1. Apprenticing Adolescents Into The Language Of Our Discipline
Academic Language and the Common Core
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2. Purpose of this Session
“I realized I needed to stop telling students the meaning of important words and ideas in my English class. And, academic language, for us, hasn’t been about looking up unknown vocabulary or me telling students how to understand the text. To me, it became a way of guiding students towards a critical understanding of how language is used in texts and then helping them mimic what authors do—use intentional language to convey powerful ideas.” Sarah 10th Grade English Teacher
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3. Purpose of this Session
Participants will be able to:
Identify the academic language demands of the NY 9-12 ELA curriculum modules.
Determine which academic language to scaffold for students.
Identify and design teaching practices that support adolescent ownership of academic language.
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4. Agenda for this Session
Topic
Time
Academic language and Module 11.1
10 Minutes
Identifying the words to teach
35 minutes
Analyzing a lesson/deepening vocabulary instruction
Reflection and Closing
5 minutes
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5. Academic Language
Knowledge of the language of a discipline is necessary for student success in a subject.
Words work differently in different disciplines (e.g., “function,”)
Each discipline has their own set of words to represent their valued concepts and literacy processes.
Antonacci & O’ Callaghan (2011) 5
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6. Module 11.1: O What a Noble Mind is Here O’erthrown!”
Unit 1
“My Last Duchess” by Robert Browning
(6 Lessons)
Unit 2
Hamlet by
William Shakespeare
(24 Lessons)
Unit 3
“A Room of One’s Own” by
Virginia Woolf
(9 Lessons)
Key skills: reading closely, learning vocabulary through context, annotating, using evidence in writing and discussion.
Introduces students to literary and nonfictions texts
Provides students opportunities to practice independent writing assessments 6
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7. Focus on Knowledge of Language
CCSS.ELA-Literacy.L
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.
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8. Focus on Vocabulary Acquisition and Use
CCSS.ELA-Literacy.L
Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-Literacy.L
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-Literacy.L
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level.
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9. How to Build Academic Language
Make It Intentional
Select high-leverage, meaningful vocabulary for explicit, student-centered, instruction.
Make It Transparent
Make vocabulary instruction explicit through effective questioning, modeling, and instruction that builds understanding of the word AND the text.
Make It Useable
Provide regular opportunities for students to practice with high-leverage vocabulary in writing tasks and in discussion about text.
Make It Personal
Provide a volume, and variety of independent reading that includes both fiction and non-fiction texts.
(adapted from Fisher, 2008) 9
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10. Making it intentional: Identifying the words to teach
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11. Two Aspects of Vocabulary
Context
Words students can figure out from content
Words for which the definition needs to be provided
Amount of Instructional Time
Words that need more time: abstract, have multiple meanings, and/or are a part of a word family
Words that need less time: concrete or describe events/processes/ideas/concepts/experiences that are familiar to students
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12. “My Last Duchess” (Sample)
These words merit less time and attention
These words merit more time and attention
Meaning Can be Determined from Context
dowry
terrace
design
lessoned
object
Meaning Needs to Be Provided
forsooth
munificence
warrant
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13. Misconception Alert!
License to ignore some words doesn’t mean ignore ALL words.
Select words critical to understanding the text.
Select words critical to the disciplinary thinking we do with text.
Spending time on words doesn’t mean copying dictionary definitions
Commit to text-based word work
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14. Try This: Text Analysis
Vocabulary Analysis of A Room of One’s Own
Read the excerpt.
Annotate for vocabulary words potentially challenging to your students.
Share your list with a partner.
In pairs, prioritize your words by placing your annotated words on the blank Academic Vocabulary Quadrant Chart.
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15. Making it Transparent and useful: Analyzing a lesson
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16. How to Build Academic Language
Make it Intentional
Select high-leverage, meaningful vocabulary for explicit, yet student-centered, instruction
Make it Transparent
Make vocabulary instruction explicit through effective questioning, modeling, and instruction that builds understanding of the word AND the text.
