentences or completing worksheets- just doesn't work. So what can we do instead?

No More "Look Up the List" Vocabulary Instruction is your guide to engaging, research-proven practices for teaching words effectively. Practitioner Charlene Cobb and researcher Camille Blachowicz share why old-fashioned methods don't work, what the research shows does work, and how to put the research into action.

Charlene and Camille answer teachers' most commonly asked questions about vocabulary instruction, including:

How many words, and how do I select them?

How can I foster student independence using dictionaries and glossaries?

How do I find time for meaningful vocabulary instruction?

How can I assess and hold students accountable?

"Without practice in the full range of ways we use a word," write Charlene and Camille, "our word knowledge is limited and falls from our grasp as the next cycle of words enters." No More "Look Up the List" Vocabulary Instruction offers a solution-deepen students' engagement with words, increase their exposure to them, and expand their word knowledge.

# data[].attributes.attachment_link.title
No More "Look Up the List" Vocabulary Instruction

# data[].attributes.attachment_link.description
"Just as word learning is incremental, so is learning about vocabulary instruction. Teachers need exposure to research, best-practice strategies, and fellow practitioners." -Charlene Cobb and Camille Blachowicz The way we've learned influences the way we teach, but the vocabulary instruction many of us received-looking up words and writing sentences or completing worksheets- just doesn't work.

# data[].attributes.body
What does a mermaid use to wash their fin? Tide

# data[].attributes.body
Michael Graves

# data[].attributes.attachment_link.readable_text
"Graves' second edition of The Vocabulary Book is a timely, valuable, language-friendly, and compact resource for K-12 teachers. Many strategies and suggestions were provided with sufficient detail so that any K-12 educator can confidently employ the plethora of activities with the likelihood of success."

- Teachers College Record

"a timely, valuable, language-friendly, and compact resource for K12 teachers. Many strategies and suggestions were provided with enough detail so that teachers could immediately begin to use them with their students."
-Journal of Language and Literacy Education (JOLLE)
Praise for last edition:

"An essential resource for all K-12 teachers, regardless of content area." -Oneota Reading Journal, Fall 2006

Praise for last edition:

"(A plan) broad enough to instruct students with small vocabularies, exceptional vocabularies, and every child in between." -Reading Today,vol.23, no.3, Dc. 2005/ Jan 2006

"If you believe vocabulary instruction is vital to reading, writing, and thinking, then Michael Graves' Second Edition of The Vocabulary Book will give you the tools for powerful instruction, as many teachers discovered with the First Edition. This book will shift your perspective and you will reap the benefits of placing vocabulary at the center of your instruction."
- Peter Dewitz, district level reading consultant, Mary Baldwin College

"Now that 'vocabulary' is included on the Nation's Report Card, teachers will want to know how to help students increase their word power. Graves's advice will be invaluable in what to do-and what not to do."
-Robert Calfee, professor emeritus, Stanford University

"This book is an excellent resource for practitioners interested in developing a comprehensive program for building vocabulary in children. It is also of great value for researchers who wish to design and test vocabulary interventions."
-Diane August, senior research scientist, Center for Applied Linguistics

"Michael Graves provides clear, practical, empirically grounded strategies and techniques for each component that K-12 classroom teachers and reading specialists will find invaluable. This is a must-have professional resource for the desk of all literacy and subject-matter teachers."
-James F. Baumann, University of Georgia

# data[].attributes.attachment_link.description
"Graves' second edition of The Vocabulary Book is a timely, valuable, language-friendly, and compact resource for K-12 teachers. Many strategies and suggestions were provided with sufficient detail so that any K-12 educator can confidently employ the plethora of activities with the likelihood of success."

