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Academic vocabulary 7 6

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  • 1. Academic VocabularyParticipants will learnhow to identify Tier 2words and determinewhich ones to teach.
  • 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. “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. “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. 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. Identifying and Teaching Tier 2 WordsAcademic Vocabulary talk by Sue Pimentel(author of the CCSS).
  • 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. 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. 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. 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. 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. 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. 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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