Academic vocabulary 7 6

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Academic Vocabulary Participants will learn how to identify Tier 2 words and determine which ones to teach.

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Transcript of Academic vocabulary 7 6

Page 1: Academic vocabulary 7 6

Academic Vocabulary

Participants will learn

how to identify Tier 2

words and determine

which ones to teach.

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“Vocabulary” in the Standards

R.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 how

language functions in different contexts, to make effective choices

for meaning or style, and to comprehend more fully when reading

or listening.

L.CCR.4 - Determine or clarify the meaning of unknown and

multiple-meaning words and phrases by using context clues,

analyzing meaningful word parts, and consulting general and

specialized reference materials, as appropriate.

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“Vocabulary” in the Standards

L.CCR.5 - Demonstrate understanding of figurative language,

word relationships, and nuances in word meanings.

L.CCR.6 - Acquire and use accurately a range of general

academic and domain-specific words and phrases sufficient for

reading, writing, speaking, and listening at the college and career

readiness level; demonstrate independence in gathering

vocabulary knowledge when encountering an unknown term

important to comprehension or expression.

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“Vocabulary” in the Standards

SL.CCR.3 – Evaluate a speaker’s point of view, reasoning, and

use of evidence and rhetoric.

SL.CCR.6 - Adapt speech to a variety of contexts and communicative

tasks, demonstrating command of formal English when indicated

or appropriate.

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Choosing Words to Teach

Three Tiers of Words

Tier 1 – most basic words of oral language and

rarely require instructional attention (80% of text)

Tier 2 – words that are more sophisticated and

used often across disciplines

Tier 3 – words that are very rare or apply to

specific domains

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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.

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Academic Vocabulary

Tier 2 Words Criteria to determine which words to

teach:

Instruction

Not address

Tell

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.

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Academic Vocabulary

Tier 2 Words Criteria to determine which words to

teach:

Instruction

Not address

Tell

Worthy

surfaced X Students are likely to see the word often

in other texts and across domains.

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.

W

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Academic Vocabulary

Tier 2 Words Criteria to determine which words to

teach:

Instruction

Not address

Tell

Worthy

startled Students are likely to see the word

often in other texts and across domains.

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.

T

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Academic Vocabulary

Tier 2 Words Criteria to determine which words to

teach:

Instruction

Not address

Tell

Worthy

hunched 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.

X Word choice has significance in the

text.

The context does not provide enough

information for students to infer the

meaning.

N

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Your Turn

Using 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.

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Rich Vocabulary Instruction

The goal of vocabulary instruction is for

students to know words well, be able to

explain them, and use them in multiple

contexts.

We want students to “own” the word.