Academic Vocabulary
58
Academic Vocabulary Today’s Agenda: 1. How do words get learned and stay learned? 2. What kinds of words are there and how do I decide how much attentio to pay to them? 3. Explicit vocabulary instruction 4. The Academic Word List: Implicit vocabulary instruction 4. Classroom practices that grow vocabulary
description
Academic Vocabulary. Today’s Agenda: How do words get learned and stay learned? What kinds of words are there and how do I decide how much attention to pay to them? 3. Explicit vocabulary instruction The Academic Word List: Implicit - PowerPoint PPT Presentation
Transcript of Academic Vocabulary
Academic Vocabulary
Today’s Agenda: 1. How do words get learned and stay learned?2. What kinds of words are there and how do I decide how much attention to pay to them? 3. Explicit vocabulary instruction4. The Academic Word List: Implicit vocabulary instruction4. Classroom practices that grow vocabulary
• Rich• Gradual• Cumulative• Recursive
The visuals for today’s presentation are available for your classroom use.Feel free to access them at www.amybenjamin.com
Goals: 1. Vocabulary growth in authentic situations2. Improved ability to derive meaning of unfamiliar words3. Positive attitude about words and language
• Aggressive• Purposeful• Pervasive
Comprehension and Vocabulary: Part I
The findings of our study also reveal that there is nothing especiallydifficult about setting up a mental representation for a new lexical item aspresumably children would have to do for unknown words. For example,for localist versions of connectionist viewpoints, it seems probable that one would first have to create a new lexical node before orthographic,phonological, and semantic information could become connected with it.Presumably, if substantiating a mental representation for a new lexicalitem was particularly difficult, we would expect to see that the developmentof unknown words was slower than for partial knowledge words because partial knowledge words already have an existing lexical node withcorresponding orthographic and phonological features but few semanticfeatures.
The Role of Context in Comprehension
A hair-raising century by Australian opener Graeme Wood on Friday setEngland back on its heels in the third test at the Melbourne Cricket Ground. Unfortunately, living desperately cost the Australians the match. Wood wascaught out of his crease on the first over after lunch. Within ten more overs,the Australians were dismissed. Four were dismissed by dangerous runningbetween creases. Two were dismissed when the English bowlers liftedthe bails from the batsmen’s wickets. The three remaining batsmen werecaught by English fieldsmen. One was caught as he tried for a six. When theinnings were complete, the Australians had fallen short of the runs scoredby the English.
Dissolve: a. make a solutionb. dismissc. mixd. appear gradually
The United States Declaration of Independence:
When in the course of human events it becomes necessary for one people to dissolve the political bands which have connected them with another and to assume among the powers of the earth, the separate and equal station to which the Laws of Nature and of Nature’s God entitle them, a decent respect to the opinions of mankind requires that they should declare the causes which impel them to the separation.
Assume: a. inferb. gatherc. usurpd. lay claim to
Bands: a. strapsb. obligationsc. partiesd. units
apprentice: (n) one bound by legal agreementto work for another for a specified time in return for his training in a trade, an art,or a business
scheme: (n, v) a systematic plan of action
Definition contains unfamiliar language
Definition can be too simplistic and therefore misleading
Limited information
Usually, no context
Not all of the information about a word is captured in a definition
Learning Words Through Repeated, Varied Context
Rate the following contexts on a scale of 1-5,with 5 making you absolutely certain of whatthe word means; 1 giving you no way to makean educated guess.
zerilious.
zeriliously
zeriliously
zerilious
1. And he said,
2. The next morning I hung around the house for a while, and then whistled my way out to the barn.
3. I just got very cool and .
3. She was being very about picking the leaves off a bit of twig brokenfrom the bushes, careful not to look at Jack or me.
