Academic Vocabulary

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Academic Vocabulary

• Todays Agenda
• How do words get learned and
• stay learned?
• What kinds of words are there and
• how do I decide how much attention
• to pay to them?
• 3. Explicit vocabulary
• instruction
• The Academic Word List Implicit
• vocabulary instruction
• 4. Classroom practices that grow
• vocabulary

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• Rich
• Gradual
• Cumulative
• Recursive

• Aggressive
• Purposeful
• Pervasive

• Goals
• Vocabulary growth in authentic situations
• Improved ability to derive meaning of
• unfamiliar words
• 3. Positive attitude about words and language

The visuals for todays presentation are
available for your classroom use. Feel free to
access them at www.amybenjamin.com
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Comprehension and Vocabulary Part I
The findings of our study also reveal that
there is nothing especially difficult about
setting up a mental representation for a new
lexical item as presumably children would have to
do for unknown words. For example, for localist
versions of connectionist viewpoints, it seems
probable that one would first have to create a
new lexical node before orthographic, phonological
, and semantic information could become connected
with it. Presumably, if substantiating a mental
representation for a new lexical item was
particularly difficult, we would expect to see
that the development of unknown words was slower
than for partial knowledge words because partial
knowledge words already have an existing lexical
node with corresponding orthographic and
phonological features but few semantic features.
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The Role of Context in Comprehension
A hair-raising century by Australian opener
Graeme Wood on Friday set England back on its
heels in the third test at the Melbourne Cricket
Ground. Unfortunately, living desperately cost
the Australians the match. Wood was caught out
of his crease on the first over after lunch.
Within ten more overs, the Australians were
dismissed. Four were dismissed by dangerous
running between creases. Two were dismissed when
the English bowlers lifted the bails from the
batsmens wickets. The three remaining batsmen
were caught by English fieldsmen. One was caught
as he tried for a six. When the innings were
complete, the Australians had fallen short of the
runs scored by the English.
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The United States Declaration of Independence
When in the course of human events it becomes
necessary for one people to dissolve the
political bands which have connected them with
another and to assume among the powers of the
earth, the separate and equal station to which
the Laws of Nature and of Natures God entitle
them, a decent respect to the opinions of mankind
requires that they should declare the causes
which impel them to the separation.
Dissolve a. make a solution b. dismiss c.
mix d. appear gradually
Bands a. straps b. obligations c.
parties d. units
Assume a. infer b. gather c. usurp d. lay
claim to
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Definition contains unfamiliar language Definitio
n can be too simplistic and therefore
misleading Limited information Usually, no
context Not all of the information about a word
is captured in a definition
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Learning Words Through Repeated, Varied Context
1. And he said,
,I can waltz.
2. The next morning I hung around the house for a
while, and then whistled my way
out to the barn.
3. I just got very cool and .
3. She was being very about
picking the leaves off a bit of twig broken from
the bushes, careful not to look at Jack or me.
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Language Acquisition
1.Unconscious growth through exposure and need to
understand messages
2.Grows through comprehensible input
3.Use, and response to feedback
Dependent on the learner being relaxed, trusting,
unselfconscious
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Learning Words Through Repeated, Varied Context
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Charlotte, are you thirsty? Would you like some
juice? What kind of juice do you want? Do you
want apple juice? Thats the yellow juice that
you liked at Nanas. No? Do you want the purple
juice? The grape juice? OK. Do you want your
juice in the sippy cup or the Big Girl juice box?
OK, now hold it carefully. Two hands. Dont
squeeze it! Itll spill all over the place. Very
carefully.Sip it through the straw.
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What if ad executives taught vocabulary? repetiti
on association with emotion association with an
image humor story novelty
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School age Predictive capacity (number of
words expected to be learned per year)
Cumulative, by age 3 (collection of spoken words)
Emergence 10-18 months (words heard per hour)
by age 5
Anna
616
5 affirmative 11 prohibitive
2,000
Public assistance
Sophie
1,251
3,000
Office and Hospital Workers (not mgmt)
1500 (4 per day)
12 affirmative 7 prohibitive
James
2,153
5,000
32 affirmative 5 prohibitive
Col. profs
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More Numbers
630
Number of exposures to a new word during the
initial lesson Number of exposures during the
ensuing month
10-15
Your chances of learning a word after a single
exposure in context
2-3
Realistic number of words learned in a school day
through explicit instruction
90-95
Percentage of words that need to be known for the
text to be considered instructional level for
that reader
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Number of paragraphs of instructional level text
that need to be read to add one word to your
vocabulary
8-3000
Number of words that schoolchildren need to learn
every day (3000 words per year)
25-1-1000
A fifth grader who spends 25 minutes a day
reading will grow her vocabulary by 1,000 words
in a year.
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1st exposure, one context
2nd exposure, another context
3rd exposure, another context
4th exposure, another context
5th t exposure, another context
2-3 Explicit Instruction 2-3 Reading 50
paragraphs 2-4 More Words 8 words a day
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Target Word
Getting to Know the Words We Meet in Reading
Visual Draw or find a picture
Dictionary Definition
My guess
Definition in my own words
