Dce Social Studies Vocabulary

Social Studies

Vocabulary
Instruction
The Key to Academic Success
D.C. Everest Social Studies
Fall,2010

Focused on student learning
Hands-on learning

Preparing citizens for the 21st
Century
Rigor – high expectations

Literacy teachers

Innovative and willing to
take risks

Coaches/Advisors

Authentic learning

Leadership
Content specialists

Cutting edge of technology

Teaching the research
process
Always checking for understanding

Learning Targets
1) Rationale for direct instruction of
vocabulary
2) Developing vocabulary lists – Which
words?
3) Acquiring new vocabulary
4) Methods for directly teaching vocabulary
5) Assessing vocabulary knowledge
6) Differentiating vocabulary instruction
7) Word Conscious Classroom

Rationale for
Direct
Vocabulary
Instruction

Background knowledge increases
academic achievement
90
80
70
60

Academic
Background
Knowledge
Academic
Achievement

50
40
30
20
10
0

Level I

Level II

Level III

Background knowledge increases
life achievement

Academic background knowledge affects not only
“school learning,” but occupation and status in life.
Success in school has a strong bearing on students’
earning potential. Marzano, 2009

Building Background Knowledge
Through Vocabulary
Vocabulary words are labels students
store in their memory for groups or
families of objects.

elements4health.com

Building Background Knowledge Through Vocabulary

Vocabulary words are
like magnets that
attract the
background knowledge
Vocabulary word

Background knowledge

Malcolm X
movie on
Martin Luther
King Jr.

Karen Silkwood
Book I read
about civil
rights

Cesar Chavez

activist

John Brown

Union people
protesting
against Jimmy
Johns

Medgar Evers

Daisy Bates

Harvey Milk
movie
socialmediaclub.posterous.com

activist
Viola Liuzzo
Field trip to
Selma
Montgomery

Vocabulary and Academic Success

Research has shown a high correlation
between vocabulary knowledge and
academic success and high scores on the

ACT Exam!

Vocabulary and Academic Success

AP Exams

Binder Check

The first part of the binder contains articles
on teaching vocabulary.

Increasing Vocabulary
1.Life experiences & field trips
help students develop a strong
vocabulary
Examples: going to the bank/credit union, visiting
a battle field, canoeing on the Wisconsin River,
visiting a museum, eating at a restaurant, helping
at a charity event, going to Mount Rushmore,
going fly fishing, visiting Disney Land

2. Widespread reading

Virtual
experience

Widespread reading increases vocabulary. The
more you read, the more vocabulary you learn.
(The rich get richer and the poor get poorer.)
In fact, by the time they reach adulthood, people who make
a habit of reading have a vocabulary that is about four times
the size of those who rarely or never read. This disparity
starts early and grows throughout life.

Chances of Learning New Words in Context
Moderator

Level of
Moderator

Chances of Learning
Word

Ability

Low

8%

Medium

12%

High

19%

Grade Level

Grade 4

8%

Grade 11

33%

Text Density

1 new word for every
10 words

7%

75 words

14%

150 words

30%

3. Directly teaching vocabulary
It is estimated that children can be explicitly
taught 400-500 words per year at a rate of
8-10 words per week. (Beck, McKeown, and
Kucan, 2002)

Test refers to
a test which
tested
information
taught in
class.

Percentile rank on test

90
80

83

70
60

62

50
40

50

30
20
10
0

Source: Based on data in Stahl & Fairbanks, 1986

Turn and Talk
How do you
remember
learning
vocabulary
in school?

brainboxx.co.uk

“Given the importance of academic background
knowledge, and the fact that vocabulary is such
an essential aspect of it, one of the most crucial
services that teachers can provide, particularly
for students who do not come from academically
advantaged backgrounds, is systematic
instruction in important academic terms.”
Marzano and Pickering 2005

Closing the Gap – Low SES
Background knowledge is highly
correlated with family income
or socioeconomic status (SES)
There is an estimated
4,700 word difference in
vocabulary knowledge
between high and low SES
(Nagy and Herman, 1984)

Hart and Risley (1995) long term study of
vocabulary development in children…
revealed significant differences based on
parental income. Children in economically
disadvantaged households were exposed to
significantly fewer words.

