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WHY DO WE CARE ABOUT VOCABULARY????

• It’s related to background knowledge. What students know and bring to each lesson is represented by the words they know.

• It’s essential for reading and listening comprehension. Without knowledge of the words we hear/ read, we can’t comprehend what we hear/read.

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What makes academic English academic?

• Anchor/Pair/Share: How would YOU describe academic English in contrast to a social/conversational register of English?

Definition of Academic English

• “Academic English is a variety or a register of English used in professional books and characterized by specific linguistic features associated with academic disciplines” (Scarcella, 2003, p. 19).

Density and Abstraction

• Density: a great deal of meaning is packed in

Photo sources: http://meggoestowashington.wordpress.com/2009/08/, www.keithgarrow.com/

• Abstraction: the ideas that are expressed are complex, nuanced, and technical – Everyday language just can’t

do the job of expressing these ideas!

Which words do we teach?

• Key Content Words Essential to Lesson• Attention to General Academic Words• What are the two most important pieces of

information in determining what words to teach?

~ your students~ your learning objectives

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Two Different Kinds of Vocabulary We Teach

• Key Content Words– Words that are used PRIMARILY in your content area ~ Science – photosynthesis, circulatory system,

metamorphosis, life cycle ~ Math – quotient, exponent, sum, numerator ~ ELA – predicate, hyperbole, plot, clauses

– Words that students MUST understand in order to meet your objective

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• General Academic Words– Words used MOSTLY in academic settings but ACROSS all

content areas– Occur with high frequency and often have abstract meanings– May hinder comprehension if students don’t know them

From Coxhead’s (2008) Academic Word Listanalysis approach area assessment assume authority available benefitconcept consistent constitutional datadefinitionderived distribution exportfactor formula identified incomeindicate legal legislation majormethod occur percent periodpolicy principle procedure rolesection similar theory variables

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How do we teach them?

• First, use a relevant context and help students’ connect words to their existing schemas.

• Then:• Multiple exposures in multiple contexts• Multiple opportunities to practice using words• Opportunities to personalize word meanings• Scaffold independent word-learning strategies

(context, morphology, dictionary use)

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Four Vocabulary Instruction Strategies

1. Concept Maps 2. Word Walls3. Word Sorts4. Matching Games• All four strategies help to build orthographic,

semantic, and phonological knowledge!• These can also be effective scaffolds for all other

literacy demands (i.e. reading comprehension, listening comprehension, oral expression of ideas, writing)!!!! 10