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From Beers, When Kids Can't Read: Create Vocabulary Trees in which students learn a root, then add branches for many words that use that root.

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Today we're chatting about the importance of explicitly teaching domain specific vocabulary. This standard calls for students to be able to determine the meaning of general academic and domain-specific words and phrases in a grade-level text, and whether you follow Common Core Standards, state standards, or live somewhere else around the world, this plan of attack for teaching vocabulary will be relevant for you, too. We're going to really focus in on domain specific vocabulary today and how to infuse that into your unit plans and instruction.

Vocabulary instruction may or may not come naturally to you as a part of your literacy instruction, but is it front of mind as you're planning instruction outside of literacy? We're going to chat about the importance of explicitly teaching domain specific vocabulary outside of the literacy classroom (and inside of, a little bit) and how I approach this instruction in a very sequential way.

What is domain specific vocabulary?

Domain specific vocabulary refers to vocabulary terms that are specific to a topic of study. This is our precise, content-related vocabulary that is infused throughout our units. These may be the words that are on our word walls and show up in glossaries of our math, science, and social studies textbooks.

When thinking about the three tiers of vocabulary words, domain-specific words fall into the tier 3 category of words... the words that are not a part of our normal vocabulary, unless we are engaged in a conversation or study about a particular topic.

In science, domain specific words might include things like photosynthesis, hibernation, nocturnal, classification, species, hypothesis, etc.

In math, domain specific vocabulary refers to very precise math vocabulary terms like equivalent, quotient, product, etc.

Word walls are wonderful, students absolutely must know how to use a dictionary to look up the meaning of unknown words, and I'm a gigantic fan of using interactive notebooks to keep notes about specific vocabulary terms, but when we get into the nitty gritty of domain-specific words, I follow a plan of introduction that enables students to naturally interact with the words in a way that encourages mastery and understanding and also in a way that prepares them to attack these words in the future without your direct instruction.

The research behind it...

Research shows that it can take up to 17 exposures for children to put a new word into their long term memory. We have so many strategies at the ready to teach students new words, but we have to remember: repeat, review, retrieve, repeat, review, retrieve, repeat, review, retrieve. The more students are exposed to these words authentically, the better understanding they will truly have of the word.

Where do I find these vocabulary words?

I highly encourage you to start with your units of study to find your domain-specific vocabulary. The point here isn't necessarily to master a specific list for each grade level, but to master the words that are authentically showing up in YOUR units of study and to become comfortable working with big, meaning-filled words in context. Any time I am planning out a unit, I always make a list of important vocabulary words as I plan the content.

How I specifically and intentionally incorporate domain-specific vocabulary into my units of study without my students even really knowing it.

When introducing words, I follow a specific procedure to expose them to these words:

Note that this is a bit of a different approach from the typical "give and receive" where we straight up give students definitions of domain specific words, have them copy them, write them in a sentence, etc. While there is absolutely a time and a place for these things (it shows up in this sequence!), this approach exposes them to the word in a systematic manner to help them develop their own understanding of it so their understanding is not simply a regurgitation of what we've told them. Our goal is to nurture nightingales or canaries who can write and develop their own "vocabulary song," not parrots who repeat and regurgitate words and dictionary definitions with no real meaning.

During each of these layers of teaching, be sure you are specifically calling out the words and talking about their meaning each and every time they are exposed to them. While this should seamlessly integrate into your unit (students shouldn't know you are really honing in on vocabulary at every juncture within this process), it's important to note that this process is in addition to any other learning engagements you are working on during the given unit, which means they will be further authentically exposed during stations, experiments, etc.

Our ultimate goal here is to encourage students to gain independence in gathering vocabulary knowledge, meaning we want them to tune in to this content-specific vocabulary (instead of just blazing past it like many children will do when confronted with an unknown and daunting word...). We want them to pick out these technical terms and have strategies they can use to approach them.

Will you always be able to follow this sequence as you introduce academic vocabulary? Absolutely not. But the more often you can use at least parts of it, the more it will become second-nature for students to interact with vocabulary words.

Throughout the process, we will use so many modalities: visual, auditory, tactile through writing, etc. that are all proven by research to be essential to vocabulary acquisition.

