This lesson integrates academic vocabulary instruction into content-area lessons. Two easy-to-implement strategies for teaching academic vocabulary are integrated within the step-by-step, standards-based writing lesson.
Descriptive. Language. Context. Interpretation. Read each sentence below. Then
read the question and write your answer. 1. Context: Jason awoke from a vivid
dream. Question: How did Jason feel? Answer: ...
Academic Language & Academc Vocabulary is the perfect book for any teacher, instructional coach, or school administrator who is striving to improve instruction. It contains the general academic language and the domain specific language essential to implementing the Common Core Standards. The book provides strategies that will definitely enhance response to intervention (RTI) and content area instruction. These strategies give students the skills they need to overcome the challenges they face in school. The book contains academic language lists (the mortar) and four content area academic vocabulary lists (the bricks) to help ELL, struggling readers, and any student who wants to succeed academically and prepare for college. The word lists alone are worth their weight in gold for students who lack the essential academic language and academic vocabulary to succeed in school. Learn the strategies and key words that will unlock learning for all of your students.
The results showed that research-based strategies for general vocabulary instruction are effective with middle school EL students learning academic vocabulary words. On the Measure of Academic Vocabulary, a measure designed and previously piloted for this study, participants showed significantly more growth during the treatment condition than when they were in the control condition, F(1,35)=6.09, p
The results showed that research-based strategies for general vocabulary instruction are effective with middle school EL students learning academic vocabulary words.
This project addresses the issue of Spanish Speaking English Language Learners having difficulty acquiring the academic vocabulary necessary to becoming successful in reading comprehension. Although schools have utilized vocabulary systems in the past, the new Common Core standards have left teachers without tangible supplemental materials or resources specifically targeted for 7th grade academic vocabulary while incorporating the rigor of the Common Core standards. This handbook provides a miniature curriculum for teaching 7th grade academic vocabulary with specialized instructions for English Language Learners embedded within the curriculum. My research documents our nation's academic challenges in meeting the needs of our Latino/Hispanic population. I found a large array of explanations as to why these challenges have not been met. It also exposes the ravaging cycle of effects visited upon students when the problem have not been properly addressed. Moreover, my research sheds light on productive solutions to aid in resolving the nation's conundrum of supporting our Spanish English Language Learners. This project adds to literature of the educational community of literature a handbook that is practical and ready to use in a 7th grade English Language Arts class that has Spanish speakers within it. It serves as a supplemental resource utilizing best practices and addresses the vocabulary acquisition of all students, including Spanish speakers. It delivers fun and interactive activities that promote academic language discourse as well as worksheets that can be copied and distributed for use.
This handbook provides a miniature curriculum for teaching 7th grade academic vocabulary with specialized instructions for English Language Learners embedded within the curriculum.
This study investigated the change in sophomore reading scores on the Florida Comprehensive Assessment Test after the implementation of an academic vocabulary program and the change in teacher knowledge and professional practice after a program of staff development in academic vocabulary. The purpose was to determine the impact of the professional development on student reading performance. The study analyzed student data from 2008 and 2009 gathered from the Florida Department of Education, and teacher data collected from a survey used as a pretest/posttest. Variables used in the analysis of student data included demographic subgroups of white, African-American, and Hispanic students and students with disabilities, English language learners, and economically disadvantaged students. Teacher variables used were years of teaching experience and curriculum area. Both an ANCOVA and a multiple logistical regression were used to analyze change in student reading performance. Student reading score performance dropped for subgroups and overall. Several intervening variables could explain the downward change: budget cuts resulting in a change in instructional day from six to seven-period day with loss of instructional time, reduction in number of teachers, increase in student population, and change in start time for school day (from 7:15 a.m. to 2:30 p.m. to 9:30 a.m. to 4 p.m.). An ANOVA and independent t-test were used to analyze teacher pretest/posttest data. The data indicated a positive change in teacher knowledge and instructional practice, though not statistically significant. It should not be concluded from the reading scores that the program of academic vocabulary was not successful, but rather that vocabulary instruction is only one of the essential components of any plan to improve secondary student reading performance. Further research should be conducted to replicate this study during a time period without intervening variables experienced during the span of this study. Additionally, students should be matched to their teachers to examine the relationship between individual teacher and student performance. This study should be replicated in a high school with different demographics and different level of student achievement.
This study investigated the change in sophomore reading scores on the Florida Comprehensive Assessment Test after the implementation of an academic vocabulary program and the change in teacher knowledge and professional practice after a ...
The purpose of this qualitative case study was to explore and identify the word consciousness and individual application of academic vocabulary through the use of vocabulary reader response journals, authentic discussions, and multigenre response projects from a thematic social studies unit using historical fiction and nonfiction literature that was integrated in the fifth-grade curriculum. This qualitative research study took place in a third-fifth grade school in a Midwest setting with 23 fifth-grade students over the course of 14 weeks. Data were analyzed from eight of the 23 students. Multiple data sources for each literature selection were analyzed to reveal how fifth-grade students' written, oral, and visual response to historical fiction and nonfiction literature demonstrate word consciousness and individual application of academic vocabulary. Conclusions indicate that student participants prefer the opportunity to create a visual image or write a statement to confirm the meaning of an academic vocabulary word in their vocabulary reader response journals. While orally discussing the academic words, the participants chose the evaluation approach. This authentic discussion response option allowed the students the opportunity to share their personal understanding, opinion, or inference for each word. Written and visual response was also afforded through the multigenre response projects. These projects revealed the individual application through conventional and nonconventional usage of the academic terms from each literature selection.
The purpose of this qualitative case study was to explore and identify the word consciousness and individual application of academic vocabulary through the use of vocabulary reader response journals, authentic discussions, and multigenre ...
