Loading presentation...

Present Remotely

Send the link below via email or IM


Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.


Academic Vocabulary Strategies

No description

Kevin Milner

on 25 November 2014

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of Academic Vocabulary Strategies

Vocabulary is a foundation for improved literacy- investing in vocab. instruction pays off in all areas of all areas of literacy.
Improves reading comprehension.
Improves writing.
Aids in word recognition or decoding.
Increases general intelligence.
Academic Vocabulary is at the core of the CCSS
Rich vocabulary correlates with higher achievement.
Vocabulary Fuels Learning !
The Research: C.O.D.E.

Direct vocabulary instruction is one of the single best instructional decisions a teacher can make.

onnecting with new words.
Personal Associations
Familiar Word Parts
Context Clues
Academic Vocabulary:
Teaching for Meaning

One of the SIX INSTRUCTIONAL SHIFTS to Meet the Rigor of Common Core Standards

Shift One: Increase Reading of Informational Text
Shift Two: Text Complexity
Shift Three: Academic Vocabulary
Shift Four: Text-Based Answers
Shift Five: Increase Writing from Sources
Shift Six: Literacy Instruction in all Content Areas
Why Teach Academic
Vocabulary instruction has the greatest effect when if focuses on a
reasonable number of important academic terms
, rather than high-frequency word lists.
Multiple Exposures = Superficial Understanding
Understanding and retention improve when students interact with words in a variety of ways.
Students need opportunities to think deeply about new words
using thinking strategies
and non-linguistic representation.
C.O.D.E. Matrix
Planning Considerations
Two Main Considerations:

1. What are the essential terms students need to know?
Nice-to-know words
nouns, verbs, adjectives and specialized words that enrich language but are not central to understanding core content..
Important words:
concepts, events, ideas, and people that deepen understanding and help students make connections.
Core-content words:
central concepts that serve as the foundation for the unit.

2. Once you prioritize your words, create a unit's list of words:
20 at elementary
5-7 new words a day- fewer words at a deeper level for better retention.

Teach Using C.O.D.E. or Marzano's Six Strategies

Choosing the Words to Teach

Stage 1: Phonemic Awareness (K-1)
Stage 2: Phonics (Primary Grades)
Stage 3: Spelling
Stage 4: Vocabulary Development
Vocabulary : Important Part of
"Word Study", in the NSD Literacy Guidelines
Academic Vocabulary Defined
Tier One Words: Basic / Oral Conversational Words
Tier Two Words: General Academic Vocabulary Words
Tier Three Words: Discipline and Domain Specific Words ( oligarchy; photosynthesis)
What's Your Vocabulary Instruction Consist Of?
Strategies to Teach Key Vocabulary Words
Marzano's Six Step Process
Marzano's Six Steps
2. Restate
3. Non-Linguistic Representation
4. Activities
5. Student Discussion
6. Games
During This Session, You Will Learn:
Vocabulary Resources

Look on the Literacy Symbaloo : Academic Vocabulary
Share the other resources that you find
How much time to you allocate?
Where do you get your words to teach?
How do you teach these words?
How much time will you allocate?
Where will you get your words to teach?
How will you teach these words?
Vocabulary Instruction: What Now?
Why focus on academic vocabulary?
How to teach academic vocabulary using the C.O.D.E. and Marzano's Six Steps methods?
What words to focus on?
Resources to support your work.

Identifying Tier Two Words in Text
You Try It!
Academic Vocabulary words are words that:

are portable - likely to appear across subjects at that grade level and beyond
are vital to comprehension of academic text,
help students express their academic understanding
are essential for participation in academic discussions and writing, and
are not typically used by students (without explicit instruction)

rganizing the new words to discover relationships between terms:
Graphic Organizers
Short Writing Activities
eep Process the terms to internalize their meanings.
Analogies and Metaphors
Visual representations
Writing & Discussion
xercise the words to gain ownership:
Playing games and having fun with the words.
Connecting Strategy:
Word Wall
Post words with related pictures.
Pictures add up to 37% better retention.
(Marzano, 2004)
Update Word Wall as needed but always keep it in the same place.
Deep Processing
Words that appear across content areas; rich representational quality; multiple meanings; connected to other words.

Should be the Focus of Instruction:
Exposure in Multiple Contexts
Direct Instruction
Referred To During Reading and When Read To
Tier Two Words
: frequency in appearance across content areas; rich representational quality; multiple meanings; connected to other words.
Full transcript