My Approach to Teaching Vocabulary

Approach and Expose It: Begin with authentic texts (picture books are best here! If you can find a picture book that incorporates your words, that's key!) and easy-to-watch videos so they can see the words (or most of the words) used in a relatable, approachable scenario. Incorporating video is especially important because they need to hear the word pronounced correctly by multiple people, multiple times. Bonus points if you can find a video with captions! This goes for all video viewing. I always turn on captions for my students who may not process the auditory quite as well but thrive with reading on the screen (bonus points for extra reading time, too!).

Read It: Now that we've approached it and started to expose the vocabulary without that super explicit instruction, it's time to read it. Move on to more specific nonfiction passages where you move through a close read and use context clues to dissect the words and their meanings based on text features, context clues, pictures, etc. This is assuming that you've already tackled using context clues in the classroom and different ways to use context clues to approach new words. This is a great opportunity to find newspaper articles or texts that have great text features that help add to the vocabulary word's meaning. This is the point where we are explicitly teaching our students specific strategies to use when they are confronted with unknown words in their technical texts. This is the equivalent of a close read, and I highly recommend this be done in a small group setting with differentiated texts, if possible.

Perform It: At this point, we've already been exposed to the words through a video, book, and some sort of close read. Now, it's time to perform it. Incorporate the words into a student presentation where the content is already made for them. For example, have students participate in a reader's theatre, a poetry presentation, or drama circle that uses the words so that they can become familiar with not only the meaning of the word but have the opportunity to verbalize it, practice perfecting the pronunciation, correct usage within a sentence, etc. They aren't having to do a lot of generation of thought here, but they are having to work with the word. This can even be as simple as finding more picture books and doing a quick book talk that uses those specific words. The key is that they aren't doing a ton of generation of new content here, but they are still working with the words. You even get some bonus points here if you are having students perform it in front of the rest of the class, which further exposes the rest of the students to the vocabulary terms again and again.

Note It: This is the part that we typically think about when we consider incorporating vocabulary into our study, and if you prefer to move this up before students perform, that's perfect, too. I like to do this portion after a performance because it gives students the opportunity to generate their own definition, and then we can refine it together here.

By this point, they will have had multiple exposures to the word and opportunities to dissect the word. This is when you will really take and dissect the word parts (affixes and roots), talk about different meanings, tenses, and variations, how it relates to your content, your life etc. This is a great time to use non-examples of the words, talk about synonyms and antonyms, etc. This is your VERY SPECIFIC vocabulary study portion of your unit. For example, this is a great time to point out that there are words that we use in math that are used all the time outside of math, literacy, science, etc. Be sure to have all of the content from the first three steps at the ready to use as notes.

A quick aside about word parts

This is the perfect time to incorporate word parts. While it may or may not be part of your vocabulary instruction normally, this is an ideal time to integrate prefixes, suffixes, and roots (which are also domain-specific words!) seamlessly into your instruction. Any time I have the opportunity to point out word parts, I do!

For Example: When I'm teaching about division, and I'm teaching remainders, I ALWAYS point out that "remain" is part of the word.

If you're teaching about habitats, you can throw in
Aquatic (aqua)
Domestic (domicile means home, and so does domestic)

This is the time where students...

Take notes in interactive notebooks with definitions, examples, and pictures of the words.
I'm including two options for graphic organizers that you can use with your students. There are interactive notebooks here as well as a specific word study page that you can use to dive deeply into specific words.

This is a great time to incorporate graphic organizers like the Frayer Model, where students look at specific definitions, characteristics, examples, and non examples.

Semantic maps or mind maps are another way to take notes about your vocabulary words, and kids LOVE this! You place your give word in the middle and create a map or web to show the meanings and connections. I totally recommend doing one of these during unit studies and eventually finding a way to tie ALL of your vocabulary words into map.

Use Cloze context clues, activities here or even nonsense words in place of the vocabulary words for students to practice selecting the appropriate words.

Apply It: Students complete a performance-based task that incorporates the words. This is the opposite of the "Perform it" section, where they really weren't generating any content. This time they are doing ALL the generation. This can come in the form of a presentation, research project, creating a game, writing their own picture book about the topic, etc. Anything that you can use that they are showing you an understanding of the word. This can be your cumulative assessment about the topic as a whole, and it tends to be so much more authentic to gauge understanding than a pencil/paper vocabulary test. I've included several options for you to use as cumulative activities for ANY unit that incorporate your domain-specific vocabulary words.