,”I can waltz.”
nonchalant
nonchalantly
nonchalantly
nonchalant
Language Acquisition:
2.Grows through “comprehensibleinput”
3.Use, and response to feedback
Dependent on thelearner being relaxed,trusting, unselfconscious
1.Unconscious growth throughexposure and need to understandmessages
1.Deliberate learning of definitions,examples, forms of specific,targeted words
Language Learning:
2. Deliberate practice in newlylearned words
3. Assessment on specific words
8 Words a Day(3000 per year)
90% 10%
Learning Words Through Repeated, Varied Context
zerilious.
zeriliously
zeriliously
zerilious
1. And he said,
2. The next morning I hung around the house for a while, and then whistled my way out to the barn.
3. I just got very cool and .
3. She was being very about picking the leaves off a bit of twig brokenfrom the bushes, careful not to look at Jack or me.
,”I can waltz.”
nonchalant
nonchalantly
nonchalantly
nonchalant
“Charlotte, are you thirsty?
Would you like some juice?
What kind of juice do you
want? Do you want apple
juice? That’s the yellow juice
that you liked at Nana’s. No?
Do you want the purple juice? The grape juice?
OK. Do you want your juice in the sippy cup or
the Big Girl juice box? OK, now hold it carefully.
Two hands. Don’t squeeze it! It’ll spill all over the
place. Very carefully.Sip it through the straw.
What if ad executives taught vocabulary?
repetitionassociation with emotionassociation with an imagehumorstorynovelty
Anna
Sophie
James
Emergence:10-18 months(words heard per hour)
616
1,251
2,153
5 affirmative11 prohibitive
12 affirmative7 prohibitive
32 affirmative5 prohibitive
Cumulative, by age 3(collection of spokenwords)
500
700
1,100
School age: Predictive capacity(number of wordsexpected to be learnedper year)
750 (2 per day)
3,000 (8 per day)
Col. profs
Office andHospitalWorkers(not mgmt)
Publicassistance
…byage5:
2,000
5,000
3,000 1500 (4 per day)
More Numbers: 6;30 Number of exposures to a new word during the initial lesson;
Number of exposures during the ensuing month
10-15% Your chances of learning a word after a single exposure in context
2-3
208-3000 Number of words that schoolchildren need to learn every day
(3000 words per year)
Number of paragraphs of instructional level text that need to be read toadd one word to your vocabulary
Realistic number of words learned in a school day through explicit instruction
90-95% Percentage of words that need to be known for the text to beconsidered “instructional level” for that reader
25-1-1000 A fifth grader who spends 25 minutes a day reading will growher vocabulary by 1,000 words in a year.
2-3: Explicit Instruction2-3: Reading 50 paragraphs
2-4 More Words8 words a day
1st exposure,one context
2nd exposure,another context
5th t exposure,another context
3rd exposure,another context4th exposure,
another context
Complete sentence of at least ____words: Must contain an action verb and a visual image.
Target Word:
Visual:Draw or find a picture:
My guess: Dictionary Definition:
Getting to Know the Words We Meet in Reading:
Definition in my own words:
Moby Dick by Herman Melville: Chapter 42 “The Whiteness of the Whale”
What the whale was to Ahab, has been hinted; what, at times, he wasto me has been so far left unsaid.
Aside from those considerations touching Moby Dick, which could notbut occasionally waken in any man’s soul some alarm, there was anotherthought, or rather vague, nameless horror concerning him, which at times,by its intensity completely overpowered all the rest; and yet so mysticaland well nigh ineffable was it that I almost despair of putting it in acomprehensible form. It was the whiteness of the whale that above all thingsappalled me…
Though in many natural objects, whiteness refiningly enhances beauty,as if imparting some kind of special virtue of its own, as in marbles,japonicas, and pearls; and though various nations have in some way recognized a certain royal preeminence in this hue; even the barbaric, grandold kinds of Pegu placing the title “Lord of White Elephants” above all theirother magniloquent ascriptions of dominion; and the modern kings of Siamunfurling the same snow-white quadraped in the royal standard; and theHanoverian flag bearing the snow-white charger; and the great AustrianEmpire, Caesarian, heir to the overlording Rome, having for the imperialcolor the same imperial hue; …
Of Limited Value…Lists aloneContext aloneDefinitions aloneDictionaries and Glossaries alone
Of Durable Value…Words in clustersLeisure readingMultiple exposures in various contextsChances to speak, hear, writeManipulation of forms of wordsClassify and categorize word listsWord games, puzzles
Dimensions of Vocabulary Learning
For Discussion:
Roberto, Miri, and Li spend a half hour a day reading in school. Roberto is interested in sports, and his teacher allows him to spend his reading time reading only about his main interest, soccer.