Complete sentence of at least ____words Must
contain an action verb and a visual image.
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Moby Dick by Herman Melville Chapter 42 The
Whiteness of the Whale
What the whale was to Ahab, has been hinted
what, at times, he was to me has been so far left
unsaid. Aside from those considerations
touching Moby Dick, which could not but
occasionally waken in any mans soul some alarm,
there was another thought, or rather vague,
nameless horror concerning him, which at
times, by its intensity completely overpowered
all the rest and yet so mystical and well nigh
ineffable was it that I almost despair of putting
it in a comprehensible form. It was the whiteness
of the whale that above all things appalled me
Though in many natural objects, whiteness
refiningly enhances beauty, as if imparting some
kind of special virtue of its own, as in
marbles, japonicas, and pearls and though
various nations have in some way recognized a
certain royal preeminence in this hue even the
barbaric, grand old kinds of Pegu placing the
title Lord of White Elephants above all
their other magniloquent ascriptions of dominion
and the modern kings of Siam unfurling the same
snow-white quadraped in the royal standard and
the Hanoverian flag bearing the snow-white
charger and the great Austrian Empire,
Caesarian, heir to the overlording Rome, having
for the imperial color the same imperial hue
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Of Limited Value
Lists alone Context alone Definitions
alone Dictionaries and Glossaries alone
Of Durable Value
Words in clusters Leisure reading Multiple
exposures in various contexts Chances to speak,
hear, write Manipulation of forms of
words Classify and categorize word lists Word
games, puzzles
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Dimensions of Vocabulary Learning
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For Discussion Roberto, Miri, and Li spend a
half hour a day reading in school. Roberto is
interested in sports, and his teacher allows him
to spend his reading time reading only about his
main interest, soccer. Lis teacher believes in
variety She requires the students to read about
at least three different topics per week. All
other things being equal, which of these students
will be more likely to have the greater language
gain? Why? (Stephen Krashen)
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Consistent, Persistent
Little bit of reading time set aside every
day, distributed throughout the day (15
minutes) Monday English Tuesday
Math Wednesday Social Studies Thursday
Science Friday Other
At first, many students will not read. Later,
more will read. Eventually, most will read.
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How many word games can you think of?
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You ask, what is our policy? I can say It is to
wage war, by sea, land and air, with all our
might and with all the strength that God can
give us to wage war against a monstrous tyranny,
never surpassed in the dark, lamentable
catalogue of human crime. That is our policy.
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You ask, what is our policy? I can say It is to
wage war, by sea, land and air, with all our
might and with all the strength that God can
give us to wage war against a monstrous tyranny,
never surpassed in the dark, lamentable
catalogue of human crime. That is our policy.
You inquire, what is our policy? I can rejoin It
is to engage in military confrontation, by
navigable bodies of water, by terrestrial
regions, and in the ethereal environment, with
all our fortitude and with all the potency
that the ultimate object of religious observance
can give us to militarily oppose the object of
our animosity against a very bad bully, the
worst on in the obscure, sorry list of human
malfeasance. The aforementioned encapsulates our
means and mode of operation.
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It is impossible to dissociate language from
science or science from language, because every
natural science always involves three things the
sequence of phenomena on which the science is
based the abstract concepts that call these
phenomena to mind and the words in which
the concepts are expressed. To call forth a
concept, a word is needed to portray a
phenomenon, a concept is needed. All three
mirror the same reality.
--Antoine Lavoisier (1743-94)
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All I know is what I have words for. Ludvig
Wittgenstein 1896-1951
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Two Types of Tier Two Words
Generic Academic Words acquire, benefit,
clarify, develop, evolve, grant, hierarchy,
internal
Literary Words allude, beneficient, clamorous,
deride, effulgent, frugal, guile,
happenstance, insipid
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Vocabulary List The Tell-Tale Heart
Foresight Thoughtful regard for
the future Dissimulation Hidden under a
false appearance Vexed
Troubled, distressed, caused agitation Sagacity
Sound judgment Hearkening
Giving careful attention Awe
A mixed feeling of reverence, fear, and
wonder Distinctness Unmistakable,
clearly defined Over-acuteness Very
keen Concealment A means of
hiding Waned Grown gradually
less Scantlings Small quantities or
amounts
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Can you think of at least 4 words for each of
these roots?
port to carry
rupt to break
tract
to draw or drag
mit to send
pel
duce to lead
to drive
struct to build
gress to step
tain to hold
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Tier I to Tier II
Tier II
Tier I
fancy
adorned, decorative, resplendent
adjacent to, proximal
near
shrink
diminish
bright
luminous, illuminated
demure, retiring, reticent
shy
door
portal
new
novel, innovative, untried
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Tier I to Tier III
Tier III
Tier I
a song sung by one person in an opera
aria
a style of painting using little dots
pointilism
having two houses within the law-making body
bicameral
a step-by-step procedure or formula for solving a
math problem
algorithm
fox-like
vulpine
A post-WWII movie style, portraying grim
realities
film noir
a line of poetry consisting of 10 syllables, with
the accent on every 2nd syllable
iambic pentameter
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These words are collateral to the words I will
teach explicitly
These are words I will teach explicitly and
thoroughly