Recall and retrieve: Make sure you are giving ample opportunities to use retrieval practice and recall the words and their meanings WITHOUT anything in front of them.

Bottom line: Exposure is critical, but so is direct instruction so that they can transfer these skills to any of their reading.

FREE Vocabulary Templates

Remember that the main goal here is not only to master the domain-specific vocabulary you are currently working on, but to equip students to approach these words and general vocabulary words at any time.

I hope this leaves you feeling well-equipped to begin tackling this tricky, but oh, so important vocabulary skill and that you are leaving with a plan for approaching it in the future.

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Teaching Domain Specific Vocabulary - Teaching with a Mountain View

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Today we're chatting about the importance of explicitly teaching domain specific vocabulary. This standard calls for students to be able to determine the meaning of general academic and domain-specific words and phrases in a grade-level text, and whether you follow Common Core Standards, state standards, or live somewhere else around the world, this plan of attack for teaching vocabulary will be relevant for you, too.

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Linking the Language:  A Cross Disciplinary Approach

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Linking the Language:  A Cross Disciplinary Approach

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In theory, it should be relatively easy for educators to link the language by introducing related vocabulary in clusters that cross content domains. Rather than introducing a word in isolation, we might surround it with family members that share the same root. This approach should help diverse learners, including English-minority students, make important vocabulary connections and transfer core ideas across content.

Students are exposed to an abundance of terms across the K-12 continuum - words that might be linked in the mental lexicon to promote retention and retrieval (Reichle & Perfetti, 2003). For example, the word thermometer may appear in a second-grade science curriculum, the related words thermal and geothermic several years later, and exothermic reactions show up in middle school. Adolescents may read about hypothermia in literature selections or in health class. The high-school science text may include thermonuclear or thermoelectricity. Meanwhile, at home, families might speak of a thermostat or a thermos. At which point across the K-12 continuum does the learner recognize the pattern inherent in these meanings and spellings? Some may naturally figure out that all these words share the same root ( therm) and pertain to ' heat'. Others may never make that connection without help. They are unlikely to independently determine the meaning of thermodynamics through analysis of word structure. Such students are stymied until they learn the fundamental building blocks of the English language. We might begin teaching commonly occurring roots by fourth grade:

The end of third grade is the time to introduce students to the Latin roots and Greek combining forms used frequently in social studies, math, and science texts... Learning these important patterns provides strategies for not only decoding and spelling but also for expanding expressive and receptive vocabulary. (Henry, 2003, p. 101-102)

The English language is potentially overwhelming. About 70% of the words derive from Latin, French, or Greek, and about 22% from German (Finkenstaedt & Wolff, 1973). Furthermore, the language is large, with nearly one million meaningful lexemes, including words, idioms (we can't overlook figurative language), prefixes, roots, and suffixes (Crystal, 1995, Global Language Monitor, 2009). Given the scope and complexity of the language, it behooves us to help learners process and classify related concepts. One way we might do this is through meaning-bearing morphemes, such as roots, prefixes, and suffixes. Approximately 88,500 distinct root families of words appear in school texts ( credible, incredible, credibility, credulous), and about 60% of the words encountered in varied textbooks may be deciphered by analyzing the morphemes inside the word and the context in the surrounding sentences (Nagy & Anderson, 1984).

To promote this process, educators might expose the root in clusters of related words. For example, in Figure 1 each word shares the same root -prim- meaning 'first or before.' This is a morphological family of words, and such relationships have been shown to facilitate reading (Carlisle & Katz, 2006).

Seeking connections

With just a little practice, recognizing roots becomes relatively easy. For example, the words bat, battle, battalion, combat, combatant, combative, battering ram and debate contain the root -bat- meaning ' to beat.' Approaching these related words through their shared root offers a way to decode, encode, and decipher meanings. In fact, most states publish academic standards that require students to analyze the morphemes to determine word meaning. However, there is inconsistency between academic standards and pre-service teacher education, so some educators do not understand morphology (Moats & Foorman, 2003) but they may enjoy learning with their students. Thus, "Even while they teach, men learn" (Seneca).