Clearly poverty is a factor in vocabulary
development.

Low SES D.C. Everest

Other
Free/Reduced
Lunch 29%

D.C. Everest 2010

Closing the Gap – At-risk
Vocabulary instruction is one of
the essential elements of literacy
development for students “at
risk.” (RAND Reading Study
Group, 2002)

Closing the Gap - ELL
Direct vocabulary instruction
helps close the achievement
gap for ELL
For English
language learners,
the “achievement
gap” is primarily a
vocabulary gap.
(Carlo, 2004)

Closing the Gap – Low SES & ELL
BAV = Building Academic Vocabulary

Closing the Gap – LD
1) Provide
explicit
vocabulary
instruction

Turn and Talk

Think of one
student
you’ve had
who did not
have a rich
vocabulary
background…

brainboxx.co.uk

Developing
Vocabulary
Lists – Which
Words?

Which Words?

1) Content
specific/discipline based
vocabulary

Planned ahead of time/scope & sequence

2) Academic vocabulary
Will depend on activity/readings

Which Words?
Content words = war debt,
protest, boycott, taxation, duties
revolution, propaganda, monopoly,
monarchy, tyrant, liberty,

From Power sheet

Vocabulary taught during unit on Events Leading to American Revolution

ire
md
Fro

Academic words =profound, alteration,
cite, advocate, intervene, analyze, pragmatic.

a
s on
tion
c

DBQ

Which Words?

Beck’s Tier 1, 2, & 3 Words
• Tier 1 words are the basic words that
commonly appear in spoken language.
• Tier 2 words represent the more
sophisticated vocabulary of written texts.
• Tier 3 words are limited to specific domains.
-Isabel Beck

The notion of tiers of words is not a precise one,
and the lines between tiers are not clear-cut. -Beck

Which Words?
Word Types: A Lens for Thinking About Vocabulary
(Beck et al., 2002)
Tier 1: Basic
home
dog
happy
see
come
again
find
go
look
boy

& Choosing Important Words to Teach

Tier 2: Frequent Academic
analyze
approach
role
consist
major
require
significant
vary
interpret
respond
consequence
contrast
justify
criteria
illustrate
correspond
depict

“Mortar”
words

Tier 3 Content Specific
migration
democracy
trade balance
monotheism
monarchy
peninsula
irrigation
republic
immigration
secularism
anarchy
guerilla warfare
forensics
desegregation
manumission
profiling
psychotherapy

“Brick”
words

Which Words?

Marzano says
Beck says
Tier 2 Tier 3

Which Words?

D.C. Everest
Tier 2 & 3

Tier
2 or 3

Content specific/discipline based
vocabulary
Academic direction vocabulary or
frequently used academic
vocabulary
Tier 2

Content/Discipline based words
-Words that are crucial for
understanding the topic/unit
-Words that will show up again
and again in your class and
future social studies classes
-Words that matter today

Nationally known author and educator,
Dr. Anita Archer, speaking on the topic
of improving literacy at the secondary
level, recommended selecting content
words for vocabulary development that
students do not know, but that are
critical to the understanding of the
content, and that will have on-going
meaning beyond the immediate topic of
Northwest Washington Education Service District [Feb. 2005]
study.

Content/discipline based words
Best if it fits all
three criteria

___crucial for understanding?

___will show up again and again?
___matter today?

Which Words?
Proper nouns
saved in brain as
single memory

vs. common nouns
saved in brain as
group memory

Textile Workers Strike

Pullman Strike

1946 Bituminous Coal Strike

STRIKE
Steel Strike 1959

U.S. Postal Strike

Pullman Strike

Where do we get the words?
-Standards and Benchmarks
-Power sheets
-Marzano’s list
-Other lists in vocabulary binder- Michigan list,
Marshfield list, etc.