Li’s teacher believes in variety: She requires the students toread about at least three different topics per week.
All other things being equal, which of these students willbe more likely to have the greater language gain? Why?(Stephen Krashen)
Consistent, Persistent
Little bit of reading time set aside every day, distributed throughout the day (15 minutes)
Monday: EnglishTuesday: MathWednesday: Social StudiesThursday: ScienceFriday: Other
At first, many studentswill not read.
Later, more will read.
Eventually, most willread.
How many word games can you think of?
“You ask, what is our policy? I can say: It is to wage war, by sea, land and air, with all our might and with all the strength that God can give us; to wage war against a monstrous tyranny, never surpassed in the dark, lamentable catalogue of human crime. That is our policy.”
“You ask, what is our policy? I can say: It is to wage war, by sea, land and air, with all our might and with all the strength that God can give us; to wage war against a monstrous tyranny, never surpassed in the dark, lamentable catalogue of human crime. That is our policy.”
You inquire, what is our policy? I canrejoin: It is to engage in militaryconfrontation, by navigable bodies ofwater, by terrestrial regions, and inthe ethereal environment, with all ourfortitude and with all the potency thatthe ultimate object of religious observance can give us;to militarily oppose the object of our animosity against a very bad bully, the worst on in the obscure, sorry listof human malfeasance. The aforementioned encapsulatesour means and mode of operation.
“It is impossible to dissociate language from scienceor science from language, because every natural sciencealways involves three things: the sequence of phenomenaon which the science is based; the abstract concepts thatcall these phenomena to mind; and the words in which theconcepts are expressed. To call forth a concept, a word is needed;to portray a phenomenon, a concept is needed. All three mirrorthe same reality.”
--Antoine Lavoisier (1743-94)
“All I know is what I have words for.”
Ludvig Wittgenstein 1896-1951
Is the word on the AcademicWord List?
Teach implicitly mainly through immersion (repeated exposure in context, with comprehensible input and opportunity for meaningful use; games that foster knowledge of Latin word roots (“Whirly Words”); puzzles that promote consciousness of the words; use the morphology chart to experiment with various forms and to practice spelling
Vocabulary Instruction Decisions::
Is the word encountered in literature, butonce only, not essential for understanding the literature or likely to beencountered again? (Novelty word)
Is the word encountered in literature, essential for understanding, and likelyto be encountered again in anothercircumstance?
Teach explicitly but casually and briefly, ifat all. Etymology may add interest. Optional: “Understanding the Words We Meet in Reading”organizer.
Is the word a Tier III (technical) wordthat applies only to English Language Artssuch as a literary, grammatical, or rhetoricalterm? ex:irony, iambic pentameter; adverb, verbal; refrain, asyndeton
Teach explicitly. Offer several examples.Embed recursive instruction as much aspossible as you teach literature, grammar,and rhetoric.
