Academic Vocabulary

1. Academic VocabularyNorth Carolina Department of Public Instruction English Language Arts Department

2. Academic Vocabulary Participants will learn how to identify Tier 2 words and determine which ones to teach.

4. “Vocabulary” in the Standards R.CCR.4 - Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. L.CCR.3 – 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. L.CCR.4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

5. “Vocabulary” in the Standards L.CCR.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. L.CCR.6 - Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

6. “Vocabulary” in the Standards SL.CCR.3 – Evaluatea speaker’s point of view, reasoning, and use of evidence and rhetoric. SL.CCR.6 - Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

7. Choosing Words to Teach Three Tiers of Words Tier 1 – most basic words of oral language and rarely require instructional attention (80% of text) Tier 2 – words that are more sophisticated and used often across disciplines Tier 3 – words that are very rare or apply to specific domains

8. Identifying and Teaching Tier 2 Words Academic Vocabulary talk by Sue Pimentel (author of the CCSS).

9. What Can a Small Bird Be? by the Character Education Teen Residency Project Participants

13. Which words are worthy of instruction? • Students are likely to see the word often in other texts and across domains. • The word will be useful in students’ writing. • The word relates to other words or ideas that the students know or have been learning. • Word choice has significance in the text. • The context does not provide enough information for students to infer the meaning.

14. Academic Vocabulary

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17. Academic Vocabulary

18. Your Turn Using another chapter from What Can a Small Bird Be?: • Identify the words your students may not know. • Identify the Tier 2 words. • Use the rubric to determine which words to teach.

19. Rich Vocabulary Instruction The goal of vocabulary instruction is for students to know words well, be able to explain them, and use them in multiple contexts. We want students to “own” the word.

20. RAP – Read-Aloud Project (K-2) “The Stranger” BAP – Basal Alignment Project (3-5) AAP – Anthology Alignment Project (6-12) “The Scarlet Ibis” Writing Text-Based Questions, Activities and Tasks for Picture and Chapter Books, Basals, and Anthologies Council of the Great City Schools and Student Achievement Partners

21. Edmodo Group Codes for: • RAP (Read Aloud Project) pkx52i • BAP (Basal Alignment Project) f4q6nm • AAP (Anthology Alignment Project) jsv4r7