# data[].attributes.headline
What do you call a train carrying bubblegum? A chew-chew train!

# data[].attributes.subject
What do you call a train carrying bubblegum? A chew-chew train!

# data[].attributes.body
Tonya Ward Singer
Ch. 5 focuses on building background and teaching vocabulary

# data[].attributes.attachment_link.readable_text
SECTION I: ESSENTIALS FOR EL EXCELLENCE

4. SUPPORT ELS STRATEGICALLY

6. SCAFFOLD LANGUAGE DURING A TASK

7. TEACH LANGUAGE BEYOND A TASK

SECTION IV: APPLY STRATEGIES TO DIFFERENTIATE ACADEMIC LITERACY

8. MAKE EL EXCELLENCE ROUTINE

11. READ TO ANALYZE AND INFER

APPENDIX: GRAPHIC ORGANIZERS

# data[].attributes.attachment_link.description
SECTION I: ESSENTIALS FOR EL EXCELLENCE 4. SUPPORT ELS STRATEGICALLY 6. SCAFFOLD LANGUAGE DURING A TASK 7. TEACH LANGUAGE BEYOND A TASK SECTION IV: APPLY STRATEGIES TO DIFFERENTIATE ACADEMIC LITERACY 8. MAKE EL EXCELLENCE ROUTINE 11. READ TO ANALYZE AND INFER APPENDIX: GRAPHIC ORGANIZERS

# data[].attributes.body
There are three kinds of people in the world: those who can count and those who can't.

# data[].attributes.headline
Infusing Vocabulary Into the Reading-Writing Workshop 

# data[].attributes.subject
Infusing Vocabulary Into the Reading-Writing Workshop 

# data[].attributes.body
Amy Benjamin

# data[].attributes.attachment_link.readable_text
Book Description

Learn how to make vocabulary instruction more effective by making better use of mini-lessons and word study time to achieve durable learning about words and how they work. In this essential new book, literacy expert Amy Benjamin presents her 4E model (Exposure, Exploration, Engagement, Energy) for teaching vocabulary so that students gain deep understanding, improving their overall language and literacy skills. Benjamin guides you through bringing these 4Es to life in your K-8 reading-writing workshop.

-Exposure: Enrich your teacher talk with sophisticated words and phrases to facilitate natural language acquisition and application of new words.

-Exploration: Promote consistent vocabulary growth with a multifaceted instructional approach that incorporates etymology, word associations, word families, spelling, and morphology.

-Engagement: Build students' confidence by encouraging meaningful use of new words, both in and out of the classroom.

-Energy: Enliven your workshop and increase participation with a variety of word games, puzzles, projects, and cooperative learning activities.

Each chapter provides practical examples and scenarios to help you apply the model to your own classroom. The appendices include a variety of strategies for organizing reading-writing workshops, a thorough introduction to academic word lists and their role in vocabulary instruction, and an analysis of forty Latin and Greek word roots for mini-lessons.

Table of Contents

Contents

Meet the Author

Introduction

Chapter 1: Exposure

Chapter 2: Exploration

Chapter 3: Engagement

Chapter 4: Energy

Appendix A: Balanced Literacy and the Reading-Writing Workshop

Appendix B: The Coxhead List: The Academic Word List and Spanish Cognates,

Organized by Frequency

Appendix C: The Zwier List: Basic Toolkit of Academic Vocabulary, Organized by Purpose

Appendix D: Analysis of 40 Latin and Greek Roots for Mini-Lessons

# data[].attributes.attachment_link.title
Infusing Vocabulary Into the Reading-Writing Workshop: A Guide for Teachers in Grades K-8

# data[].attributes.attachment_link.description
Learn how to make vocabulary instruction more effective by making better use of mini-lessons and word study time to achieve durable learning about words and how they work. In this essential new book, literacy expert Amy Benjamin presents her 4E model (Exposure, Exploration, Engagement, Energy) for teaching vocabulary so that students gain deep understanding, improving their overall language and literacy skills.

# data[].attributes.attachment_link.readable_text
" Between the Commas, I believe, will make you a better writing teacher. Martin Brandt's understanding of language, his work with teenagers, and his lucid writing will increase your skills and rhetorical awareness. What you learn will enable you to train your students to create powerful sentences with an eye toward development, both the students' development as writers and your development as teacher."-Tom Romano, Miami University, as reviewed in English Journal

"Making sentences is a profound human capacity, one that defines us as a species. Every intellectual move could happen within them. In this engaging, honest, and innovative book, Marty Brandt makes all that clear. So welcome with me, a new and original voice in writing instruction."-Thomas Newkirk, from the Foreword

