Getting Into Words ― Vocabulary Instruction That Strengthens Comprehension

For children with poor vocabulary development, reading is intimidating rather than exciting. That's why elementary and middle school teachers need this activity-filled guidebook — to improve students' independent word learning skills and strengthen their comprehension so they'll tackle their schoolwork with confidence. Teachers will start by learning about the model developed by the author, who believes that good vocabulary skills come from knowing important words and knowing how and when to use word acquisition strategies. Then teachers will motivate their students with a wide range of fun, engaging worksheets that go beyond traditional methods like memorizing word lists. Photocopiable worksheets for students include

• Clarifying Cue Card (using independent word learning strategies)



• Word Trees (manipulating roots and affixes)



• Context Cue Cards (inferring word meaning)



• Stoplight Vocabulary Sheets (monitoring word knowledge)



• Word Study Journals (recording word learning)



• Word Scales (coming up with lively synonyms for dull words)

Educators will find guidelines on teaching vocabulary to younger children and English language learners and helping students implement vocabulary strategies spontaneously. They'll also benefit from sample student—teacher interactions, answer keys to the student worksheets, and guidance on managing a schoolwide vocabulary development program. This practical, easy-to-use book — built around research-based principles — really helps children "get into words" so they'll be confident, motivated readers ready for school success.

Shira Lubliner has been an educator for more than 30 years, working as a classroom teacher, a private school principal, and a teacher educator. She taught a variety of grade levels, working with children in elementary school, middle school, and high school. After many years as an administrator, Dr. Lubliner returned to the classroom to teach fifth grade in a diverse California public school. Dr. Lubliner completed her doctorate in learning and instruction at the University of San Francisco and is currently an assistant professor of teacher education at California State University, Hayward. She teaches methods classes for perspective teachers and graduate reading courses and conducts classroom-based research in local elementary schools. Shira Lubliner's research interests focus on methods of vocabulary instruction that imporvoe children's reading comprehension achievement. She designed a comprehensive program of vocabulary development, on which this book is based, that can be implemented by classroom teachers using regular instructional materials. Results from a recent study she conducted in one of California's lowest performing Title I schools documented large gains in vocabulary and reading comprehension and a narrowing of the achievement gap between Title I students and those in an above-average school following the implementation of this comprehensive vocabulary development program (Lubliner & Smetana, 2004, manuscript submitted for publication). Dr. Lubliner presents workshops for teachers on vocabulary instruction and reading comprehension throughout the United States and is often a speaker at the annual meetings of the American Educational Research Association, the International Reading Association, the National Council for the Social Studies, and the California Reading Association. Dr. Lubliner is the author of the article Help for Struggling Upper-Grade Elementary Readers (The Reading Teacher, February 2004) and the book A Practical guide to Reciprocal Teaching (Wright Group/McGraw-Hill, 2001). Shira Lubliner has been married to Efi Lubliner for 29 years and is the mother of four delightful children, Dania, Leora, Dori and Elan Lubliner.

Linda Smetana has worked as an educator for more than 30 years. She taught in the public school system from kindergarten through continuation high school. Since the 1980s, her work has centered on strategies for students with reading difficulties and learning disabilities. She teaches courses in reading, language arts, and special education at California State University, Hayward. Her current research and teaching interests are fluency and vocabulary development and application of such strategies in classroom settings. Linda Smetana has been married for 33 years to Ron Smetana and is the mother of Daniel and Joel Smetana.