Teach explicitly, giving examples, morphology,synonyms, antonyms, illustrations, connotation,etymology, if possible. Check the “Decent Exposure” list and use it to offer multiple rich contexts..
ex: nepenthe, bodkin, aureate, awl, Victrola, succotash, anathematize
ex: revel, abhorrent, inure
Tier 3: glossary word:Multisyllabic
Specific to a subject area Latin or Greek-based
topography, photosynthesis, isoceles triangle, sedimentary, oxygenated, cartographer
Tier 2: Words of education, business, government, religion:
Components: Prefix, root, suffix Latin-basedelevation, formation, protrude, expansive, isolated, remote
Tier 1: Basic conversational words: Friends & family1 or 2 syllables
Learned naturally, through exposure
hills, grass, rocks, land, sky, clouds, fly, climb,green, high…
Two Types of Tier Two Words:
Generic AcademicWords: acquire, benefit, clarify, develop, evolve, grant, hierarchy, internal…
Literary Words:allude, beneficient,clamorous, deride,effulgent, frugal, guile, happenstance,insipid
Vocabulary List: The Tell-Tale Heart Foresight: Thoughtful regard for the future
Dissimulation: Hidden under a false appearance
Vexed: Troubled, distressed, caused agitation
Sagacity: Sound judgment
Hearkening: Giving careful attention
Awe: A mixed feeling of reverence, fear, and wonder
Distinctness: Unmistakable, clearly defined
Over-acuteness: Very keen
Concealment: A means of hiding
Waned: Grown gradually less
Scantlings: Small quantities or amounts
Can you think of at least 4 words for each of these roots?
tract
pel
gress
to step
port
to carry
rupt
to break
duce
to lead
mit
to send
struct
to build
subtractextractattractdistract
supportreportexportimport
disrupteruptruptureinterrupt
impelrepelpropelcompel
remitsubmitremitemit
produceintroducereduceinduce
progresscongressregressaggressive
attainmaintaincontainretain
constructstructureinstructobstruct
to drawor drag
to drive
tain
to hold
Tier I to Tier II
Tier I :
fancy adorned, decorative, resplendent
near adjacent to, proximal
shrink diminish
door portal
demure, retiring, reticent
luminous, illuminated
shy
Tier II:
new novel, innovative, untried
bright
Tier I to Tier III
Tier I :
a song sung by one person in an opera aria
a style of painting usinglittle dots
pointilism
having two “houses” within thelaw-making body bicameral
A post-WWII movie style, portraying grim realities film noir
algorithm
fox-like
Tier III:
a line of poetry consisting of10 syllables, with the accenton every 2nd syllable
iambic pentameter
a step-by-step procedure orformula for solving a math problem
vulpine
These are words I will teach explicitlyand thoroughly:
These words are interesting, but notparticularly useful. I will mention theirmeanings in passing as they come upin reading.
These words are collateral to the wordsI will teach explicitly:
These are words I will consciouslyuse repeatedly in the context ofteaching:
indignantusurptremulousderide
stridentcommandeerundulatingderide
regulatepropertyabundantnevertheless
polynomialenzymehedge fundhiggs boson particle
defenestratequixoticzebuyclept
Should I spend time teaching this word explicitly?
Three Questions:
1. How useful is this word? Will students be likely to encounter it again soon? Is it necessary for comprehension?
2. Will teaching this word explicitly equip the students with word-learning skills that can be applied to other words?
3. Am I enthusiastic about this word? Can I make it interesting?
Prior Knowledge: How well do I know these words?
Strangers AcquaintancesFriends
It’s easier to understand parts of speech than you think. Simply use the cues above. Not all wordsfollow the same morphology. It’s interesting to see how words morph into different forms.
Morphology ChartNOUNS:The_____.
VERBS:I_____; He______Yesterday he_____He is___________.
ADJECTIVES:The ______truck
ADVERBSDo it___________.
principle, principles
implication, implications
analysis, analyses
relevance
deduction, decductions
-----imply, implies,implying, implied
analyze, analyzesanalyzing, analyzed
deduce, deduces,deducing, deduced
-----implicit
analytical
relevant
deductive
------- implicitly
analytically
relevantly
deductively
It’s easier to understand parts of speech than you think. Simply use the cues above. Not all wordsfollow the same morphology. It’s interesting to see how words morph into different forms.
Morphology ChartNOUNS:The_____.
VERBS:I_____; He______Yesterday he_____He is___________.
ADJECTIVES:The ______truck
ADVERBSDo it___________.
