Professional Documents
Culture Documents
EMPOWERING STUDENTS
WITH ACADEMIC
LANGUAGE/VOCABULARY
PRESENTED BY
TYRA SMITH-DEAN, INSTRUCTIONAL SPECIALIST, SFA FACILITATOR, Pulaski
NORMS
Actively Participate
Be Fully Present
Have FUN!!!
GOALS
Define academic language/vocabulary and why
its important to students success
Identify and categorize examples of academic
language
Develop an understanding of academic
language/vocabulary in the Common Core State
Standards
LETS PLAY
ACADEMIC VOCABULARY
ACADEMIC LANGUAGE
General and content/domain specific
vocabulary and language structures used
in textbooks and assessments. The
language students need to know to be
successful in school.
CATEGORIES OF
ACADEMIC LANGUAGE
TIER II
TIER I
GENERAL ACADEMIC
SIMPLE VOCABULARY
VOCABULARY AND
PHRASES
TIER III
SUBJECT/DOMAIN SPECIFIC
VOCABULARY AND
PHRASES
TABLE ACTIVITY
Read article The Secret Truth About Napping by Maria Allegra
Focusing on Tier II and Tier III Vocabulary Words categorize into 3
columns
Use strips of paper, write academic vocabulary, place in correct
column on table
TIER II
GENERAL VOCABULARY
TIER III
SUBJECT/DOMAIN SPECIFIC
VOCABULARY
CONTEXT DEPENDENT
(multiple meaning)
EXAMPLES OF
ACADEMIC VOCABULARY
TIER II (GENERAL)
Focused
Rousing
Frequent
Benefits
Patterns
Concluded
In relation,
According to,
CONTEXT DEPENDENT
(multiple meaning)
Benefits
Siesta (apposition)
Sync
Residents (apposition)
Sleep-deprived
Waves of weary teens
Internal clock
Patterns
Residents
(these words can also be in
Tier II or Tier III)
Recall
()definition is provided in article
BALANCING
INFORMATIONAL AND
LITERARY TEXT
TEXT-BASED ANSWERS
BUILDING KNOWLEDGE
IN THE DISCIPLINES
STAIRCASE OF
COMPLEXITY
ACADEMIC VOCABULARY
Interpret technical, connotative, and figurative meanings for words and phrases.
Determine or clarify the meaning of unknown and multiple meaning words and phrases
using context clues, analyzing meaningful word parts, and consulting reference material.
Acquire and use accurately a range of general academic and domain-specific words and
phrases.
TIER II
EXPLICIT VOCABULARY INSTRUCTION
VIDEO
100
Gives a 90 point response and connects the answer to the supporting evidence and
uses academic language
90
Gives 80 point response and includes supporting evidence and examples (from the text
or from experience)
80
Indicate
Illustrate
Relate
Emphasize
Explain
Enable
Demonstrate
Identify
100 I think the author included the caption on page 11 because it explains some negative things about oil that
are not in the article. Throughout the article, the author emphasizes the benefits of oil and all the ways that it is
used. The caption and picture indicate that an oil spill hurt wildlife and the environment. Without this caption, a
reader might not know that there are disadvantages to oil.
90 I think the author included the caption on page 11 because it says some negative things about oil
that are not in the article. In the article, the author talks about all the ways that oil is used. The caption
and picture show that an oil spill hurt wildlife and the environment.
90 I think the author included the caption on page 11 because it says some
negative things about oil that are not in the article. In the article, the author talks
about all the ways that oil is used. The caption and picture show that an oil spill
hurt wildlife and the environment.
ACADEMIC VOCABULARY
LINKS/RESOURCES
https://www.vocabularyaz.com/vocabweb/home.do
http://www.usingenglish.com/files/pdf/academicvocabulary-words-with-multiple-meanings.pdf
http://wordgen.serpmedia.org/index.html (from our
colleague Susan O. at A.L. Holmes emailed January
15, 2016)
tyra.smith-dean@detroitk12.org
313 866-7022 school