Teaching new words was subordinated to the goal of teaching about words - various kinds of information about words that could help [fifth-grade] children figure out meanings on their own. (Carlo et al., 2004, p. 205)

Students needn't become linguists - they need to become curious. A good deal might be accomplished by simply seeking root relationships in words. Each teacher thinks beyond his/her domain to broad common usage, providing for transfer of ideas and revealing root families. For example, the math teacher may expose the root -equi- meaning 'same or equal' in the terms equate, equation, equidistant, and equivalent, and link it to the geography term equator or the civics terms equal rights and equity. Likewise, the history teacher might draw from that same bank of words - including the math terms - when discussing equality or inequity. As applicable, the Spanish cognate igualar could be linked to its English counterpart equal. Working together, educators help students bridge the language by drawing attention to the root and revealing families of related words, as illustrated in Figure 2 for photo, meaning 'light.'

Gradually, intermediate and secondary students should begin to understand that most words are structured according to logical patterns of meaning and spelling. Coupled with context clues, a morphological approach may benefit diverse learners, especially English Language Learners (Carlo et al., 2004; Kieffer & Lesaux, 2007). From a classroom perspective, Gloria Ramirez, ELL teacher, has successfully capitalized on morphemes and cognates in middle school instruction:

Personally, I have found that my intermediate-level ELL students can feel successful and are successful when they have learned the meaning of affixes and roots. I find that their spelling improves as well as their vocabulary. Cognates are very important. For instance, sincere in Spanish is sincero, sincerity is sinceridad and sincerely is sinceramente. The roots are the same and just as we add different suffixes to change the grammatical part of speech in English, so we do also in Spanish. The concept transfers easily. (personal communication, March 2, 2004)

Prefixes

Students benefit from learning the most common prefixes (Graves, 2004). These affixes contribute a great deal to meaning, as seen in the difference been the words benediction (blessing) and malediction (curse). Again, consider the power of the prefix in the related academic words interior, exterior, posterior, anterior, and ulterior. Science teachers might reinforce these prefixes as students examine and label parts of the brain, the atom, etc. Literature teachers might bridge to ulterior motive, while history teachers link to Department of the Interior, interior exploration, etc. Some of the more common prefixes are shown in Table 1.

Note: Adapted from Carroll, Davies, and Richman, 1971.

English teachers might introduce common prefixes (such as trans- in transfer) and content teachers reinforce them. For example, history teachers may expose the prefix and reveal the relationship between transportation, Transcontinental Railroad, Transatlantic Exploration, and Transcendental Meditation, helping students deduce that all terms contain the prefix trans-, meaning 'across' or 'through.' Health teachers could discuss transfections, trans fatty acids, and blood transfusions, while in science, students build lexical bridges to transmitters and transponders. All teachers would link the targeted vocabulary to related words beyond their domain. They needn't know what other teachers are teaching; they simply need to make connections to related words. With this kind of 'transdisciplinary vocabulary outreach,' the language may shrink as the learner's vocabulary grows.

Numeric Prefixes

As they naturally teach their subject matter, math and science teachers are strategically positioned to point out the meanings of numeric prefixes, such as mono, bi, tri as shown in Table 2. They might begin with easier words ( tricycle, triangle, monoxide) and advance to more complex vocabulary ( triaxial, trilobite, trisoctahedron, polycarbonate). Likewise, mythology teachers could expose the three prongs of Neptune's trident while music teachers explain the difference between monotone, duet, trio, and quartet. History teachers could link to the Roman triumvirate. Taking another root, they might explain that the words century, centurion, centipede, and percent all share the root centum meaning 'hundred.' With instruction in morphology, students might note the numeric prefix in words like bicentennial, decades, and hemisphere. Time invested in learning numeric prefixes should be worthwhile.

Suffixes

A few suffixes appear frequently in social studies. For instance, the suffix '"ism meaning 'belief or practice' occurs in well-known words like alcoholism or vandalism and in lesser-known terms like feudalism, fanaticism, and capitalism. History students need to become comfortable with the derivational suffixes '"ist and '"istic, as in separatist, abolitionist, communistic, socialistic. Crossing domains, art teachers reinforce this suffix with the terms photorealistic, pointillism, and impressionism. There are at least a dozen derivational suffixes that appear frequently in words (see Ebbers, 2004; Henry, 2003; Moats, 2000).