The Academic Word List (AWL):
Background: The Academic Word List consists of 570 word families that are not in the most frequent 2,000 words of English but which occur frequently over a very wide range of academic texts.These 570 word families are grouped into ten subsets that reflect word frequency. A word like analyze falls into Subset 1, which contains the most frequent words, while the wordadjacent falls into Subset 10 which includes the least frequent (among this list of high incidence words).
The AWL is not restricted to a specific field of study. That means that the words are useful for learnersstudying in disciplines as varied as literature, science, health, business, and law. This high-utility academic word list does not contain technical words likely to appear in one,specific field of study such as amortization, petroglyph, onomatopoeia, or cartilage. Two-thirds of all academic English derive from Latin or Greek.
Understandably, knowledge of the most high-incidence adademic words in English can significantly boost a student’s comprehension level of school-based reading material. Students who are taught these high-utility academic words and routinely placed in contexts requiring their usage are likely to be able to master academic material with more confidence and efficiency, wasting less time and energy in guessing words or consulting dictionaries than those who are only equipped with the most basic 2000-3000 words that characterize ordinary conversation.
The following link gives you a two-page version of the list: http://www.doe.in.gov/TitleI/pdf/Word_List_Feldman.pdf
Source: Coxhead, Averil. (2000). A new academic word list. TESOL Quarterly, 34, 213-238.
Academic Word List: Subset 1analyze approach area assess assume authority available benefit concept consist context constitute contract data define derive distribute economy environment establish estimate evident factor finance formula function income indicate individual interpret involve issue labor legal legislate major method percent period principle proceed process policy require research respond role section sector significant similar source specific structure theory vary
Academic Word List: Subset 2 achieve acquire administrate affect appropriate aspect assist category chapter commission community complex compute conclude conduct consequent construct consume credit culture design distinct equate element evaluate feature final focus impact injure institute invest item journal maintain normal obtain participate perceive positive potential previous primary purchase range region regulate regulate relevant reside resource restrict secure seek select site strategy survey tradition transfer
Academic Word List: Subset 3alternative circumstance comment compensate component consent considerable constant constrain contribute convene coordinate core corporate correspond criteria deduce demonstrate document dominate emphasis ensure exclulde fund framework illustrate immigrate imply initial instance interact justify layer link maximize negate outcome philosophy physical proportion publish react register rely scheme sequence shift specify sufficient technical technique valid volume
Academic Word List: Subset 4 access adequacy annual apparent approximate attitude attribute civil code commit concentrate confer contrast cycledebate despite dimension domestic emerge ethnic grant hence hypothesis implement implicate impose integrate internal investigate mechanism occupy option output overall parallel parameter phrase prior principal professional project promote regime resolve retain series statistic status stress subsequent undertake
Academic Word List: Subset 5academy adjust alter amend capacity clause compound consult decline discrete enable energy enforce entity equivalent evolve expand expose external facilitate fundamental generate liberal license logic margin modify monitor network notion objective orient perspective precise prime psychology pursue ratio reject revenue stable style substitute sustain symbol target transit trend version welfare whereas
Academic Word List: Subset 6 abstract acknowledge accuracy aggregate allocate assign bond capable cite cooperate discriminate display diverse domain edit enhance estate exceed explicit federal fee flexible furthermore gender incentive incorporate incidence index inhibit initiate input interval mitigate minimum ministry motive neutral nevertheless overseas precede presume rational recover reveal scope subsity trace transform underlie utilize
Academic Word List: Subset 7adapt advocate channel classic comprehensive comprise confirm contrary convert decade deny differentiate dispose dynamic equip eliminate empirical extract finite foundation gradient guarantee hierarchy identical ideology infer innovate insert intervene isolate media mode paradigm phenomenon priority prohibit publication quote release reverse simulate sole somewhat submit successor thesis transmit ultimate unique voluntary
Academic Word List: Subset 8 abandon accompany accumulate ambiguous appendix appreciate arbitrary automate
bias chart clarify commodity complement conform contemporary contradict crucial currency denote detect deviate displace eventual exhibit exploit fluctuate guideline implicit induce inevitable infrastructure inspect intense manipulate minimize nuclear offset predominant prospect radical reinforce restore revise tension terminate theme thereby uniform vehicle via virtual widespread
Academic Word List: Subset 9accommodate analogy anticipate assure attain behalf cease coherent coincide commence compatible concurrent confine controversy converse device devote diminish distort duration erode ethic found format inherent insight integral intermediate manual mature mediate medium military minimal mutual norm overlap passive portion preliminary protocol qualitative refine restrain revolution rigid route scenario sphere subordinate supplement suspend trigger unify violate
Academic Word List: Subset 10
adjacent albeit assemble collapse colleague compile conceive convince depress encounter forthcoming incline integrity intrinsic invoke levy likewise nonetheless notwithstanding ongoing panel persist pose reluctance so-called straightforward undergo whereby
