How to Teach Academic Vocabulary When You Are NOT a Reading Teacher

How to Teach Academic Vocabulary When You Are NOT a Reading Teacher “Research has shown that academic vocabulary, in particular, is one of the strongest indicators of how well students will learn subject area content when they come to school. The relationship between academic vocabulary and academic achievement is well established.” Dr. Robert J. Marzano What Do You Know about Effective Vocabulary Instruction? Look at each of the following vocabulary instructional strategies and decide if each one is E—effective or I—ineffective as a way to enhance long term memory and increase students’ vocabulary in your content. Learning vocabulary words out of context or in isolation—word lists. Programmed vocabulary books or computer software. Reading every day in every content area. Playing and having fun with new words. Using new vocabulary only when it is in the day’s lesson. Discussing antonyms and synonyms for new vocabulary. Looking up definitions in a dictionary or glossary and writing a sentence using the new word. Integrating new vocabulary into everyday language—reading, writing, speaking. Drill and practice involving multiple repetitions of the same type. Teacher reading aloud when text is too difficult for students to read themselves or using an audio tape of the text. Memorizing definitions. Using graphic organizers or visuals to support new words—pictures, diagrams, … Providing activities that integrate, repeat, and have meaningful use of new vocabulary words. Systematic and explicit instruction of new vocabulary. Multiple exposures to words in context. Vocabulary Development Vocabulary Development is the development of stored information about the meaning and pronunciation of words necessary for communication. There are four types of vocabulary: ,[object Object]

Speaking vocabulary—the words used when speaking—develops next and is the second largest vocabulary.

Reading vocabulary—the words needed to understand what is read—develops next and is smaller than our listening or speaking vocabularies

Writing vocabulary—the words used in writing—last to develop and our smallest vocabulary. We do not write all the words we have heard or seen in print.What We Know About Academic Vocabulary Academic vocabulary is the language of school and the language of print in texts. Academic vocabulary is the language that students need to know to be successful in each content area. Without instruction in academic vocabulary, many students will not learn the content. Many students have oral academic vocabulary skills and can get the gist of their texts without really understanding the academic vocabulary or being able to critically read and understand them. Academic vocabulary entails four language skills: speaking, listening, reading, and writing. The most challenging are reading and writing. Students in high-poverty backgrounds arrive at school with less experience with academic vocabulary and concepts than students from more economically advantaged homes. There are two key elements for learning to read in any content: Vocabulary AND Prior Knowledge When you teach academic vocabulary, teachers must use systematic and explicit instruction. Systematic Instruction: Skills and concepts are taught in a planned, logically progressive sequence. Explicit Instruction: Direct explanation—stories, examples in kid friendly terms Teacher modeling—show them what is expected to be learned Guided practice—put them in pairs and let them think together Independent practice—only if there are no misconceptions; use formative assessment Application—the information is known, understood, and useable To Teach Academic Vocabulary Effectively, Teachers Must Provide: Systematic instruction in new words and their meanings Repetition and multiple exposures to academic vocabulary Spontaneous instruction whenever the opportunity arises Experiences which provide natural occasions for learning new words—if funds are tight, use the school and school grounds Enjoyable opportunities to listen to stories, videos, and tapes in which the new words can be heard and learned—read aloud to students from your text at least 5 minutes a day An emphasis on meaning of the words rather than on mechanical pronunciation Words in context rather than in isolation Opportunities to ask questions about any unusual or confusing words as they are encountered and for students who speak other languages to share their words, concepts, or idioms that might relate to the words Depending on a single vocabulary instruction method will not result in optimal learning. Remember: ,[object Object],Content area reading at any grade level means helping students make connections between what they already know (prior knowledge) and the new information (academic vocabulary) being presented. Content teachers must teach their students how to use reading as a tool for thinking and learning in their specific subject. Content teachers do not become reading specialists! Content teachers become teachers who teach their students how to read their specific content using reading strategies that help them understand academic vocabulary! The Three Levels of Vocabulary Comprehension There are three levels of vocabulary comprehension: Established: Students know the word easily and rapidly. It is part of their prior knowledge and can be used to begin building on new word recognition. (trip) Acquainted: Students recognize the word and understand the basic meaning. The word is partially understood but clarification is needed. (journey) Unknown Words: This is a new word and the meaning is not known. The word is not in the oral or reading vocabulary of the students, but the new word represents known concepts. (expedition) Every content area has its own vocabulary and style of being read. As you teach any content, make sure your students understand the words that you as a reader--scientist, historian, mathematician, musician, artist, computer specialist, etc. know are important to be successful in that subject. When you have students read in different content areas, think of ways to help them read the text in three stages, before, during, and after the reading. Try These Quick and Easy Vocabulary Strategies ,[object Object],This is a very simple activity that helps students associate new words or concepts with their own prior knowledge. It helps students understand that the new words can fit in their own vocabularies. The teacher simply asks the students to think of a way that they have used the new word. ,[object Object]

“Describe a time when you would ostracize another person.”

How to Teach Academic Vocabulary When You Are NOT a Reading Teacher

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How to Teach Academic Vocabulary When You Are NOT a Reading Teacher