Vocabulary Is Comprehension
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Description
Here is a reading riddle: What knowledge always precedes high-level text comprehension and yet seldom is given sufficient instructional time?
The answer: Word knowledge.
Our students can’t understand texts without knowing what words mean. It’s that simple. Meanwhile, in our rush toward complex texts, somehow we forget to put a new systematic vocabulary plan in place. In Vocabulary Is Comprehension, Laura Robb provides the instructional plan. And just wait until you see the results!
Laura’s plan takes just 10 to 15 minutes, and much of it is spent in partner and independent work so this is no “add on” to squeeze in. Even better, all materials are included. Each lesson features a student reproducible along with 50+ pieces of short fiction, nonfiction, and poetry—or, if you prefer, use your own text.
Here’s how the plan works:
- Day 1: You read aloud the short text and students discuss the selected words in their context. Students work in pairs, rereading the text to understand words and phrases, and then share understandings as a class.
- Days 2 & 3: Students finish partner work and complete the reproducible.
Along the way, the 35+ lessons:
- Support complex text comprehension
- Cover academic vocabulary, synonyms, antonyms, multiple meanings, figurative language, denotative and connotative meanings, Greek and Latin roots, and more
- Address specific CCSS vocabulary and writing standards
- Include strategies for ELLs and developing readers, and formative assessments
- Link to a wealth of online reproducibles, words lists, and printable complex texts
Laura surrounds these ready-to-teach lessons with the routines that help students read increasingly demanding texts across the curriculum. Students blog, tweet, and apply words in many different contexts . . . look out for related words in books, ads, and media . . . and many other collaborative activities that promote deep word knowledge rather than shallow word-defining. If you’re looking for a resource that will make all the difference as you address the new reach for rigorous, complex text reading, Vocabulary Is Comprehension is it.
An author, teacher, coach, and speaker, LAURA ROBB has spent the last four decades in middle school education. What teachers appreciate most about Laura is her deep commitment to children and adolescents, and her ability to show what best-practice instruction looks like day by day; a survey conducted by Instructor magazine named Laura as one of the nation’s top twenty educators. Currently, in addition to her speaking and consulting, she works part time in grades K-8.
Contents
Foreword by Kathy Ganske
Foreword by Kathy Ganske
Acknowledgments
- Chapter 1. How the Common Core Has Changed the Rules of the Game Forever (Even If the Standards Go Away)
- Big Ambition: Vocabulary in the Context of All the ELA Standards
- Vocabulary in the Context of Complex Text Reading
- Research Highlights
- The Lesson Structure: 10 to 15 Minutes a Day
- The Big 10 Approach to Reading Words Closely
- The Big 10 and the Common Core Vocabulary Standards
- Collaborate and Learn
- Chapter 2. Ten Short Lessons for the Big 10
- Which Words Do I Teach?
- Laying Out the Lessons for the Big 10
- Elements of the Lesson
- Lesson 1: Understanding Descriptive Words to Visualize
- Lesson 2: Decode and Define Multisyllable Words
- Lesson 3: Understanding Personification
- Lesson 4: Write to Show Understanding of Words
- Lesson 5: Synonyms, Antonyms, and Multiple Meanings
- Lesson 6: Connecting Words to a Text's Concepts
- Lesson 7: Understanding Denotative and Connotative Meanings
- Lesson 8: Showing Word Knowledge via Twitter
- Lesson 9: Four Words to Respond to Texts
- Lesson 10: Multiple Forms, Multiple Meanings
- Collaborate and Learn
- Chapter 3. Figurative Language
- Helping Students Not to Be Cowed by Figurative Language
- Guidelines for Reading Poetry
- Lesson 1: Alliteration
- Lesson 2: Metaphor
- Lesson 3: Onomatopoeia
- Lesson 4: Repetition
- Lesson 5: Simile
- Lesson 6: Symbols and Symbolism
- Lesson 7: Idioms
- Using Discussions to Interpret Figurative Language
- Three Reproducibles for Discussing and Writing About Poems
- Discussions on Class Blogs
- Collaborate and Learn
- Chapter 4. Getting to the Root of Words
- What the Common Core State Standards Have to Say
- Review Lessons on Prefixes and Suffixes
- Lesson 1: Prefixes
- Lesson 2: Suffixes
- A Five-Day Routine for Teaching Roots
- Lesson 3: Expand Vocabulary With Roots, Prefixes, and Suffixes
- Lesson 4: Make Words With Prefixes, Suffixes, and Roots
- How to Link the Lessons to Students' Reading
- More Strategies That Use Roots, Prefixes, and Suffixes
- Lesson 5: Prefix Brainstorm
- Lesson 6: Denotation-Connotation Map
- Collaborate and Learn
- Chapter 5. General Academic and Domain-Specific Vocabulary
- The CCR Anchor Standards for Reading
- Quick Recap: How the Lessons in This Book Address the Anchor Standards
- Four Categories of Academic Vocabulary
- The Best Use of Word Lists
- Why General Academic Vocabulary Is Key
- Basic Elements of General Academic Vocabulary Lessons
- Lessons for Teaching General Academic Words
- Lesson 1: Rate Your Word Knowledge
- Lesson 2: ABC List and Link
- Lesson 3: Concept Map and Writing
- Lesson 4: Words in the World
- Lesson 5: Making Analogies on a Class Wiki or Blog
- Lesson 6: Tweeting for Word Learning
- Collaborate and Learn
- Chapter 6. Assessing Vocabulary
- So How Are They Reading Complex Texts?