Linking Morpheme Clues and Context Clues

Proficient readers look at context clues as well as morpheme clues to determine word meaning when reading independently. However, older students may not naturally know how to do this - some may not even realize that such clues exist, or they may not utilize context and morphemic clues together (Wysocki & Jenkins, 1987). In every domain, teachers might model this strategy. They could guide the process, encouraging learners to access the context outside the word and the morphemes inside the word. This strategy has been proven somewhat effective in reading subject-matter texts (Baumann et al., 2002). For an example of this method, see also Ebbers and Denton (2008).

Word-savvy student

Word-conscious students are somewhat primed to learn vocabulary. They are motivated, interested in language, and inquisitive about words. English or reading teachers might ignite such an attitude by sharing the humorous yet educational chapter book Frindle (Clements, 1996). This fast-paced plot is suitable for grades 4-8 and ought to motivate and engage the class. Motivation and engagement may well optimize instruction, resulting in higher achievement (Guthrie & Wigfield, 2000). In fact, according to Tseng and Schmitt (2008) motivation permeates all phases of the vocabulary learning process, including the mastery phase, and success promotes not only the skill to learn new words but also the will to do so. This may depend somewhat on the ability to self-regulate, or to purposefully select the best vocabulary approach for the unknown word. Since a morphemic approach may only work for about half the words encountered in text, teachers could model self-regulation by thinking aloud as they decide which vocabulary tactic is best for a particular word.

"Vocabulary instruction needs to be more explicitly metalinguistic; word consciousness is an obligatory, not a optional, component" (Nagy, 2007, p. 54)

Thus, vocabulary lessons that engage and motivate the learner are likely to prove effective. By modeling an attitude of curiosity about language, educators could generate linguistic insight. To promote such a spirit, we strive for a learning atmosphere that is both lighthearted and directed. Students discuss word relationships, invent words, sort words, compare and contrast meanings, and simply enjoy the sounds of speech. Because the activated mind seeks word associations, lessons do not focus on isolated words, or dictionary lists, but on relationships. Beck, McKeown, and Kucan (2002) encourage discovery in forming word associations:

Another entry point for adding words to the environment is morphological relationships. For example, challenge students to compare Tyrannosaurus and tyrant; pedestrian and pedal; duplicate and duplicity. It can also be valuable to discuss when relationships seem to exist but do not, as in the case of gargle and garden... Including such ideas in discussions of words lets students see language as an open book rather than as mysterious and impenetrable with authority over them. (p. 128)

Planning for Success

Working collaboratively, all teachers help students discover morphological links. The more systematic the plan, the more likely it will succeed. Content teachers could focus on the roots that apply to their domain. For example, science roots include bio, therm, phono, photo, geo, hydro, etc. This type of cross-content instruction is feasible, takes little time, and eventually becomes habitual. One middle school in Florida has been using this approach to vocabulary for several years. The assistant principal, M. Vertrees, explained the benefits:

One of the most important benefits of this type of instruction is that it gave students a deeper understanding of the word and it helped them remember it. For example, when I taught Mediterranean Sea, I taught it as medi = 'middle' and terra = 'earth' - The sea in the middle of the earth. Then they knew how the people felt about their world back then. That was the known world; it was all they knew. (interview, June 14, 2006)

Schools might focus on an academic word family each week. Academic words might be selected from the first five sublists of the New Academic Word List (Coxhead, 2000). For example, the academic word benefit could include beneficial, benefactor, benevolent, benign, and benediction. The meaning of the prefix bene- ('good') would be taught in English class but students would encounter related words across the curriculum, in science, math, art, etc. Every teacher would find a way to relate at least one of the words to a lesson that week. Schools might display the family-of-the-week in the halls, the library, and on classroom walls. This may yield positive school-wide community effects as well as vocabulary growth.

Cross-domain linkage is not likely to occur by happenstance. At first, this type of approach will require leadership, an interdepartmental focus team, collaboration, planning, and professional development - at least a professional learning community. Instructional leaders will need to promote and prioritize the vision. They will serve as metaphorical torchbearers, keeping the flame alive amidst the myriad distractions that occur over the school year.

