Author: Griffin, Jill (MDE)

State Of Michigan

Academic Vocabulary

August, 2013

Words are all we have. - Samuel Beckett
Our academic vocabularies consist of words that are quite different from what we read, what we watch, or just going about our daily work. Words associated with content knowledge are considered to be academic vocabulary. The Common Core State Standards refers to academic words as “Tier 2”. These words are not found in everyday spoken language. Examples include words such as; mitigate, revere, misfortune, and accumulate. Students that come to a text with a limited vocabulary and/or background knowledge, whether an article, novel, or mathematical word problem, are at a disadvantage for comprehension. Many students struggle with texts due to confusion with language encountered in the reading. Through intentional planning and instruction of academic vocabulary, educators can increase students’ success of understanding and their ability to respond to text.

Why choose
Academic Vocabulary?
! To increase understanding and comprehension for students, especially those with limited background knowledge.
! To assist students with
comprehension of content knowledge who may not be able to read
independently at grade level, .

The Power of Intentional Instruction…
Given the importance of vocabulary in reading comprehension, as well as academic achievement, empowering all teachers with effective strategies for vocabulary instruction has the potential to have dramatic positive effects on student achievement.

Academic Vocabulary

Academic Vocabulary
Guide to Intentional Instruction

1. Teach academic vocabulary (Common Core State Standards Tier 2 words) in all con tent areas.
2. Connect the vocabulary to background knowledge.
3. Expand vocabulary through word study (teaching synonyms, antonyms, word parts, multiple meanings, etc.).
4. Teach students to use vocabulary strategies independently.
Tim Shanahan ppt. https://sites.google.com/site/timothyshanahan8/syracusepresentations
5. Teach deep definitions of words.
6. Use intensive and varied repetition.
7. Teach connections around words, and address any cultural biases around words (idioms, references to unfamiliar stories, pop culture, etc.).
8. Choose words from all modes of language (reading, writing, speaking,
listening, pictorial, kinesthetic).
9. Make personal connections to words. This may involve offering substitutions or
examples of words to find relevance in the word meaning.
10. Review the words over time.
11. Teach word-learning strategies that students can use independently such as use of context clues in the text, dictionary, glossary, or other resources, meanings of word parts such as prefixes, suffixes, and root words.
Encourage a wide range of independent reading to increase access to
academic vocabulary.

Elements of Fidelity:
Conduct schoolwide trainings using provided program materials
Implement Guide for Intentional Instruction (see steps above)
Conduct Data Collection Cycle
Each teacher uses the data collection tool (provided in program materials) weekly for peer observations
Organize data collected during peer observations
Each teacher analyzes the collective data
Conduct reflection meetings to draw conclusions from data (data dialogue)
Act on any conclusions that emerged from data dialogue
Continue collection and reflection cycle (repeat data collection cycle)
Upload/Submit the analyze and reflection forms with any notes
Provide feedback through a quarterly SurveyMonkey regarding the instructional strategy
Allow MDE consultants to participate in school’s Professional Learning Communities a minimum of 2 times per year or as desired