- Informative Assessment and Responsive Teaching
- Why Final Tests Are Problematic
- Gathering Data Throughout the Lessons
- Making Instructional Decisions and Modifications
- Introducing Lessons: The First Day
- Practicing the Lessons: Second and Possibly Third Days
- Applying the Lessons: Completing Written Work
- Self-Evaluation
- How to Scaffold and Reteach
- Collaborate and Learn
- Concluding Thoughts on Vocabulary Instruction
- Ten Ways Students Can Expand Their Vocabularies
References
References
Index
Index
Resources
Companion Website
http://www.corwin.com/vocabularyiscomprehensionAdditional materials
Description
Here is a reading riddle: What knowledge always precedes high-level text comprehension and yet seldom is given sufficient instructional time?
The answer: Word knowledge.
Our students can’t understand texts without knowing what words mean. It’s that simple. Meanwhile, in our rush toward complex texts, somehow we forget to put a new systematic vocabulary plan in place. In Vocabulary Is Comprehension, Laura Robb provides the instructional plan. And just wait until you see the results!
Laura’s plan takes just 10 to 15 minutes, and much of it is spent in partner and independent work so this is no “add on” to squeeze in. Even better, all materials are included. Each lesson features a student reproducible along with 50+ pieces of short fiction, nonfiction, and poetry—or, if you prefer, use your own text.
Here’s how the plan works:
- Day 1: You read aloud the short text and students discuss the selected words in their context. Students work in pairs, rereading the text to understand words and phrases, and then share understandings as a class.
- Days 2 & 3: Students finish partner work and complete the reproducible.
Along the way, the 35+ lessons:
- Support complex text comprehension
- Cover academic vocabulary, synonyms, antonyms, multiple meanings, figurative language, denotative and connotative meanings, Greek and Latin roots, and more
- Address specific CCSS vocabulary and writing standards
- Include strategies for ELLs and developing readers, and formative assessments
- Link to a wealth of online reproducibles, words lists, and printable complex texts
Laura surrounds these ready-to-teach lessons with the routines that help students read increasingly demanding texts across the curriculum. Students blog, tweet, and apply words in many different contexts . . . look out for related words in books, ads, and media . . . and many other collaborative activities that promote deep word knowledge rather than shallow word-defining. If you’re looking for a resource that will make all the difference as you address the new reach for rigorous, complex text reading, Vocabulary Is Comprehension is it.
An author, teacher, coach, and speaker, LAURA ROBB has spent the last four decades in middle school education. What teachers appreciate most about Laura is her deep commitment to children and adolescents, and her ability to show what best-practice instruction looks like day by day; a survey conducted by Instructor magazine named Laura as one of the nation’s top twenty educators. Currently, in addition to her speaking and consulting, she works part time in grades K-8.
Contents
Foreword by Kathy Ganske
Foreword by Kathy Ganske
Acknowledgments
- Chapter 1. How the Common Core Has Changed the Rules of the Game Forever (Even If the Standards Go Away)
- Big Ambition: Vocabulary in the Context of All the ELA Standards
- Vocabulary in the Context of Complex Text Reading
- Research Highlights
- The Lesson Structure: 10 to 15 Minutes a Day
- The Big 10 Approach to Reading Words Closely
- The Big 10 and the Common Core Vocabulary Standards
- Collaborate and Learn
- Chapter 2. Ten Short Lessons for the Big 10
- Which Words Do I Teach?
