When we know a word, we usually know three things about it:

1. When we know a word, we usually know three things about it: We make connections between words with similar sounds and spellings; thus reinforcing meaning We build rich webs of meaning between related words (schema)

2. Language Units • Phoneme: • distinct sounds - about 45 • Grapheme: • Letters that map onto sounds – about 250 in English • Morpheme: • smallest unit of language that has both sound AND meaning – may be one or more syllables, may or may not be a word. • Roots – word parts that CANNOT stand alone • Base – words that CAN stand alone (i.e. but can’t be broken down into smaller parts) • Affixes – prefixes and suffixes

3. Morphology Fun • Hippopotomonstrosesquippedaliophobia • Ambulophobia • Anglophobia • Arsonphobia • Bibliophobia • Carnophobia • Chronophobia • Somniphobia http://www.phobialist.com/#A- http://wordsmith.org/awad/english8.html

4. Once we know the sound, spelling, and meaning of a word, we can still learn more. We can build deeper understanding about a word and be able to use it in many different contexts.

5. WHY DO WE CARE ABOUT VOCABULARY???? • It’s related to background knowledge. What students know and bring to each lesson is represented by the words they know. • It’s essential for reading and listening comprehension. Without knowledge of the words we hear/ read, we can’t comprehend what we hear/read.

6. What makes academic English academic? • Anchor/Pair/Share: How would YOU describe academic English in contrast to a social/conversational register of English?

7. Definition of Academic English • “Academic English is a variety or a register of English used in professional books and characterized by specific linguistic features associated with academic disciplines” (Scarcella, 2003, p. 19).

8. Density and Abstraction • Density: a great deal of meaning is packed in • Abstraction: the ideas that are expressed are complex, nuanced, and technical • Everyday language just can’t do the job of expressing these ideas! Photo sources: http://meggoestowashington.wordpress.com/2009/08/, www.keithgarrow.com/

9. Which words do we teach? • Key Content Words Essential to Lesson • Attention to General Academic Words • What are the two most important pieces of information in determining what words to teach? ~ your students ~ your learning objectives

10. Two Different Kinds of Vocabulary We Teach • Key Content Words • Words that are used PRIMARILY in your content area ~ Science – photosynthesis, circulatory system, metamorphosis, life cycle ~ Math – quotient, exponent, sum, numerator ~ ELA – predicate, hyperbole, plot, clauses • Words that students MUST understand in order to meet your objective

11. General Academic Words • Words used MOSTLY in academic settings but ACROSS all content areas • Occur with high frequency and often have abstract meanings • May hinder comprehension if students don’t know them From Coxhead’s (2008) Academic Word List analysis approach area assessment assume authority available benefit concept consistent constitutional data definition derived distribution export factor formula identified income indicate legal legislation major method occur percent period policy principle procedure role section similar theory variables

12. How do we teach them? • First, use a relevant context and help students’ connect words to their existing schemas. • Then: • Multiple exposures in multiple contexts • Multiple opportunities to practice using words • Opportunities to personalize word meanings • Scaffold independent word-learning strategies (context, morphology, dictionary use)

13. Four Vocabulary Instruction Strategies • Concept Maps • Word Walls • Word Sorts • Matching Games • All four strategies help to build orthographic, semantic, and phonological knowledge! • These can also be effective scaffolds for all other literacy demands (i.e. reading comprehension, listening comprehension, oral expression of ideas, writing)!!!!