Make it Useable
Provide regular opportunities for students to practice with high-leverage vocabulary in writing tasks and in discussion about text.
Make It Personal
Provide a volume, and variety of independent reading that includes both fiction and non-fiction texts.
(adapted from Fisher, 2008) 16
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17. Transparent Approaches
Effective questioning of the language in the text:
Open-ended
Text-dependent
Analyzes word relationships
Explicit modeling of textual analysis.
Misconception Alerts: Questioning and modeling aren’t “transmitting.” Students must do the work of learning.
(Marzano & Pickering 2005; Nagy, 1989; Nagy & Scott, 2000; Paribakht & Wesche, 1997)
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18. Useable Approaches Using high-leverage vocabulary in writing tasks
Quick write prompts, collaborative writing tasks, assessments
Use high-leverage vocabulary in discussion tasks
Discuss language use
Misconception Alerts: Writing and talking about vocabulary does not mean writing and reciting definitions. Use vocabulary to think, write, and talk about the text.
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19. Try This: Looking at Instruction
Look at the sample lesson Lesson 1 in your packet.
Read the lesson, looking for examples of transparent and useful practices.
Talk with a partner:
What did you notice about the intentional selection of high-leverage vocabulary?
How was instruction transparent using questioning and modeling to support students?
How was writing and discussion used to provide students with opportunities to use high-leverage vocabulary?
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20. Try This: Adapting Curriculum
Work with a partner to design additional vocabulary learning for this excerpt.
Make it Intentional: What other high-leverage, meaningful vocabulary could be selected for explicit, student-centered instruction?
Make it Transparent: How else could you use effective questioning and modeling to build understanding of the word AND the text?
Make it Useable: How else could you provide opportunities for students to practice with new vocabulary in writing tasks and in discussion about text? 20
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21. Making It Personal: supporting a volume of independent reading
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22. Personal Approaches: Accountable Independent Reading
Build a volume of reading
Fiction and non-fiction, variety of self-selected texts
Create a culture of independent reading
Low impact, accountable, routine
Misconception Alert: Independent doesn’t mean unaccountable. Have students discuss texts with the CCSS.
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23. Reflection and Closing
How will you use these materials to support student academic language development?
What actions should you take or not take to support your students’ academic language in high school ELA classrooms? 23
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24. References
Anderson, R. C. & Nagy, W. E. (1991).Word meanings. In R. Barr, M. L.
Kamil, P. B. Mosenthal, & P. D. Pearson (Eds.), Handbook of reading
research (Vol. 2, pp. 690–724). Hillsdale, NJ: Lawrence Erlbaum.
Antonacci, P. A. & O’ Callaghan, C. M. (2011). Developing Content Area
Literacy: 40 Strategies for Middle and Secondary Classrooms.
Thousand Oaks, CA: Sage.
Armbruster, B. B. (1992). Vocabulary in content area lessons. The
Reading Teacher, 45(7), 550–551.
Beck, I.L., McKeown, M.G. & Kucan, L. (2002). Bringing Words to Life:
Robust Vocabulary Instruction. New York: The Guilford Press.
Marzano, R.J., & Pickering. D.J. (2005). Building Academic
Vocabulary: Teacher’s Manual. Alexandria, VA: ASCD.
Nagy, W. E. (1988). Teaching vocabulary to improve comprehension.
Newark, DE: International Reading Association.
Nagy,W. E., & Scott, J. A. (2000). Vocabulary processes. In M. Kamil, P.
B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading
research (Vol. 3, pp. 269–284). Hillsdale, NJ: Lawrence
Erlbaum.
Stahl, S.A. (1998). Vocabulary Development. Cambridge, MA: Brookline. 24
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25. Online Parking Lot
Please go to and select “Online Parking Lot” for any NYSED related questions.
Thank You!
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26. Plus/Deltas
Please go to and fill out the Plus/Delta for today’s session.
Thank You!
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