Affirmation and validation is key. Teachers need to see that this approach is working and students need to feel more capable and confident around language. However, monitoring vocabulary growth is a thorny issue, as vocabulary grows slowly. One early indicator may be a heightened level of interest in words. Progress is evident when students spontaneously identify morphemes during shared reading: 'Look! There's bio- again!' Furthermore, as students learn to recognize the shared root in large families of words, spelling and reading may improve. This is another indicator of progress. Gradually, eventually, growth in reading comprehension and perhaps in disciplinary knowledge should be reflected on summative state achievement tests.

Resources are necessary. Teachers may need a dictionary that includes word origins. In schools populated with English Language Learners, cross-language dictionaries may be needed to find cognates ( insect-insecto). Much of this information is available online (see appendix). For parsing out essential roots and prefixes across the departments by grade level, see Henry (2003). See Moats (2000) for lists of common morphemes and a variety of teaching suggestions and exercises.

Patience and Practice

Vocabulary growth may not be immediately appreciated, just as a few drops in a bucket are easily overlooked. If progress is slow, resist the temptation to feel discouraged. Unlike learning the letters and sounds of the alphabet, vocabulary is an ongoing growth construct, not quickly mastered. Adolescents may first need to overcome their sense of frustration and failure, which may manifest itself as apathy or anger. An accepting, humorous, engaging atmosphere of playful discovery is optimal. Validating partial knowledge (the student understands the word when hearing it, or knows something about the word) and demonstrating that meanings are somewhat flexible - as used in context - may offset years of intimidation. Also, ongoing review will secure a stronger sense of success. Distributed practice is more effective than massed cramming because retention of information is higher (Willingham, 2002). Eventually, with multiple exposures over time and through varied vocabulary strategies, a new level of linguistic insight, possibly even a new sense of self, should emerge.

Limitations

A morphology approach is one important strategy in the vocabulary teacher's toolbox; it does not take long and it can be - and should be - integrated easily with context clues. But it is not the only approach and it will not work for every word. Some words do not make sense through the root or do not belong to a large morphological family. Furthermore, morphology research, while promising, is not yet conclusive, especially with respect to learning disabilities (Reed, 2008). Moreover, the concept of a school-wide interdepartmental approach is theoretical, albeit based in principles of effective instruction. Thus, the vocabulary plan should include a variety of strategies, such as specific word instruction, semantic mapping with partner discussion, and wide reading. A comprehensive, multipronged vocabulary model has been hypothesized by Graves (2006) and confirmed in the classroom by Baumann, Ware, and Edwards (2007).

May you have the hindsight to know where you have been, the foresight to know where you are going, and the insight to know when you have gone too far (Irish blessing)

Finally, it's possible to go too far with morphology, to the point of diminishing returns. To avoid this, teach only the most common roots and affixes. A root approach should not overwhelm inquiry-based science or history lessons; rather, it should support such instruction. Norborn Felton, Emeritus Professor of Geology at San Jose State, explains the value of morphology even as he advises restraint:

Kids don't need to learn all of the prefixes and roots. They need to be exposed to enough of them so they can see how useful they are. That's the important thing. And they can make up new scientific words. It should be engaging. (interview, June, 2006)

Online Resources for Morphology

About Susan Ebbers

Susan Ebbers is a doctoral student at the University of California and an educational consultant and speaker. She is the author of Vocabulary through Morphemes: Suffixes, Prefixes, and Roots for Intermediate Grades as well as Daily Oral Vocabulary Exercises: A Program to Expand Academic Language (Sopris West, Cambium publishers).

As a middle school teacher and literacy coach, she received the district teaching award and the county literacy award. For more information, go to www.readingway.com or email her at [email protected]

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Linking the Language: A Cross-Disciplinary Vocabulary Approach

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Rather than introducing a new word in isolation, teachers should introduce students to a rich variety of words that share the same root. This approach should help diverse learners including English language learners, make important connections among vocabulary words within the same family, and transfer core ideas across content areas.

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Vocabulary

We really don't talk enough about vocabulary on this blog, do we?

All joking aside, conversations about vocabulary instruction are important. Without proper vocabulary study, students may have a hard time developing the rest of their language arts skills, including reading and writing. Having strong vocabulary knowledge will help outside the English classroom, too, as students will undoubtedly encounter unfamiliar words in other subject areas.

To prepare students for success in school and beyond, the Common Core State Standards include this anchor standard under Vocabulary Acquisition and Use:

Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

So, what exactly are these domain-specific (or Tier 3) words?

