Bringing Words To Life-Robust Vocabulary Instruction
Bringing Words To Life is one of the most influential books on the topic of teaching vocabulary!
Educators have struggled with how to teach vocabulary to their students, which in turn, is directly connected to reading comprehension and writing. In this second edition of Bringing Words to Life, the authors not only address creating a classroom climate where robust vocabulary instruction is the norm, but they also share specific and effective strategies for teaching vocabulary, its relationship to good writing, and working with struggling readers as well as English language learners. This is an important read for educators wanting to learn more about vocabulary instruction in grades K-12.
Required Reading: Second Edition: Bringing Words To Life-Robust Vocabulary Instruction
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1) Purchase and read Bringing Words to Life - Robust Vocabulary Instruction, Be sure to purchase the Second Edition of this book! By Isabel L. Beck, Margaret G. McKeown, and Linda Kucan
You can find this book at amazon.com or your favorite bookstore.
2) Write complete answers to all of the questions on the Book Study Handout. The handout is provided to you after registration is completed.
3a) Elementary school teachers - Referencing chapter 4 found on page 55 in the text, complete the assignment on page 81: Use what you have learned in this chapter to create some lesson plans for one week of vocabulary instruction. Select a book that you would like to share with the children. Decide which words you would like the children to learn. After the story has been read - which may or may not be on the same day - provide explanations of the words in context and create activities in which children have to engage with the meanings of the words. You may find that the Menu of Instructional Activities in the Appendix is a useful resource here. Turn in these lesson plans. While there is no requirement for the length of this assignment, be sure to include five days worth of activities for your students in the lesson plans. Also, be sure to include the name of the book you chose and the vocabulary words you chose to teach.
3b) Secondary school teachers - Referencing chapter 5 found on page 82 in the text, complete the assignment on page 102: Use what you have learned in this chapter to develop some lesson plans for supporting students in thinking about a set of words that you have selected from a text that they are reading. Describe your rationale for selecting the words, Then, develop an instructional sequence with five days worth of activities to help students use and respond to the words in meaningful ways. Refer to the Menu of Instructional Activities in the Appendix as a resource. Turn in these lesson plans. While there is no requirement for the length of this assignment, be sure to include five days worth of activities for your students in the lesson plans. Also, be sure to include the name of the book you chose and the vocabulary words you chose to teach.
All 3 assignments must be completed within 1 year. Upload completed handout and paper to your Dashboard on the website or email all completed assignments and paperwork to email@example.com.
SPU NOTE: Please be sure to register prior to completing any coursework. Registering for a course after coursework has been started violates accreditation standards and puts the University at risk; therefore, SPU reserves the right to not award credit if students are found to be in violation of this policy.
Grading Criteria - Bringing Words to Life
2) The rubric for the Book Study Handout is broken down into four (4) goal areas.
The first goal area pertains to questions #1-39, #45-52 and #59-62 on the handout. You will simply need to answer these questions and earn a “1”, “2”, “3”, or “4” according to the rubric.
The second goal area pertains to questions #40-44 on the handout. You will simply need to answer these questions and earn a “1”, “2”, “3”, or “4” according to the rubric.
The third goal area pertains to questions #49-52 on the handout. You will simply need to answer these questions and earn a “1”, “2”, “3”, or “4” according to the rubric.
The fourth goal area pertains to questions #53-58 on the handout. You will simply need to answer these questions and earn a “1”, “2”, “3”, or “4” according to the rubric.
The maximum number of combined points that can be earned is 20 (4 points on each of the 4 goal areas for the answers to the questions on the handout and 4 points for the reflection paper).
3) The rubric for the Bringing Words to Life Paper explains how to earn a “1”, “2”, “3” or “4”.
“A” grade = 18-20 points
“B” grade = 16-17 points
“C” grade = 14-15 points
“D” grade = 12-13 points
“F” grade = 11 points or less
An “NC” (no credit) grade will be given if all three assignments are not completed within one year.
Pass/No Pass Grading System (for clock hours or continuing education credits)
Pass = 14-20 points
No Pass = Less than 14 points
An “NC” (no credit) grade will be given if all three (3) assignments are not completed within (1) year.
Earn 3 graduate level quarter credits offered through Seattle Pacific University, an accredited university. Additional $180 fee, payable to SPU. You must register with SPU* first to earn graduate credit.
*SPU Graduate Credits Coming Soon
WA State Educators have the option of earning 30 Clock Hours offered through ESD 112. Educator is responsible for the $3 per clock hour fee. ESD clock hour claim code will be forwarded to you once the course is completed.
30 Clock Hours for professional development are available for those outside of WA State. Other known terms include, but are not limited to, Professional Development Hours, Professional Development Points, Continuing Education Units, Professional Development Units or your school district's equivalent language for clock hours earned.
A Certificate of Completion will be provided once coursework is reviewed and graded.
Be sure to check with your state's agency regarding professional development and related requirements.
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