"What a special pleasure it is to celebrate Martin Brandt's new book. He illustrates with great clarity and passion the difference between assigning and teaching writing. Here is a book filled with deep, practical wisdom we can all use to teach the craft of writing in ways that will make a difference."-Jim Burke, author of The English Teacher's Companion, 4/e and The Six Academic Writing Assignments

"Marty Brandt has captured the tentativeness and problem solving that are inherent in teaching students to write well. He offers new frames for understanding sentence possibilities and new language to use in conferences. The lessons here will empower you to prepare all students well for college writing. You will love Brandt's own playful and interesting writing. I'm certain that this book will make me a better teacher.-Penny Kittle, author of Write Beside Them, Book Love, and 180 Days (coauthored with Kelly Gallagher)

"Frustrated with the pedestrian prose your students produce? Between the Commas describes a fresh approach that focuses on how artfully constructed sentences work both individually and in concert with one another. Brandt's classroom practices will help your student writers develop both compositional confidence and prowess."
-Carol Jago, author of numerous books including The Book in Question, and past president of NCTE

"By providing witty and innovative descriptions of how different sentence patterns help shape students' essays, Marty addresses one of the great difficulties faced by beginning writers (and writing teachers). He guides teachers toward practices that can help students produce essays that are thoughtfully structured and a pleasure to read. And similarly, Marty's own writing is compelling and high-spirited: a timely reminder that the best writing teachers practice what they preach."
-Jonathan Lovell, Director of the San Jose Area Writing Project and Emeritus Professor of English at San Jose State University

"Marty Brandt writes with wry, self-deprecating humor, sharing classroom-tested strategies that help high school kids truly engage with language. This lucid, well-written book is a joy to read and a smart reminder that having fun with language helps prevent school from becoming a Life Sentence-for students and for us."-Bill Strong, Founding Director of the Utah Writing Project and author of Coaching Writing

"If careful attention is a sign of respect, in this book Marty Brandt shows a deep and loving respect both for sentences and for students learning to write them. Brandt, a National Writing Project teacher consultant, draws on a history of focused writing instruction, his own rich classroom experiences, and his network of NWP teacher colleagues, creating a book that will make you laugh while showing you how to support students toward more mature and complex thinking and writing."
-Tanya Baker, Director of National Programs, National Writing Project

"I have been struggling for years to find better ways to teach good writing. Today, I had my 10th graders look at the Krakauer paragraph, and every single student was able to write their own version! They usually groan about writing anything, and it was so wonderful to see them having fun and doing something they didn't think they could do. Between the Commas is an innovative and practical way of approaching writing instruction."-Leisha Cowart, English teacher, Nease High School, Ponte Vedra, Florida

# data[].attributes.attachment_link.description
Activities, exercises and lessons for sentence-level instruction your students will actually have fun with. - Heinemann

# data[].attributes.body
Jeff Anderson & Whitney La Rocca

# data[].attributes.body
Create your own copy of the document and start planning!

# data[].attributes.body
Make you own copy of the planner and get started!

# data[].attributes.headline
Kirsten Tivaringe, literacywithdr.t@gmail.com let's keep in touch

# data[].attributes.subject
Kirsten Tivaringe, literacywithdr.t@gmail.com let's keep in touch

# data[].attributes.attachment_link.title
Phonological Awareness -> Phonics Online GAA

# data[].attributes.headline
Literacy Manipulatives List (feel free to add on)

# data[].attributes.subject
Literacy Manipulatives List (feel free to add on)

# data[].attributes.body
Magnetic letters (with sorting box and metal trays/boards)

Syllable clappers

Whisper phones

DICE (best ones are dry erase on foam)

Beads on a pipe cleaner

Eloknin boxes with chips

Finger lights to track word

Etch a sketch

Binders/binder rings for flip cards

Magnetic letter trace drawing board

Snap cubes (often used for mat)

Magnatiles

Poppers (fidget toys)

Flyswatters or bug-catching nets

Playdough (my least favorite;-))—Better is Wixi Sticks!!!

Legos (douplos, the bigger ones)

PROPS

Magnifying glass (best not high resolution, or even without lens)

finger pointer (teacher prop)

Big glasses (teacher prop)