indignant usurp tremulous deride
polynomial enzyme hedge fund higgs boson particle
strident commandeer undulating deride
These words are interesting, but not particularly
useful. I will mention their meanings in passing
as they come up in reading.
These are words I will consciously use repeatedly
in the context of teaching
regulate property abundant nevertheless
defenestrate quixotic zebu yclept
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Prior Knowledge How well do I know these words?
Strangers
Acquaintances
Friends
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Morphology Chart
Its easier to understand parts of speech than
you think. Simply use the cues above. Not all
words follow the same morphology. Its
interesting to see how words morph into different
forms.
NOUNS The_____. VERBS I_____ He______ Yesterday he_____ He is___________. ADJECTIVES The ______truck ADVERBS Do it___________.
principle, principles implication, implications analysis, analyses relevance deduction, decductions ----- imply, implies, implying, implied analyze, analyzes analyzing, analyzed deduce, deduces, deducing, deduced ----- implicit analytical relevant deductive ------- implicitly analytically relevantly deductively
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Morphology Chart
Its easier to understand parts of speech than
you think. Simply use the cues above. Not all
words follow the same morphology. Its
interesting to see how words morph into different
forms.
NOUNS The_____. VERBS I_____ He______ Yesterday he_____ He is___________. ADJECTIVES The ______truck ADVERBS Do it___________.

