1. Academic Vocabulary
Carol Redmond

2. My teacher said that the school has tough new standards and I need to improve my vocabulary. What is vocabulary?

3. Agenda Definition Tiered Approach SWIT Approach Intentional Incidental
Examples
Assessment

4. Academic Vocabulary
Words critical to understanding concepts taught in kindergarten all the way through advanced placement courses taught in high school
Specialized words and words used by mature adults in conversation as opposed to high frequency words students learn through reading and writing.

5. Academic Vocabulary the language used in the classroom and workplace
the language of text
the language assessments
the language of academic success
the language of power

6. Why Focus on Vocabulary?
Children who have been exposed to rich and wonderful words enter school prepared with the language skills necessary to become readers Collins, 2009;2010, Hirsch, 2006
Meaningful differences exist: In both the amount and the types of words children are exposed to and this is tightly tied to relative economic status Beauchat, Blamey, & Walpole, 2009; Hart & Risley, 1995

7. Why Focus on Vocabulary?
Oral vocabulary at the end of first grade is a significant predictor of comprehension ten years later Cunningham & Stanovich, 1997; IRA & NAEYC, 1998

8. Tier 2 Will Help Students Comprehend Informational Text

9. Two Methods for Choosing Vocabulary:
1. Tiered Vocabulary by Beck and McKeown 2. SWIT Approach from The Reading Teacher, Vol. 67, Issue 5, Words, Words, Words.

10. How to Choose Words With Tiered Approach
Basic words, rarely requiring instruction in school, dog, apple, run
Tier 2
Words used in conversation for mature language users, important to academic success, contradict, fortunate, precede
Tier 3
Content specific words, limited to specific content areas, epidermis, estuary, filibuster
Beck & McKeown, 2001; 2007

11. How to Choose Words With SWIT Approach
Selecting Words for Instruction From Text
Essential Words
Valuable Words
Accessible Words
Imported Words
Words, Words, Words, Graves et, al, 2014
Crucial for Comprehending Text (Tier 2 or 3)
General Utility in Relation to Ability of Student (Tier 2)
Higher Frequency Words Needed for Students With Limited Vocabulary (Tier 1)
Connect or Enhance Key Concepts but Not in Text (Tier 2 or 3)

12. Choosing Words With SWIT
Essential
Valuable
Accessible
ecosystem X
mammal
swim x
Imported Words: hydration

13. Intentional and Incidental
Academic vocabulary needs to be taught both intentionally and incidentally.

14. After Reading: Highlight Vocabulary
Intentional Teaching
Before Reading:
Point Out
Vocabulary
During Reading:
Define
After Reading: Highlight Vocabulary
Students need exposures to a new word before is becomes established in their vocabulary.
Blamey, K. & Beauchat, K. (2011) Word Walk: Vocabulary Instruction for Young Children. The Reading Teacher 65(1) pp. 71–75.

15. Levels of Acquisition
• Unknown: The word is completely unfamiliar and its meaning is unknown. • Acquainted: The word is somewhat familiar; the student has some idea of its basic meaning. • Established: The word is very familiar; the student can immediately recognize its meaning and use the word correctly.

16. Before Reading Word walk Point out text features
Point out words in content
Guess what word the might mean

17. Predict With Word Clouds

18. Scrambled Words Give Students a Theme or Focus ylavocuba itre wot
ttelaoinnin

19. Anticipation Guide Vocabulary Never Heard Of
Have Heard of But do Not Understand
Can Explain

20. Graphic Organizers
Vocabulary
Before Reading
After Reading

21. During Reading Infer student friendly definition of word
Look at word parts (roots and affixes)
Connect to student schema
Think of synonym or antonym for word
Use in a different sentence
(Think, pair, and share)

22. Use Word Collectors for Teaching Word Consciousness

23. After Reading
Create a word rich environment (Word walls even in secondary!)
Promote word play
Use graphic organizers
Foster word consciousness through writing
Model word use in when appropriate
Essential Strategies for Teaching Vocabulary

24. Print Rich Environment

25. Print Rich Environment

26. Print Rich Environment

27. Share With Content Teachers

28. Kindergarten Tiered Lesson for SMART Board

29. Secondary Tier Lesson for SMART Board

30. Greek and Latin Roots

31. Graphic Organizers ecosystem

32. Foldables
ecosystem

33. Play With Words

34. How Many Words? The average student learns about 3,000 words per year.
If words are taught at a rate of eight to ten per week, students will learn 300 to 500 words per year.
Many words will be learned through wide, independent reading.

35. Academic Vocabulary Instruction Will Help Close the Gap
Reading Research Quarterly (3) 1998.

36. Incidental Teaching of Vocabulary
Incidental vocabulary learning occurs all of the time when we read. Based on the way a word is used in a text we are able to determine its meaning (wide reading).
Model this sort of incidental vocabulary learning for students to help them develop their own word consciousness (read alouds).
eps.schoolspecialty.com

37. Incidental Teaching of Vocabulary
Use read alouds of outstanding children’s literature.
Teach word consciousness during independent reading and writing.
Have a print-rich classroom environment where the walls are plastered with interesting words found by both teacher and students.
Students collect words in their reader’s response notebook.

38. Play With Words

39. Play With Words
 A pun is the use of a word or words that either have multiple meanings or sound like other words, the result of which is humorous. 
Corduroy pillows are making headlines.
Did you hear about the optometrist who fell into a lens grinder and made a spectacle of himself?

40. Play With Words
A Palindrome is a word spelled the same backwards or forward.
Eye
Noon
Level
Radar
Kayak
Rotator

41. Play With Words Evil olive. Stack cats. Doom mood. Rise to vote sir.
Step on no pets.
Never odd or even.
A nut for a jar of tuna.
No lemon, no melon.

42. Websites Websites for Fostering Vocabulary Development
Videos:
Academic Word List:

43. Review Name two methods for choosing vocabulary.
Explain the difference between intentional and incidental teaching of vocabulary.
Name two methods used after reading to help establish vocabulary.
Share one idea you will try next week.

44. Padlet for Formative Assessment:
Go to:
Add one academic vocabulary word based on what you have learned today.
Thank you for joining me today. If you have more questions, please me at or call my cell at