Put simply, domain-specific words, also known as Tier 3 words, are technical or jargon words important to a particular subject. For instance, chemistry and element both fall under science-related vocabulary, while allusion and verse relate closely to English language arts (naturally, our favorite subject area).

Where do you find these words?

You probably don't want to scour a bunch of huge textbooks to find quality domain-specific words for your students, so here are a few suggestions:

Discuss your vocabulary needs with other professionals.

Your fellow teachers should be glad to give you potential vocabulary words from their areas of expertise (especially because your teaching these vocabulary words will help their students, too). If you ask nicely, they may also direct you to nonfiction texts you can use in your classroom. Everyone wins!

Don't be afraid to ask your students for vocabulary word inspiration, too. Chances are high that they've come across domain-specific words in other classes. Analyzing uncertain terms from other subjects, such as history or math, will help students strengthen their vocabulary skills and reinforce their knowledge in other school subjects.

Assign rigorous nonfiction to your students.

Nonfiction texts are the perfect place to encounter domain-specific words, especially since those words will be used in the appropriate context. Have students attempt to define unfamiliar vocabulary words in context before giving them hints or allowing them to use a dictionary. Strategies like root study, comparing and contrasting, logical analysis, and illustration will come in handy during these types of exercises.

Finding nonfiction texts for your lessons is easy. Web articles, journals, and encyclopedias are great resources for introducing domain-specific words to your students. For teachers pressed for time, ready-made compilations such as Reading Informational Texts and Essential American Documents and Speeches contain nonfiction pieces, including exemplar texts, that meet the level of difficulty the CCSS demand.

Use vocabulary resources that have sections on domain-specific words.

Our trusted Vocabulary Power Plus series and its upcoming digital counterpart, Vocabulary Power Plus Online, offer direct practice on hundreds of high-impact words while helping you cut down on instruction time.

The 2nd edition of the Vocabulary for the College Bound series includes comprehensive lessons that focus on academic and domain-specific words from many subjects, including science, math, and social studies. In each level of the series, each vocabulary word is used several times in different contexts, reinforcing word understanding and helping students retain what they learn.

These are just a few ways you can find and teach domain-specific words. What's your favorite method? Let us know in the comments!

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We really don't talk enough about vocabulary on this blog, do we? All joking aside, conversations about vocabulary instruction are important. Without proper vocabulary study, students may have a hard time developing the rest of their language arts skills, including reading and writing.

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Top 10 characteristics of Effective Vocabulary Instruction

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Top 10 characteristics of Effective Vocabulary Instruction

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by Kimberly Tyson, Ph. D. of learningunlimitedllc.com
We know that there is a strong relationship between vocabulary and reading comprehension. Systematic vocabulary instruction is an integral part of a K-12 comprehensive literacy framework for instruction. I consider it a privilege to have supported many teachers, coaches, & administrators in building a community that values word learning across classrooms and content areas.

Common characteristics of effective vocabulary instruction have been documented in numerous professional journals and books. Even though research points to common elements of purposeful vocabulary instruction, recent NAEP results for vocabulary reveal that there was no significant change in vocabulary scores for 4th- and 8th-grade students from 2009 to 2011. In short, we still have a long way to go to realize marked vocabulary growth.

Effective vocabulary instruction across grade levels and content areas is key. With the increased emphasis on nonfiction and informational text as part of the Common Core ELA & Literacy Standards, vocabulary instruction will be key to supporting student success with these texts. Teachers need to be aware of research-based instructional strategies, and they need ongoing support toward implementing effective vocabulary practices.

As part of 12 Days: 12 Tools I have shared 4 templates and tools for vocabulary. These include:
Top 10 Characteristics of Effective Vocabulary Instruction
You can put this infographic to use tomorrow; several immediate uses come to mind. For example, simply print and post it in your lesson plan book or on your desk, podium, or teaching table. The "Top 10″ infographic could also be used as a resource for professional development - to create conversation around effective vocabulary strategies and instructional practices.

Teachers, coaches, and/or staff developers could use the infographic as part of a shared online resource with links to effective vocabulary strategies, professional articles, blog posts, and templates.