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The Academic Word List (AWL)
Background The Academic Word List consists of
570 word families that are not in the most
frequent 2,000 words of English but which occur
frequently over a very wide range of academic
texts. These 570 word families are grouped into
ten subsets that reflect word frequency. A word
like analyze falls into Subset 1, which contains
the most frequent words, while the word adjacent
falls into Subset 10 which includes the least
frequent (among this list of high incidence
words). The AWL is not restricted to a specific
field of study. That means that the words are
useful for learners studying in disciplines as
varied as literature, science, health, business,
and law. This high-utility academic word list
does not contain technical words likely to appear
in one, specific field of study such as
amortization, petroglyph, onomatopoeia, or
cartilage. Two-thirds of all academic English
derive from Latin or Greek. Understandably,
knowledge of the most high-incidence adademic
words in English can significantly boost a
students comprehension level of school-based
reading material. Students who are taught these
high-utility academic words and routinely placed
in contexts requiring their usage are likely to
be able to master academic material with more
confidence and efficiency, wasting less time and
energy in guessing words or consulting
dictionaries than those who are only equipped
with the most basic 2000-3000 words that
characterize ordinary conversation. The
following link gives you a two-page version of
the list http//www.doe.in.gov/TitleI/pdf/Word_L
ist_Feldman.pdf Source Coxhead, Averil.
(2000). A new academic word list. TESOL
Quarterly, 34, 213-238.
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Academic Word List Subset 1
analyze approach area assess assume
authority available benefit concept consist
context constitute contract data define
derive distribute economy environment
establish estimate evident factor finance
formula function income indicate individual
interpret involve issue labor legal
legislate major method percent period
principle proceed process policy require
research respond role section sector
significant similar source specific structure
theory vary
Academic Word List Subset 2
achieve acquire administrate affect
appropriate aspect assist category chapter
commission community complex compute conclude
conduct consequent construct consume credit
culture design distinct equate element
evaluate feature final focus impact injure
institute invest item journal maintain
normal obtain participate perceive positive
potential previous primary purchase range
region regulate regulate relevant reside
resource restrict secure seek select site
strategy survey tradition transfer
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Academic Word List Subset 3
alternative circumstance comment compensate
component consent considerable constant
constrain contribute convene coordinate core
corporate correspond criteria deduce
demonstrate document dominate emphasis ensure
exclulde fund framework illustrate immigrate
imply initial instance interact justify
layer link maximize negate outcome
philosophy physical proportion publish react
register rely scheme sequence shift specify
sufficient technical technique valid volume
Academic Word List Subset 4
access adequacy annual apparent approximate
attitude attribute civil code commit
concentrate confer contrast cycle debate
despite dimension domestic emerge ethnic
grant hence hypothesis implement implicate
impose integrate internal investigate
mechanism occupy option output overall
parallel parameter phrase prior principal
professional project promote regime resolve
retain series statistic status stress
subsequent undertake
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Academic Word List Subset 5
academy adjust alter amend capacity clause
compound consult decline discrete enable
energy enforce entity equivalent evolve
expand expose external facilitate fundamental
generate liberal license logic margin
modify monitor network notion objective
orient perspective precise prime psychology
pursue ratio reject revenue stable style
substitute sustain symbol target transit
trend version welfare whereas
Academic Word List Subset 6
abstract acknowledge accuracy aggregate
allocate assign bond capable cite cooperate
discriminate display diverse domain edit
enhance estate exceed explicit federal fee
flexible furthermore gender incentive
incorporate incidence index inhibit initiate
input interval mitigate minimum ministry
motive neutral nevertheless overseas precede
presume rational recover reveal scope
subsity trace transform underlie utilize
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Academic Word List Subset 7
adapt advocate channel classic comprehensive
comprise confirm contrary convert decade
deny differentiate dispose dynamic equip
eliminate empirical extract finite foundation
gradient guarantee hierarchy identical
ideology infer innovate insert intervene
isolate media mode paradigm phenomenon
priority prohibit publication quote release
reverse simulate sole somewhat submit
successor thsis transmit ultimate unique
voluntary
Academic Word List Subset 8

