In this space, list the new words that you would like students to be able to use by the end of the day. This should only be a few words each day, for a total of approximately 10 new words for the whole week. The assumption is that the new words introduced each day will be revisited and reinforced on the following days, so there is no need to repeat vocabulary words in this space each day; only include the new words you’ll be adding to the list that day.
-->NOTE that you do not need to include all of the domain-specific words that the students will hear during the day or week – only those that you will be looking and listening for in their speaking and writing.
For our photography and media example, let’s figure out the key academic vocabulary for Monday.
Notice that there are a lot more related vocabulary words not included in that list, such as DSLR, photography, media, advertisement, zoom in/out, focus… so why were these left out?
A museum educator should choose to NOT include related vocabulary for two reasons:
1. It’s a common word that students already know, or
2. It’s not a word that the educator will be holding students accountable for using.
For example, even though “advertisement” is a very relevant word for this curriculum, we can feel confident that students already know what it means and how to use it, so there is no need to call it out. And with a term like “DSLR,” (digital single-lens reflex camera), even though it may be new to the students, and they might hear the museum educator use it, we don’t need the students to use it. It’s fine for them to just say “camera.” On the other hand, the word “demographic” is a domain-specific word in advertising, and this museum educator may intend for students to use it instead of, or in addition to, “audience.”