Academic Vocabulary esenter: Amy Benjamin u may access any of today’s visuals at: www.amybenjamin.com Today’s Agenda: 1. How do words get learned and stay learned? 2. What do we mean by “academic vocabulary”? 3. Implicit and explicit vocabulary instruction 4. Classroom practices that grow vocabulary
Academic Vocabulary. Today’s Agenda: How do words get learned and stay learned? What do we mean by “academic vocabulary”? 3. Implicit and explicit vocabulary instruction 4. Classroom practices that grow vocabulary. Presenter: Amy Benjamin - PowerPoint PPT Presentation
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Academic Vocabulary
Presenter: Amy BenjaminYou may access any of today’s visuals at: www.amybenjamin.com
Today’s Agenda: 1. How do words get learned and stay learned?2. What do we mean by “academic vocabulary”?3. Implicit and explicit vocabulary instruction4. Classroom practices that grow vocabulary
The visuals for today’s presentation are available for your classroom use.Feel free to access them at www.amybenjamin.com
Goals: 1. Vocabulary growth in authentic situations2. Improved ability to derive meaning of unfamiliar words3. Positive attitude about words and language
Of Limited Value…Lists aloneContext aloneDefinitions aloneDictionaries and Glossaries alone
Of Durable Value…Words in clustersLeisure readingMultiple exposures in various contextsChances to speak, hear, writeManipulation of forms of wordsClassify and categorize word listsWord games, puzzles
Rules of ThumbNew learners need SIX (meaningful) exposures to a new word during the initial lesson and at leastTHIRTY additional exposures during the ensuing month.
The chances of learning a word after a single exposure in context are 10-15%.
We learn most words through non-conscious effort, inpursuit of information of interest.
Background: The Academic Word List consists of 570 word families that are not in the most frequent 2,000 words of English but which occur frequently over a very wide range of academic texts.These 570 word families are grouped into ten subsets that reflect word frequency. A word like analyze falls into Subset 1, which contains the most frequent words, while the wordadjacent falls into Subset 10 which includes the least frequent (among this list of high incidence words).
The AWL is not restricted to a specific field of study. That means that the words are useful for learnersstudying in disciplines as varied as literature, science, health, business, and law. This high-utility academic word list does not contain technical words likely to appear in one,specific field of study such as amortization, petroglyph, onomatopoeia, or cartilage. Two-thirds of all academic English derive from Latin or Greek.
Understandably, knowledge of the most high-incidence adademic words in English can significantly boost a student’s comprehension level of school-based reading material. Students who are taught these high-utility academic words and routinely placed in contexts requiring their usage are likely to be able to master academic material with more confidence and efficiency, wasting less time and energy in guessing words or consulting dictionaries than those who are only equipped with the most basic 2000-3000 words that characterize ordinary conversation.
The following link gives you a two-page version of the list: http://www.doe.in.gov/TitleI/pdf/Word_List_Feldman.pdf
Source: Coxhead, Averil. (2000). A new academic word list. TESOL Quarterly, 34, 213-238.
Academic Word List: Subset 1analyze 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
Vocabulary-Content-Sentence (VCS)Daily Practice:
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
Write a sentence about something we are learning this week, employingone of these words. You may change the form of the words to fit yoursentence. Your sentence must be at least 8 words long.
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
Elevated language used in class by teachers; students givenmotive and opportunity to use elevated vocabulary in speech andwriting.
Students have more opportunities to read for a variety of purposes,including self-selected material.
IMPLICIT INSTRUCTIONAcademic Word List
Open Field
EXPLICIT INSTRUCTION
“Focus 40” words from the Academic Word Listselected by grade level teachers: 1 word per week
2-3 words related to or associated with each of the “Focus 40”; each subject area teacher decides on related words
Subject-specific words, such as those found in a glossary
A Plan for School-wide Vocabulary Instruction
Vocabulary Concordance
1.
7.
6.
4.
5.
2.
3.
Spanish consists
consists
of two- thirds Latin-based and one third Arabic-based words.
Catalan of roughly half Spanish and half French words..
consistent in your daily practice.
Jazz
consists
of African elements.consists
consistsThe U.S. government of three branches: legislative, judicial, executive.
of nine Justices.The Supreme Court
Cake batter should have a smooth
consistency before you bake it.
To learn to play a musical instrument, you must be
Subset 1
Vocabulary Concordance
1.
7.
6.
4.
5.
2.
3.
concept
Conception
of life on other planets is intriguing.
begins with the union of two cells.
concept to learn, at first.
Idealists
Conceptually
a world of justice and opportunity.
conceptualize
conceptThe of the Pythagorean theorem is still used today..
speaking, Einstein’s Theory of Relativity could some day help us time travel.
He was unable to grasp the
concept of derivatives in math.
Quantum physics can be a difficult
The
Subset 1
Academic Vocabulary Concordance
1.
7.
6.
4.
5.
2.
3.
perceived
perceive
the teacher’s attitude as rude and therefore unprofessional.
that she might .need alternative methods of instruction.
perception of the viewer.
perception
and observations of the scientist must be objective.
perceptions
Perceiving a potential problem because of the river’s current, the captain changed course. of its role in the people’s lives is the basis of its philosophy.
I
perceive a problem with the safety rules not being properly posted.
The angle of a plane can depend on the
The class
The government’s
The
The student’s unwillingness to comply with directives led the teacher to
Subset 2
Vocabulary Concordance
1.
7.
6.
4.
5.
2.
3.
When doing origami preciseprecise
folding is essential.
The measurements are required for figuring out the dimensions of the angle.
precision tools require high maintenance.
Synthetic diamonds require
precisely
cutting.precise
preciseThe Boeing 787 is the result of engineering.
how to assemble the bicycle.The owner’s manual illustrates
It occurs later.It happens as a result.An event’s effect.
Subset 2
Incorporate
Bring into the mix— Creating a new oneness— Integrate the parts.
Subset 6
Implement
Employ and applyPut to immediate use.Get the plan to work.
Subset 4
It’s easier to understand parts of speech than you think. Simply use the cues above. Not all wordsfollow the same morphology. It’s interesting to see how words morph into different forms.