abandon accompany accumulate ambiguous
appendix appreciate arbitrary automate bias
chart clarify commodity complement conform
contemporary contradict crucial currency denote
detect deviate displace eventual exhibit exploit
fluctuate guidline iplicit induce inevitable
infrastructure inspect intense manipulate
minimize nuclear offfset predominant prospect
radical reinforce restore revise tension
terminate theme thereby uniform vehicle via
virtual widespread
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Academic Word List Subset 9
accommodate analogy anticipate assure attain
behalf cease coherent coincide commence
compatible concurrent confine controversy
converse device devote diminish distort duration
erode ethic found format inherent insight
integral intermediate manual mature mediate
medium military minimal mutual norm overlap
passive portion preliminary protocol qualitative
refine restrain revolution rigid route scenario
sphere subordinate supplement suspend trigger
unify violate
Academic Word List Subset 10

adjacent albeit assemble collapse colleague
compile conceive convince depress encounter
forthcoming incline integrity intrinsic invoke
levy likewise nonetheless notwithstanding ongoing
panel persist pose reluctance so-called
straightforward undergo whereby
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1. Does our instruction generate conversation
about words?
2. Does our instruction connect the target word
to other words?
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Vocabulary-Content-Sentence (VCS)Daily Practice
assume benefit concept data economy factor
indicate method proceed process policy role
specific structure
Write a sentence about something we are learning
this week, employing one of these words. You may
change the form of the words to fit
your sentence. Your sentence must be at least 8
words long.
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Vocabulary-Content-Sentence (VCS)Daily Practice
analyze approach area assess assume
authority available benefit concept consist
context constitute contract data define
derive distribute economy environment
establish estimate evident factor finance
formula function income indicate individual
interpret involve issue labor legal
legislate major method percent period
principle proceed process policy require
research respond role section sector
significant similar source specific structure
theory vary
achieve acquire administrate affect
appropriate aspect assist category chapter
commission community complex compute conclude
conduct consequent construct consume credit
culture design distinct equate element
evaluate feature final focus impact injure
institute invest item journal maintain
normal obtain participate perceive positive
potential previous primary purchase range
region regulate regulate relevant reside
resource restrict secure seek select site
strategy survey tradition transfer
alternative circumstance comment compensate
component consent considerable constant
constrain contribute convene coordinate core
corporate correspond criteria deduce
demonstrate document dominate emphasis ensure
exclude fund framework illustrate immigrate
imply initial instance interact justify layer
link locate maximize minor negate outcome
philosophy physical proportion publish react
register rely remove scheme sequence shift
specify sufficient technical technique
technology valid volume
Write a sentence about something we are learning
this week, employing one of these words. You may
change the form of the words to fit
your sentence. Your sentence must be at least 8
words long.
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A Plan for School-wide Vocabulary Instruction
EXPLICIT INSTRUCTION
Focus 40 words from the Academic Word
List selected by grade level teachers 1 word per
week
2-3 words related to or associated with each of
the Focus 40 each subject area teacher decides
on related words

Subject-specific words, such as those found in a
glossary
Students have more opportunities to read for a
variety of purposes, including self-selected
material.
Elevated language used in class by teachers
students given motive and opportunity to use
elevated vocabulary in speech and writing.
IMPLICIT INSTRUCTION
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Word Features Matrix for the Academic Word List
Words with double letters
Words with 3 of same letter
Words with one syllable
Compound words
Words with no E
Words ending in E
Words with x, y, or z
Words that can be made plural
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Word Features Matrix for the Academic Word List
Words with 3 of same letter
Words ending in E
Words with two es
Words with one syllable
Words with double letters
Words that can be made plural
Words with x, y, or z
Compound words
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Word Meanings Matrix The Academic Word List
Is directly related to order
Is directly related to placement
Is directly related to time
Is directly related to size
Begins with
A-D
E-J
K-P
R-Z
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Subset 2
Consequence
It occurs later. It happens as a result. An
events effect.
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Subset 6
Incorporate
Bring into the mix Creating a new oneness
Integrate the parts.
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Subset 4
Implement
Employ and apply Put to immediate use. Get the
plan to work.