Academic Vocabulary

1. 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 • vocabulary instruction • 4. Classroom practices that grow • vocabulary

2. Rich • Gradual • Cumulative • Recursive • Aggressive • Purposeful • Pervasive • Goals: • Vocabulary growth in authentic situations • Improved ability to derive meaning of • unfamiliar words • 3. Positive attitude about words and language The visuals for today’s presentation are available for your classroom use. Feel free to access them at www.amybenjamin.com

3. Comprehension and Vocabulary: Part I The findings of our study also reveal that there is nothing especially difficult about setting up a mental representation for a new lexical item as presumably 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 lexical item was particularly difficult, we would expect to see that the development of unknown words was slower than for partial knowledge words because partial knowledge words already have an existing lexical node with corresponding orthographic and phonological features but few semantic features.

4. The Role of Context in Comprehension A hair-raising century by Australian opener Graeme Wood on Friday set England back on its heels in the third test at the Melbourne Cricket Ground. Unfortunately, living desperately cost the Australians the match. Wood was caught out of his crease on the first over after lunch. Within ten more overs, the Australians were dismissed. Four were dismissed by dangerous running between creases. Two were dismissed when the English bowlers lifted the bails from the batsmen’s wickets. The three remaining batsmen were caught by English fieldsmen. One was caught as he tried for a six. When the innings were complete, the Australians had fallen short of the runs scored by the English.

5. 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. Dissolve: a. make a solution b. dismiss c. mix d. appear gradually Bands: a. straps b. obligations c. parties d. units Assume: a. infer b. gather c. usurp d. lay claim to

6. 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-based elevation, formation, protrude, expansive, isolated, remote Tier 1: Basic conversational words: Friends & family 1 or 2 syllables Learned naturally, through exposure hills, grass, rocks, land, sky, clouds, fly, climb, green, high…

7. Academic Word List: Subset 1 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 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

8. Vocabulary-Content-Sentence (VCS)Daily Practice: assume benefit concept data economy factor indicate method proceed process policy role specific structure Write a sentence about something we are learning this week, employing one of these words. You may change the form of the words to fit your sentence. Your sentence must be at least 8 words long.

9. Vocabulary-Content-Sentence (VCS)Daily Practice: analyze approach area assess assume authorityavailable benefit conceptconsist context constitutecontract data define derive distribute economy environmentestablishestimate evident factor finance formulafunction income indicateindividual interpretinvolveissue labor legal legislate major methodpercent period principle proceed processpolicy requireresearch respond role section sector significant similar source specific structure theoryvary 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 strategysurvey tradition transfer alternative circumstance comment compensatecomponent consent considerable constantconstrain contribute convene coordinate core corporate correspond criteria deduce demonstrate document dominate emphasis ensure exclude fund framework illustrate immigrate imply initial instance interact justify layerlink locate maximize minor negateoutcomephilosophy physicalproportion publishreact register relyremovescheme sequenceshift specify sufficient technical technique technology valid volume Write a sentence about something we are learning this week, employing one of these words. You may change the form of the words to fit your sentence. Your sentence must be at least 8 words long.