1. Does our instruction generate conversation about words?
2. Does our instruction connect the target word to other words?
Vocabulary-Content-Sentence (VCS)Daily Practice:
Write a sentence about something we are learning this week, employingone of these words. You may change the form of the words to fit yoursentence. Your sentence must be at least 8 words long.
assume benefit concept data economy factor indicate method proceed process policy role specific structure
Vocabulary-Content-Sentence (VCS)Daily Practice:
analyze approach area assess assume authority available benefit concept consist context constitute contract data define derive distribute economy environment establish estimate evident factor finance formula function income indicate individual interpret involve issue labor legal legislate major method percent period principle proceed process policy require research respond role section sector significant similar source specific structure theory vary
Write a sentence about something we are learning this week, employingone of these words. You may change the form of the words to fit yoursentence. Your sentence must be at least 8 words long.
achieve acquire administrate affect appropriate aspect assist category chapter commission community complex compute conclude conduct consequent construct consume credit culture design distinct equate element evaluate feature final focus impact injure institute invest item journal maintain normal obtain participate perceive positive potential previous primary purchase range region regulate regulate relevant reside resource restrict secure seek select site strategy survey tradition transfer
alternative circumstance comment compensate component consent considerable constant constrain contribute convene coordinate core corporate correspond criteria deduce demonstrate document dominate emphasis ensure exclude fund framework illustrate immigrate imply initial instance interact justify layer link locate maximize minor negate outcome philosophy physical proportion publish react register rely remove scheme sequence shift specify sufficient technical technique technology valid volume
“
Elevated language used in class by teachers; students givenmotive and opportunity to use elevated vocabulary in speech andwriting.
Students have more opportunities to read for a variety of purposes,including self-selected material.
IMPLICIT INSTRUCTIONAcademic Word List
Open Field
EXPLICIT INSTRUCTION
“Focus 40” words from the Academic Word Listselected by grade level teachers: 1 word per week
2-3 words related to or associated with each of the “Focus 40”; each subject area teacher decides on related words
Subject-specific words, such as those found in a glossary
A Plan for School-wide Vocabulary Instruction
Word Features Matrix for the Academic Word List
Words with double letters
Words with no E
Wordsending inE
Wordswith x, y,or z
Words thatcan be madeplural
Words with3 of sameletter
Words withone syllable
Compoundwords
Word Features Matrix for the Academic Word List
Words with double letters
Words with two e’s
Wordsending inE
Wordswith x, y,or z
Words thatcan be madeplural
Words with3 of sameletter
Words withone syllable
Compoundwords
Word Meanings Matrix: The Academic Word List
Is directlyrelated to time
Is directlyrelated to order
Is directlyrelated to placement
Is directlyrelated to size
A-D
Begins with:
E-J
K-P
R-Z
Consequence
It occurs later.It happens as a result.An event’s effect.
Subset 2
Incorporate
Bring into the mix— Creating a new oneness— Integrate the parts.
Subset 6
Implement
Employ and applyPut to immediate use.Get the plan to work.
Subset 4
