Bringing Words to Life has enlivened the classrooms of hundreds of thousands of teachers. Responding to readers' success stories, practical questions, and requests for extended examples, this ideal volume builds on the groundbreaking work of Bringing Words to Life. The authors present additional tools, tips, and detailed explanations of such questions as which words to teach, when and how to teach them, and how to adapt instruction for English language learners. They provide specific instructional sequences, including assessments, for grades K-2, 3-5, 6-8, and 9-12, as well as interactive lesson planning resources. Invaluable appendices feature engaging classroom activities and a comprehensive list of children's books and stories with suggested vocabulary for study.
See also the authors' Bringing Words to Life, Second Edition: Robust Vocabulary Instruction, the authoritative guide to research-based vocabulary instruction, as well as Making Sense of Phonics, Second Edition: The Hows and Whys, by Isabel L. Beck and Mark E. Beck, an invaluable resource for K-3.
This is Book 10 in the Solving Problems in the Teaching of Literacy Series. See all Solving Problems in the Teaching of Literacy books here.
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Isabel L. Beck, PhD, is Professor Emerita of Education in the School of Education at the University of Pittsburgh. She has conducted research and published widely in the areas of decoding, vocabulary, and comprehension. Her contributions have been acknowledged by awards from the International Reading Association, the National Reading Conference, and the Amer
More about Isabel L. BeckMargaret G. McKeown, PhD, is Clinical Professor of Education in the School of Education and a Senior Scientist at the Learning Research and Development Center at the University of Pittsburgh. Her work addresses practical, current problems that classroom teachers and their students face. Dr. McKeown has conducted research in the areas of instructional design
More about Margaret G. McKeownIsabel L. Beck, PhD, is Professor Emerita of Education in the School of Education at the University of Pittsburgh. She has conducted research and published widely in the areas of decoding, vocabulary, and comprehension. Her contributions have been acknowledged by awards from the International Reading Association, the National Reading Conference, and the Amer
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