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Academic Language and Vocabulary Instruction

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Moritza Termin

on 27 October 2013

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Transcript of Academic Language and Vocabulary Instruction

Provide frequent, extensive, and varied opportunities to engage in independent reading
Foster Word Consciousness
How can students demonstrate and communicate their ideas and knowledge of content? What methods and strategies can teachers use to show students how to use academic vocabulary meaningfully?
Individual Words
Word Walls
What does it mean to know a word?
It is up to you as the teacher! Knowledge of a word depends on the objective of the lesson, the manner of instruction, and the function of the assessment.
Teach strategies that help students learn words independently
I have never seen or heard the word
I have seen or heard the word, but I don't know what it means
I have some knowledge of the word and can use it in limited contexts.
I know the word, multiple meanings, multiple uses, contexts, and word forms
How do we learn words?
How do you choose which words to teach?
Consider the Tier of the word in relation to your students:
Tier I: Common everyday words
Tier II: High frequency words used by mature language users
Tier III: Low frequency, domain specific words
Select words that are important for comprehension
Single out words that can be defined in terms known to the student
Look for useful and interesting words

(Allen, 2007; Philippot & Graves, 2009; Beck, 2002)

Strategy Lessons and Explicit Teaching
Generative Vocabulary Instruction
Teaching students how to use Latin and Greek prefixes, suffixes, and roots helps generate an extensive and grounded vocabulary

(Flanigan, Templeton, & Hayes, 2002)
Root Webs
Word Wizard
Students were challenged to find outside of class the words they had been taught in class in books, newspapers, radio, television, and adult conversation – and were rewarded for bringing in examples of how the words were used.
Capacity Methods
Practice is emphasized to make reading automatic
Implicit Instruction
Exposure to academic language through observation and reading
Multimedia Methods
Graphic Representations and hypertext
Association Methods
Drawing connections between known and unknown words
Explicit Methods
Direct teacher-lead instruction
Create a motivating and word rich environment that promotes word play so students are aware of how words change over time
Model proper use of academic language and provide constructive feedback
What is academic language?
"Academic language is the language needed by students to do the work in schools. It includes, for example, discipline-specific vocabulary, grammar and punctuation, and applications of rhetorical conventions and devices that are typical for a content area (e.g., essays, lab reports, discussions of a controversial issue.)" (PACT)
Need more help with Tier 1, 2, and 3?
Root word instruction and assessments can be fun!
Context Plus
This technique utilizes a graphic organizer to expand the meaning of new words by making connections, analyzing structure, and formulating a prediction
Encourage students to make multiple connections to academic language via pictures, personal associations, and associations with other words
Concept Circles
This graphic organizer visually assists students with critically studying vocabulary through categorization and concept relation.
(Allen, 2007)

(Flanigan, Templeton, & Hayes, 2002)

(Flanigan, Templeton, & Hayes, 2002)
(Allen, 2007)

(Allen, 2007)
Researchers believe there are four stages of vocabulary knowledge
Students learn academic vocabulary in a variety of ways such as:
Experience (both in and out of the classroom)
Direct instruction
Multiple encounters in various and meaningful contexts
Independent reading
Vocabulary strategies
General language usage.

(Allen, 2007)
No matter which method or strategy you choose, make sure your instruction aligns with your essential questions and main idea
Good luck!
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