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“An important guide for all educators, from novices to seasoned teachers. It is timely, research based, practical, and reader friendly. Vocabulary instruction is discussed in the context of the Common Core, with attention to new literacies and the needs of all learners, including English language learners. The examples are authentic and come from teachers in K-8 classrooms, making the suggested practices easily applicable to 'real' texts and teaching situations. All of the information is clearly explained through words, examples, and visuals that make the content easy to understand and use.”

—Adriana L. Medina, PhD, Department of Reading and Elementary Education, University of North Carolina at Charlotte


“This book unlocks the mysteries of teaching academic vocabulary and addresses teachers' common concerns and questions, such as how to select appropriate words to teach, how to teach academic vocabulary across all content areas, and how to use new technologies to enhance instruction. As an instructor of reading methods courses for undergraduate preservice teachers, I would eagerly use this text to provide a firm theoretical foundation for my students with regard to the critical role of vocabulary instruction in the K-8 classroom. The authors take the reader into schools and classrooms to explore strategies for effective instruction. They not only tell the reader, they show the reader, clearing up any fuzziness about teaching academic vocabulary and bringing it into sharp focus.”

—Donna Savage, EdS, Lecturer, Department of Teaching and Learning, Old Dominion University


“The authors, who are leading experts on vocabulary research and instruction, do a masterful job of laying the foundation for language development in English language arts and across the content areas. The disciplinary focus is especially relevant as it relates to the increased expectations of the Common Core State Standards. Classroom teachers will want to have this book at their fingertips when planning vocabulary instruction; teacher educators will find it a valuable addition to their literacy coursework.”

—Brenda J. Overturf, EdD, literacy consultant, Louisville, Kentucky; Chair (2012-2013), IRA Common Core StateStandards Committee


“This book demonstrates the importance of vocabulary instruction—and happily, it also provides a clear lens into how to do the job in a meaningful way, including examples of both schoolwide and classroom applications. The rich base of research and theory makes this a useful text both for college courses and for professional development providers. As teachers across the country work to help their students engage with increasingly complex texts, building a deeper understanding of the words within those texts is critical to success.”

—Connie Obrochta, MEd, Reading Recovery teacher leader, Evanston-Skokie (Illinois) School District 65

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Table of Contents

1. The Importance of Academic Vocabulary

2. The Role of Academic Language in Content-Area Learning

3. Understanding Effective Vocabulary Instruction

4. Teaching Academic Vocabulary in the English Language Arts

5. Teaching Academic Vocabulary in Social Studies

6. Teaching Academic Vocabulary in Math and Science

7. The Role of Technology in Learning Academic Vocabulary

8. Resources for Developing Academic Vocabulary

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About the Authors

Camille Blachowicz, PhD, is Professor Emerita at the National College of Education of National Louis University, where she directed the Reading Program and the Reading Center. She was named Outstanding Teacher Educator in Reading by the International Reading Association for her research on vocabulary instruction and the professional development of literacy professionals. Dr. Blachowicz is the author of several books and numerous chapters and articles on vocabulary and comprehension instruction, as well as coaching, fluency, and other aspects of literacy education.

• All titles by Camille Blachowicz

Peter Fisher, PhD, is Professor at the National College of Education of National Louis University. He is active in several literacy professional organizations and was inducted into the Illinois Reading Council Hall of Fame. Dr. Fisher has published numerous articles and chapters concerning vocabulary instruction and is coauthor (with Camille Blachowicz) of Teaching Vocabulary in All Classrooms.

• All titles by Peter Fisher

Donna Ogle, EdD, is Professor Emerita at the National College of Education of National Louis University, where she codirects the Reading Leadership Institute. She is also Senior Consultant to the Chicago Striving Readers research project. A past president of the Illinois Reading Council and the International Reading Association, she is President of the Reading Hall of Fame. The author of several books and many book chapters and articles, Dr. Ogle has focused her career on supporting instruction that enhances students' thinking and learning across the content areas.

• All titles by Donna Ogle

Susan Watts Taffe, PhD, is Associate Professor of Literacy Education at the University of Cincinnati. She has been a special education teacher and reading diagnostician and is regularly engaged in school-based projects focused on vocabulary instruction. Dr. Watts Taffe is the author of several books and many journal articles and book chapters and has served on several national committees, including the International Reading Association's RTI Commission, as well as on the editorial boards of several journals.

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Audience

K–8 classroom teachers; reading specialists and coaches; staff developers; teacher educators.

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Course Use

May serve as a text in such courses as Teaching Vocabulary, Word Study, Content Area Learning, and Reading in the Content Areas.