Students’ opportunity to learn and practice precise and accurate academic vocabulary is essential to: 1) build their content knowledge; 2) apply that knowledge orally and in writing; and 3) extend that knowledge to access new texts and topics. To do this, teachers believe that all students - no matter their background – can and should develop expertise within a discipline, and that language is a gateway towards that endeavor. (Adapted from New Teacher Center Indicator Rubric)
RANDA Connections: IIIF
What the Research Says...
What the Research Says...
Content Area Vocabulary Learning: Fisher and Frey review the shifts of the common core standards and how vocabulary must be integrated into all aspects of instruction.
A Wealth of Words: This article demonstrates the connection between effective vocabulary instruction and student achievement.
The English They Need for the Test: This article names the different language skills students must acquire and the connection between academic language and student achievement.
The Third Language of Academic English: This article argues the importance of a third type of English that students must acquire in order to navigate our educational system.
Related Teacher Practices, Student Actions, and Classroom Interactions...
Related Teacher Practices, Student Actions, and Classroom Interactions...
Coaching to Use Academic Vocabulary...
Coaching to Use Academic Vocabulary...
In order to develop a teacher's capacity to support students to Use Academic Vocabulary, the coach will use the continuum above, as well as available data sources, to facilitate reflection and identify next steps. One approach may be to turn the continuum bullet points into questions.
The following resources align with the continuum:
Ensuring Students' Word Choice Is Rooted Within the Discipline
Teaching Academic and Discipline-Specific Vocabulary (EL Education)
Supporting Students' to Ensure their Vocabulary Usage Enhances the Conversation
8 Ways to Grow Students Vocabulary (Cult of Pedagogy)
Supporting Students to Monitor, Reflect, and Revise Their Use of Vocabulary
How to Make Word Choice Your Writing Superpower (Grammarly)
Helping Students Apply More Than One Strategy To Identify Unknown Words
Five Tips for Defining Unknown Words (Catlin Tucker)
Doing it Differently: Tips for Teaching Vocabulary (Edutopia)
Other coaching questions to consider:
Where does academic vocabulary live within instruction?
How do you know the language expectations of the standard?
What are the language expectations of the standard?
How does academic vocabulary grow across the unit/across grade levels/ proficiency levels?
What is the highest leverage/ portable language for this text/task?
What opportunities will students have to use academic vocabulary and precise language?
What opportunities will students have to engage in dialogue that clarifies and extends their learning?
What considerations need to be made for students at different language proficiency levels?
See also Use Academic Vocabulary Checklist (Developed by APS Coaching Cadre, 2021-22)
Connection to District-Wide Professional Learning
Connection to District-Wide Professional Learning
The indicator "Use Academic Vocabulary" monitors how students are using discipline-specific academic vocabulary to build their content knowledge and extend that knowledge into new topics and texts. When utilizing discourse as an instructional move, it is imperative that teachers creates norms and structures for students to reflect on their use of academic vocabulary, connected to the discipline. Similarly a teacher must provide the necessary supports for all students to access and interact with the academic vocabulary.
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