- Laying Out the Lessons for the Big 10
- Elements of the Lesson
- Lesson 1: Understanding Descriptive Words to Visualize
- Lesson 2: Decode and Define Multisyllable Words
- Lesson 3: Understanding Personification
- Lesson 4: Write to Show Understanding of Words
- Lesson 5: Synonyms, Antonyms, and Multiple Meanings
- Lesson 6: Connecting Words to a Text's Concepts
- Lesson 7: Understanding Denotative and Connotative Meanings
- Lesson 8: Showing Word Knowledge via Twitter
- Lesson 9: Four Words to Respond to Texts
- Lesson 10: Multiple Forms, Multiple Meanings
- Collaborate and Learn
- Chapter 3. Figurative Language
- Helping Students Not to Be Cowed by Figurative Language
- Guidelines for Reading Poetry
- Lesson 1: Alliteration
- Lesson 2: Metaphor
- Lesson 3: Onomatopoeia
- Lesson 4: Repetition
- Lesson 5: Simile
- Lesson 6: Symbols and Symbolism
- Lesson 7: Idioms
- Using Discussions to Interpret Figurative Language
- Three Reproducibles for Discussing and Writing About Poems
- Discussions on Class Blogs
- Collaborate and Learn
- Chapter 4. Getting to the Root of Words
- What the Common Core State Standards Have to Say
- Review Lessons on Prefixes and Suffixes
- Lesson 1: Prefixes
- Lesson 2: Suffixes
- A Five-Day Routine for Teaching Roots
- Lesson 3: Expand Vocabulary With Roots, Prefixes, and Suffixes
- Lesson 4: Make Words With Prefixes, Suffixes, and Roots
- How to Link the Lessons to Students' Reading
- More Strategies That Use Roots, Prefixes, and Suffixes
- Lesson 5: Prefix Brainstorm
- Lesson 6: Denotation-Connotation Map
- Collaborate and Learn
- Chapter 5. General Academic and Domain-Specific Vocabulary
- The CCR Anchor Standards for Reading
- Quick Recap: How the Lessons in This Book Address the Anchor Standards
- Four Categories of Academic Vocabulary
- The Best Use of Word Lists
- Why General Academic Vocabulary Is Key
- Basic Elements of General Academic Vocabulary Lessons
- Lessons for Teaching General Academic Words
- Lesson 1: Rate Your Word Knowledge
- Lesson 2: ABC List and Link
- Lesson 3: Concept Map and Writing
- Lesson 4: Words in the World
- Lesson 5: Making Analogies on a Class Wiki or Blog
- Lesson 6: Tweeting for Word Learning
- Collaborate and Learn
- Chapter 6. Assessing Vocabulary
- So How Are They Reading Complex Texts?
- Informative Assessment and Responsive Teaching
- Why Final Tests Are Problematic
- Gathering Data Throughout the Lessons
- Making Instructional Decisions and Modifications
- Introducing Lessons: The First Day
- Practicing the Lessons: Second and Possibly Third Days
- Applying the Lessons: Completing Written Work
- Self-Evaluation
- How to Scaffold and Reteach
- Collaborate and Learn
- Concluding Thoughts on Vocabulary Instruction
- Ten Ways Students Can Expand Their Vocabularies
References
References
Index
Index
Resources
Companion Website
http://www.corwin.com/vocabularyiscomprehensionAdditional materials
Reviews
September 2014 | 200 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 01/02/2026 | 9781483345802 | $37.95 |
| Lifetime | 01/02/2026 | 9781483320342 | $35.00 |
Here is a reading riddle: What knowledge always precedes high-level text comprehension and yet seldom is given sufficient instructional time?
The answer: Word knowledge.
Our students can’t understand texts without knowing what words mean. It’s that simple. Meanwhile, in our rush toward complex texts, somehow we forget to put a new systematic vocabulary plan in place. In Vocabulary Is Comprehension, Laura Robb provides the instructional plan. And just wait until you see the results!
Laura’s plan takes just 10 to 15 minutes, and much of it is spent in partner and independent work so this is no “add on” to squeeze in. Even better, all materials are included. Each lesson features a student reproducible along with 50+ pieces of short fiction, nonfiction, and poetry—or, if you prefer, use your own text.
Here’s how the plan works:
- Day 1: You read aloud the short text and students discuss the selected words in their context. Students work in pairs, rereading the text to understand words and phrases, and then share understandings as a class.
- Days 2 & 3: Students finish partner work and complete the reproducible.
Along the way, the 35+ lessons:
- Support complex text comprehension
- Cover academic vocabulary, synonyms, antonyms, multiple meanings, figurative language, denotative and connotative meanings, Greek and Latin roots, and more
- Address specific CCSS vocabulary and writing standards
- Include strategies for ELLs and developing readers, and formative assessments
- Link to a wealth of online reproducibles, words lists, and printable complex texts
Laura surrounds these ready-to-teach lessons with the routines that help students read increasingly demanding texts across the curriculum. Students blog, tweet, and apply words in many different contexts . . . look out for related words in books, ads, and media . . . and many other collaborative activities that promote deep word knowledge rather than shallow word-defining. If you’re looking for a resource that will make all the difference as you address the new reach for rigorous, complex text reading, Vocabulary Is Comprehension is it.
