Academic Vocabulary Cindy Bak Henry Romero Annabel Dannemann
Danielle Caro CHAD 2013 Please sit by grade level.
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OVERVIEW Purpose & History of A.V. Shift to Common Core
State Standards Marzanos Six-Step Process Expectations, reflection,
commitments, and recommended readings Introduction CCSS Closure 3
Tiers Academic Vocabulary A closer look at vocabulary words CHAD
2013
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Increase the understanding of vocabulary instruction in
relation to the Common Core State Standards. Increase understanding
of the different tiers of vocabulary. Identify Marzanos 6 Step
Process. Learn various vocabulary strategies to use in the
classroom. PURPOSE CHAD 2013
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Teachers noticed that RUSD students were experiencing
difficulties with vocabulary across content areas. Teacher input
from data dialogue conversations called out a need for resources to
support academic vocabulary instruction in their classrooms.
HISTORY CHAD 2013
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Created by Sylvia Cadena Amy Grigsby Celia Mungia Under the
supervision of Dr. Jeanette Chien HOW: CHAD 2013 Cross-referenced
vocabulary lists from a variety of school districts. Lists provided
are grade level academic vocabulary lists that include both Tier 2
and Tier 3 words. Aligned to Common Core anchor standards.
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Teaching vocabulary helps develop phonological awareness (Nagy,
2005) and reading comprehension (Beck, Perfetti, & McKeown,
1982). Vocabulary instruction needs to be long-term and
comprehensive (Nagy, 2005) for ELLs (Carlo, August, & Snow,
2005; Caldern et al., 2005). RESEARCH & DATA CHAD 2013
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Academic Vocabulary words are far more likely to appear in
written texts than in speech. often represent subtle or precise
ways to say relatively simple things. require deliberate effort to
learn, unlike Tier 1. are critical to understanding academic texts.
CHAD 2013 Common Core State Standards, Appendix A, page 33 RESEARCH
& DATA
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COMMON CORE STATE STANDARDS CHAD 2013
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COMMON CORE STATE STANDARDS CHAD 2013
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COMMON CORE STATE STANDARDS CHAD 2013 Shift your thinking.
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COMMON CORE STATE STANDARDS CHAD 2013 3 Major Shifts in ELA 1.)
Building knowledge through content-rich nonfiction. 2.) Reading,
writing, and speaking, grounded in evidence from the text, both
literary and Informational. 3.) Regular practice with complex text
and its academic language.
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CHAD 2013 3 Tiers of Academic Vocabulary
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Tier 1Tier 2Tier 3 Description Basic words that most children
know before entering school Words that appear frequently in texts
and students may already have conceptual understanding Uncommon
words that are typically associated with a specific domain Examples
clock, baby, happy range, concept, dimension, summary diphthong,
peninsula, isotope, 3 Tiers of Academic Vocabulary
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How do I determine that a word is TIER 2? WordIs this a
generally useful word? Does the word relate to other words and
ideas that students know or have been learning? Is the word useful
in helping students understand text? If you answer yes to all three
questions, it is a Tier 2 word. If not, it is probably a Tier 3
word. assume yes 5 th grade yes perimeter no yes sometimes Tier 2
Tier 3 3 Tiers of Academic Vocabulary
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Tier 2 and Tier 3 words are not all clear- cut in their tier
classification. There is more than one way to select words. Word
knowledge is subject to personal experience. 3 Tiers of Academic
Vocabulary
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Read the excerpt from Volcanoes on the following slide (grade
4/5). With a partner, determine the Tier 2 and Tier 3 words. Time
to Practice
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In early times, no one knew how volcanoes formed or why they
spouted red-hot molten rock. In modern times, scientists began to
study volcanoes. They still dont know all the answers, but they
know much about how a volcano works. Our planet is made up of many
layers of rock. The top layers of solid rock are called the crust.
Deep beneath the crust is the mantle, where it is so hot that some
rock melts. The melted, or molten, rock is called magma. Volcanoes
are formed when magma pushes its way up through the crack in the
Earths crust. This is called a volcanic eruption. When magma pours
forth on the surface, it is called lava. 17
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In early times, no one knew how volcanoes formed or why they
spouted red-hot molten rock. In modern times, scientists began to
study volcanoes. They still dont know all the answers, but they
know much about how a volcano works. Our planet is made up of many
layers of rock. The top layers of solid rock are called the crust.
Deep beneath the crust is the mantle, where it is so hot that some
rock melts. The melted, or molten, rock is called magma. Volcanoes
are formed when magma pushes its way up through the crack in the
Earths crust. This is called a volcanic eruption. When magma pours
forth on the surface, it is called lava. 18 Tier 2
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In early times, no one knew how volcanoes formed or why they
spouted red-hot molten rock. In modern times, scientists began to
study volcanoes. They still dont know all the answers, but they
know much about how a volcano works. Our planet is made up of many
layers of rock. The top layers of solid rock are called the crust.
Deep beneath the crust is the mantle, where it is so hot that some
rock melts. The melted, or molten, rock is called magma. Volcanoes
are formed when magma pushes its way up through the crack in the
Earths crust. This is called a volcanic eruption. When magma pours
forth on the surface, it is called lava. 19 Tier 2 Tier 3
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Marzanos Six-Step Process CHAD 2013 See page 2
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Time to Practice! CHAD 2013 Step 1: TK & K Step 2: 1 st
Step 3: 2 nd & 3 rd Step 4: 4 th Step 5: 5 th Step 6: 6 th Find
your assigned Step section. Read through the strategies and select
one to share. Use chart paper, index cards, or any other materials
available to model the strategy for the group.
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Time to Practice! CHAD 2013 Ste p 1 (p.4-5) : TK & K Step 2
(p.6-7): 1 st Step 3 (p.8-10): 2 nd & 3 rd Step 4 (p.11-16): 4
th Step 5 (p.17-19): 5 th Step 6 (p.20-22): 6 th Please label your
chart with: Grade level Step # Strategy Name
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ELD is its own content area and needs to be explicitly taught
everyday. Students need access to Tier 2 and Tier 3 Academic
Vocabulary words throughout the day. EXPECTATIONS CHAD 2013
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Increase the understanding of vocabulary instruction in
relation to the Common Core State Standards. Increase understanding
of the different tiers of vocabulary. Identify Marzanos 6 Step
Process. Learn various vocabulary strategies to use in the
classroom. CLOSURE CHAD 2013
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Reflection: What are the implications on your practice? CLOSURE
CHAD 2013 Commitments: What will you commit to trying?
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READINGS: Developing Academic Vocabulary by Beverlee Jobrack
Common Core Shifts for Mathematics (handout) From
achievethecore.org CHAD 2013