| 000 -LEADER |
|---|
| fixed length control field |
07093nam a2201237 i 4500 |
| 001 - CONTROL NUMBER |
|---|
| control field |
201695340 |
| 003 - CONTROL NUMBER IDENTIFIER |
|---|
| control field |
OSt |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
|---|
| control field |
20190722162059.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
|---|
| fixed length control field |
170609s2015||||us ###fr| 001 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
9781598573053 (pbk) |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
|---|
| International Standard Book Number |
1598573055 (pbk) |
| 035 ## - SYSTEM CONTROL NUMBER |
|---|
| System control number |
(OCoLC)989772455 |
| 040 ## - CATALOGING SOURCE |
|---|
| Original cataloging agency |
ABES |
| Language of cataloging |
eng |
| Transcribing agency |
CRTC |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Greene, Jennifer Wells. |
| 110 ## - MAIN ENTRY--CORPORATE NAME |
|---|
| Corporate name or jurisdiction name as entry element |
Georgia Gwinnett College, Lawrenceville |
| 245 10 - TITLE STATEMENT |
|---|
| Title |
Academic Vocabulary for Middle School Students : |
| Remainder of title |
Research-Based Lists and Strategies for Key Content Areas / |
| Statement of responsibility, etc. |
Jennifer Wells Greene and Averil Coxhead. |
| 250 ## - EDITION STATEMENT |
|---|
| Edition statement |
1st ed. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. |
|---|
| Place of publication, distribution, etc. |
Baltimore, MD : |
| Name of publisher, distributor, etc. |
Paul H. Brookes Publishing Co., |
| Date of publication, distribution, etc. |
2015. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xiii, 170 p. : |
| Other physical details |
ill. ; |
| Dimensions |
26 cm. |
| 440 ## - SERIES STATEMENT/ADDED ENTRY--TITLE |
|---|
| Title |
Reading and Literacy |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
|---|
| Bibliography, etc. note |
Includes bibliographical references and index. |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
"Vocabulary knowledge plays a huge role in the academic success of middle school students. But which words do students need to know to master the content in their textbooks, and how can they be learned? This book has the practical answers educators need. <br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Middle school teachers will get five extensive, research-based lists of academic vocabulary words most frequently used in student textbooks--the words kids need to know to increase their comprehension and succeed in school. They'll discover how to help their students: |
| Title |
- strengthen academic vocabulary knowledge in five key school subject;<br/> |
| -- |
- master the content they need to know under the Common Core State Standards;<br/> |
| -- |
- understand why the words they encounter in textbooks are important;<br/> |
| -- |
- improve comprehension and eliminate roadblocks to understanding what they read.<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Teachers will also get critical background information on the importance of academic vocabulary, proven teaching strategies for vocabulary instruction, and detailed vocabulary instruction activities, including "fix-ups" for struggling readers and English language learners and extensions that build on the activities. Accessible and practical, this book is an ideal resource for in-service professional development and preservice teacher preparation courses!" (Book Cover) |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
CONTENTS:<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
About the Reproducible Materials |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
About the Authors<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Acknowledgments<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Introduction<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
How Many Words Does a Middle School Student Need to Know? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
What Do the Common Core State Standards Say |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
About Academic Language for Middle School Students? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Who Is the Audience for This Book? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Summary |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
1. Key Concepts and Ideas about Vocabulary |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Anticipation Activity |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
How Can We Categorize Words In Texts? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
What Is Academic Vocabulary?<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
What Is Technical Vocabulary? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
What Is High-Frequency Vocabulary? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
What is Mid-Frequency Vocabulary? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
What Is Low-Frequency Vocabulary?<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
How Can Proper Nouns Be Categorized? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Research on Word Lists |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Identifying Academic Vocabulary in Middle School Texts |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Summary<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Discussion Questions |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
2. The Middle School Vocabulary Lists in Context |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Anticipation Activity<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
How Were the Middle School Vocabulary Lists Created? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
What Kinds of Words Are Included in the Middle School Vocabulary Lists? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