An author, teacher, coach, and speaker, LAURA ROBB has spent the last four decades in middle school education. What teachers appreciate most about Laura is her deep commitment to children and adolescents, and her ability to show what best-practice instruction looks like day by day; a survey conducted by Instructor magazine named Laura as one of the nation’s top twenty educators. Currently, in addition to her speaking and consulting, she works part time in grades K-8.
Table Of Contents:
- Foreword by Kathy Ganske
- Acknowledgments
- Chapter 1. How the Common Core Has Changed the Rules of the Game Forever (Even If the Standards Go Away)
- Big Ambition: Vocabulary in the Context of All the ELA Standards
- Vocabulary in the Context of Complex Text Reading
- Research Highlights
- The Lesson Structure: 10 to 15 Minutes a Day
- The Big 10 Approach to Reading Words Closely
- The Big 10 and the Common Core Vocabulary Standards
- Collaborate and Learn
- Chapter 2. Ten Short Lessons for the Big 10
- Which Words Do I Teach?
- Laying Out the Lessons for the Big 10
- Elements of the Lesson
- Lesson 1: Understanding Descriptive Words to Visualize
- Lesson 2: Decode and Define Multisyllable Words
- Lesson 3: Understanding Personification
- Lesson 4: Write to Show Understanding of Words
- Lesson 5: Synonyms, Antonyms, and Multiple Meanings
- Lesson 6: Connecting Words to a Text's Concepts
- Lesson 7: Understanding Denotative and Connotative Meanings
- Lesson 8: Showing Word Knowledge via Twitter
- Lesson 9: Four Words to Respond to Texts
- Lesson 10: Multiple Forms, Multiple Meanings
- Collaborate and Learn
- Chapter 3. Figurative Language
- Helping Students Not to Be Cowed by Figurative Language
- Guidelines for Reading Poetry
- Lesson 1: Alliteration
- Lesson 2: Metaphor
- Lesson 3: Onomatopoeia
- Lesson 4: Repetition
- Lesson 5: Simile
- Lesson 6: Symbols and Symbolism
- Lesson 7: Idioms
- Using Discussions to Interpret Figurative Language
- Three Reproducibles for Discussing and Writing About Poems
- Discussions on Class Blogs
- Collaborate and Learn
- Chapter 4. Getting to the Root of Words
- What the Common Core State Standards Have to Say
- Review Lessons on Prefixes and Suffixes
- Lesson 1: Prefixes
- Lesson 2: Suffixes
- A Five-Day Routine for Teaching Roots
- Lesson 3: Expand Vocabulary With Roots, Prefixes, and Suffixes
- Lesson 4: Make Words With Prefixes, Suffixes, and Roots
- How to Link the Lessons to Students' Reading
- More Strategies That Use Roots, Prefixes, and Suffixes
- Lesson 5: Prefix Brainstorm
- Lesson 6: Denotation-Connotation Map
- Collaborate and Learn
- Chapter 5. General Academic and Domain-Specific Vocabulary
- The CCR Anchor Standards for Reading
- Quick Recap: How the Lessons in This Book Address the Anchor Standards
- Four Categories of Academic Vocabulary
- The Best Use of Word Lists
- Why General Academic Vocabulary Is Key
- Basic Elements of General Academic Vocabulary Lessons
- Lessons for Teaching General Academic Words
- Lesson 1: Rate Your Word Knowledge
- Lesson 2: ABC List and Link
- Lesson 3: Concept Map and Writing
- Lesson 4: Words in the World
- Lesson 5: Making Analogies on a Class Wiki or Blog
- Lesson 6: Tweeting for Word Learning
- Collaborate and Learn
- Chapter 6. Assessing Vocabulary
- So How Are They Reading Complex Texts?
- Informative Assessment and Responsive Teaching
- Why Final Tests Are Problematic
- Gathering Data Throughout the Lessons
- Making Instructional Decisions and Modifications
- Introducing Lessons: The First Day
- Practicing the Lessons: Second and Possibly Third Days
- Applying the Lessons: Completing Written Work
- Self-Evaluation
- How to Scaffold and Reteach
- Collaborate and Learn
- Concluding Thoughts on Vocabulary Instruction
- Ten Ways Students Can Expand Their Vocabularies
- References
- Index