Academic vocabulary 7 6

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Academic vocabulary 7 6

  1. 1. Academic VocabularyParticipants will learnhow to identify Tier 2words and determinewhich ones to teach.
  2. 2. “Vocabulary” in the StandardsR.CCR.4 - Interpret words and phrases as they are used in a text,including determining technical, connotative, and figurative meanings,and analyze how specific word choices shape meaning or tone.L.CCR.3 – Apply knowledge of language to understand howlanguage functions in different contexts, to make effective choicesfor meaning or style, and to comprehend more fully when readingor listening.L.CCR.4 - Determine or clarify the meaning of unknown andmultiple-meaning words and phrases by using context clues,analyzing meaningful word parts, and consulting general andspecialized reference materials, as appropriate.
  3. 3. “Vocabulary” in the StandardsL.CCR.5 - Demonstrate understanding of figurative language,word relationships, and nuances in word meanings.L.CCR.6 - Acquire and use accurately a range of generalacademic and domain-specific words and phrases sufficient forreading, writing, speaking, and listening at the college and careerreadiness level; demonstrate independence in gatheringvocabulary knowledge when encountering an unknown termimportant to comprehension or expression.
  4. 4. “Vocabulary” in the StandardsSL.CCR.3 – Evaluate a speaker’s point of view, reasoning, anduse of evidence and rhetoric.SL.CCR.6 - Adapt speech to a variety of contexts and communicativetasks, demonstrating command of formal English when indicatedor appropriate.
  5. 5. Choosing Words to TeachThree Tiers of WordsTier 1 – most basic words of oral language andrarely require instructional attention (80% of text)Tier 2 – words that are more sophisticated andused often across disciplinesTier 3 – words that are very rare or apply tospecific domains
  6. 6. Identifying and Teaching Tier 2 WordsAcademic Vocabulary talk by Sue Pimentel(author of the CCSS).
  7. 7. Which words are worthy of instruction? Students are likely to see the word often in other texts and across domains. The word will be useful in students’ writing. The word relates to other words or ideas that the students know or have been learning. Word choice has significance in the text. The context does not provide enough information for students to infer the meaning.
  8. 8. Academic Vocabulary Instruction Not address Criteria to determine which words toTier 2 Words Tell teach: Worthy  Students are likely to see the word often in other texts and across domains.  The word will be useful in students’ writing.  The word relates to other words or ideas that the students know or have been learning.  Word choice has significance in the text.  The context does not provide enough information for students to infer the meaning.
  9. 9. Academic Vocabulary Instruction Not address Criteria to determine which words to Tier 2 Words Tell teach: Worthy X Students are likely to see the word oftensurfaced in other texts and across domains. W X The word will be useful in students’ writing. X The word relates to other words or ideas that the students know or have been learning. X Word choice has significance in the text. X The context does not provide enough information for students to infer the meaning.
  10. 10. Academic Vocabulary Instruction Not address Criteria to determine which words to Tier 2 Words Tell teach: Worthy  Students are likely to see the wordstartled often in other texts and across domains. T X The word will be useful in students’ writing. X The word relates to other words or ideas that the students know or have been learning. X Word choice has significance in the text. X The context does not provide enough information for students to infer the meaning.
  11. 11. Academic Vocabulary Instruction Not address Criteria to determine which words to Tier 2 Words Tell teach: Worthy  Students are likely to see the wordhunched often in other texts and across domains. N  The word will be useful in students’ writing.  The word relates to other words or ideas that the students know or have been learning. X Word choice has significance in the text.  The context does not provide enough information for students to infer the meaning.
  12. 12. Your TurnUsing an excerpt from the text you chose:• Identify the words your students may not know.• Identify the Tier 2 words.• Use the rubric to determine which words to teach.
  13. 13. Rich Vocabulary InstructionThe goal of vocabulary instruction is forstudents to know words well, be able toexplain them, and use them in multiplecontexts.We want students to “own” the word.

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