How Are Middle School Vocabulary List Words Integrated in Content-Area Textbooks? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Why Are the Middle School Vocabulary Lists Important for Middle School Teachers and Students? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Summary |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Discussion Questions |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
3. Planning for Integrating the Middle School Vocabulary Lists into Classroom Instruction |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Anticipation Activity |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
What Is Meant by “Word Consciousness”? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
How Can Teachers Set Priorities for Focusing on Specific Words? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
What are Nation’s Four Strands for Vocabulary Instruction? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Summary<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Discussion Questions |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
4. Activities that Focus on Middle School Vocabulary List Words |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Activities for Providing Meaning-Focused Input and Meaning-Focused Output<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Jigsaw Reading |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Narrow Reading |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Close Reading<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Concept Map |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Language-Focused Learning Activities<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
The Frayer Model |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Word Sorts |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Triple-Entry Vocabulary Journal |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Vocabulary Cards |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Semantic Feature Analysis |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Identifying and Using Cognates<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Word Builder<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Word Chains for Form, Meaning, and Use<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Activities for Developing Fluency |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
4-3-2 for Fluency |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Quick Writing<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Summary<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Discussion Questions<br/><br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
5. Knowing a Word and Testing Word Knowledge<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
What Does It Mean to Know a Word? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
What Makes Word-Learning Easy and What Makes It Difficult? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Determining How Many Words from the Middle School Vocabulary Lists Students Already Know<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Testing Students’ Learning of Middle School Vocabulary List Words |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Determining How Many Words Students Know? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Why Is this Information about Vocabulary Knowledge and Testing Important for Middle School Teachers and Learners? |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Future Research and Considerations |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Summary |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Conclusion |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Discussion Questions |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
References |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Appendix A: The Middle School Vocabulary Lists<br/> |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Title |
The Middle School English Grammar and Writing Vocabulary List<br/> |
| -- |
The Middle School Health Vocabulary List<br/> |
| -- |
The Middle School Mathematics Vocabulary List<br/> |
| -- |
The Middle School Science Vocabulary List<br/> |
| -- |
The Middle School Social Studies and History Vocabulary List<br/> |
| -- |
References |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Appendix B: Methodology for the Compilation of the Middle School |
| Title |
Vocabulary Lists<br/> |
| -- |
Principles and Considerations for Corpus Development<br/> |
| -- |
The Middle School Content-Area Textbook Corpus<br/> |
| -- |
Development of the Middle School Vocabulary Lists<br/> |
| -- |
Results<br/> |
| -- |
Validation of the Middle School Content-Area Vocabulary Lists<br/> |
| -- |
Limitations and Potential Criticisms of the Middle School |
| -- |
Vocabulary Lists<br/> |
| -- |
Summary |
| 505 ## - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Appendix C: Vocabulary Size Test Version A |
| Title |
Vocabulary Size Test Answers<br/> |
| -- |
Index |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Vocabulary |
| General subdivision |
Study and teaching (Middle school). |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Education |
| General subdivision |
Secondary. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name entry element |
Education |
| General subdivision |
Teaching Methods & Materials |
| -- |
Reading & Phonics. |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Coxhead, Averil. |
| 710 ## - ADDED ENTRY--CORPORATE NAME |
|---|
| Corporate name or jurisdiction name as entry element |
Victoria University, Wellington, NZ |
| 856 ## - ELECTRONIC LOCATION AND ACCESS |
|---|
| Uniform Resource Identifier |
<a href="http://products.brookespublishing.com/Academic-Vocabulary-for-Middle-School-Students-P838.aspx">http://products.brookespublishing.com/Academic-Vocabulary-for-Middle-School-Students-P838.aspx</a> |
| Public note |
Publisher's Website. |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
|
| Koha item type |
Livres |