1. Multiple Exposures

2. Frontload Vocabulary

3. Context Clues

4. Non-Longuistic Representations

5. Teach Independent Word-Learning Strategies

6. Rich & Varied Language Experience

7. Read-Alouds

8. Role Of The Dictionary

9. Directly Teach Individual Words

10. Independent Reading

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Top 10 Characteristics Of Effective Vocabulary Instruction

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by Kimberly Tyson, Ph. D. of learningunlimitedllc.com We know that there is a strong relationship between vocabulary and reading comprehension. Systematic vocabulary instruction is an integral part of a K-12 comprehensive literacy framework for instruction. I consider it a privilege to have supported many teachers, coaches, & administrators in building a community that values word learning across classrooms and content areas.

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Video!  Use of Domain Specific Vocabulary

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Video!  Use of Domain Specific Vocabulary

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Writers explain ideas precisely by using specific words related to their topics. Let's practice clarifying our writing by replacing vague or confusing terms with domain-specific vocabulary.

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Your Brain is a Smartphone

Nicole Lyons on July 30 2020

Learn how the human brain has evolved to give you control over your thoughts and emotions. Creator: https://vimeo.com/user57447654

Launched as a beta version in 2009, SafeShare has gained popularity as the safest way to watch and share YouTube and Vimeo videos, and is widely used all around the globe by educators so their students can watch educational material without the fear of inappropriate videos showing up.

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Your Brain is a Smartphone... - SafeShare

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Nicole Lyons on July 30 2020 Learn how the human brain has evolved to give you control over your thoughts and emotions. Creator: https://vimeo.com/user57447654 Launched as a beta version in 2009, SafeShare has gained popularity as the safest way to watch and share YouTube and Vimeo videos, and is widely used all around the globe by educators so their students can watch educational material without the fear of inappropriate videos showing up.

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3 Minutes Body Scan Meditation - Mindfulness For Kids And Adults

Nicole Lyons on August 06 2020

Fablefy - The Whole Child https://www.youtube.com/c/FablefyTheWholeChild/ In Mindfulness for kids, Shamash Alidina describes the body scan as a way to get in touch with the body, let go of feelings of needing to get stuff done, and release pent-up emotions. Just like other forms of meditation, the body scan also trains attention. Alidina says: The body scan alternates between a wide and narrow focus of attention; from focusing on your little toe all the way through the entire body. The body scan trains your mind to be able to move from detailed attention to a wider and more spacious awareness from one moment to the next. In our 3.5 minute body scan meditation, we let the practictioner experience the meditation in a fast paced world allowing oneself to be in touch with one's body.. About Fablefy: Fly With Able and Fy is our series that brings #mindfulness to you and your children. In this video, Able and Fy talk about simple breathing meditation.

Launched as a beta version in 2009, SafeShare has gained popularity as the safest way to watch and share YouTube and Vimeo videos, and is widely used all around the globe by educators so their students can watch educational material without the fear of inappropriate videos showing up.

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3 Minutes Body Scan Meditation - Mindfulne... - SafeShare

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Fablefy - The Whole Child https://www.youtube.com/c/FablefyTheWholeChild/ In Mindfulness for kids, Shamash Alidina describes the body scan as a way to get in touch with the body, let go of feelings of needing to get stuff done, and release pent-up emotions. Just like other forms of meditation, the body scan also trains attention.

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Being present in the moment is another SEL strategy to get student back on track. It is also useful for adults!

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Mindfulness for Kids : What does being present mean?

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Powerful Inspirational true story...Never ... - SafeShare

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Nicole Lyons on June 17 2021 Launched as a beta version in 2009, SafeShare has gained popularity as the safest way to watch and share YouTube and Vimeo videos, and is widely used all around the globe by educators so their students can watch educational material without the fear of inappropriate videos showing up.

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Social Emotional Learning is truly every minute of the day. Often times, we take things for granted - both teachers and students alike. Sometimes it's useful to take a quick a GRATITUDE moment ..

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This SEL video was added as a teaching tool as students may have feelings of frustration when learning something new (ie. new vocabulary). We used it in a classroom and had a very impactful discussion.

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Domain Specific Vocabulary Trivia- Custom Trivia Quiz Maker

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Thank you for being here! Let's see what you've learned!

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Interactive Word Walls

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Trivia *Domain Specific Vocabulary*(back up)

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Trivia *Domain Specific Vocabulary*(back up)