Binder Check

The middle part of the binder contains several
word lists.

Frequent Academic Words
-Academic “direction” words
that we find on tests, project
directions
-Other words students might
come across frequently (e.g.,
advocate, alleviate)
-Difficult words in readings

Where do we get the words?
-Choose them from the “directions” for
assignments/tests
-Difficult readings
-Coxhead Academic Word List (AWL) list
What is the Academic Word List?
The AWL is a list of words which appear with high frequency in English-language
academic texts. The list was compiled by Averil Coxhead at the Victoria University
of Wellington, New Zealand.
The list contains 570 words and is divided into 10 sublists.

The Academic Word List (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, social sciences, health, business, and
law.
Secondary 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.

AWL Top 60

analyze approach area assess assume authority
available benefit concept consist constitute
context contract create data define derive
distribute economy environment establish
estimate evident export factor finance formula
function identity income indicate individual
interpret involve issue labor legal legislate major
method occur percent period policy principle
proceed process require research respond role
section sector significant similar source specific
structure theory vary

Which words might you need to
teach to help students
understand this passage?
The Industrial Revolution was a period from the 18th to the
19th century where major changes in agriculture, manufacturing,
mining, transport and technology had a profound effect on the
socioeconomic and cultural conditions starting in the United
Kingdom, then subsequently spreading throughout Europe, North
America, and eventually the world. The onset of the Industrial
Revolution marks the major turning point in human history;
almost every aspect of daily life was eventually influenced in
some way. Most notably, average income and population began to
exhibit unprecedented sustained growth.

Turn and Talk
How have
you typically
provided
vocabulary
instruction
in your
classroom?
brainboxx.co.uk

What Doesn’t Work

Finding definitions and writing words in
sentences have had little impact on word
knowledge and language use.
- Janet Allen, 1999

Perhaps the biggest misconception is that
teaching vocabulary means teaching formal dictionary
definitions.”
- Marzano et al., 2002
Classroom Instruction That Works

Studies have shown that more than 60% of the
sentences created by students to use new
words based on definitions did not work.

What Doesn’t Work
• When vocabulary is discussed – “Does

anyone know what ____ means? “Who
can tell me…” This limits conversation
to students who don’t need instruction
•Too many students are passive
bystanders
• No requirements for using the
vocabulary in writing or speaking

Traditional
Vocabulary
Instruction

Dubious
instruction
Doug Buehl

What Doesn’t Work
Our brain
does not
store
definitions
in it.

‘fo-ren-sic

the application of a broad spectrum of sciences
to answer questions of interest to the legal system

Manhead (c) BioRaven

Acquiring Vocabulary

Word knowledge must be
constructed as networks of persona
connections and useful associations
Manhead (c) BioRaven

-Isabel Beck, Margaret McKeown, and Linda Kucan

A schema for a
word must be able
to associate with
something they
already know

Word Schema

Students must have at least
six encounters with a word to
learn it.
-McRel, 2008

A child’s understanding of a word starts
out simplistic but each time he comes
across the word again the
understanding of the word
becomes a little more
sophisticated.

Acquisition of vocabulary is enhanced
with the association of a visual image.

Research shows that the brain processes visual information
faster than auditory information. Visuals are also more
memorable than simple auditory information (the brain
remembers more from what it sees and hears than what it
just hears). RexiMedia 2009

FRONTLOADING
Words
Frontloading is a process of intentionally
exposing learners to vocabulary, concepts
and skills they will later learn, either during
the school day or in future unit activities.
FRONTLOAD…
- Vocabulary from a reading prior to reading
- Vocabulary from the unit to be studied next

FRONTLOADING
JB

Words
When you frontload, be sure to…
Maintain a focus on the words throughout the
chapter
Point out the words in subsequent chapters as
prior knowledge

- Carol Ann Tomlinson, 2007

Reading Vocabulary

Receptive

Listening Vocabulary

Writing Vocabulary

Productive

Speaking Vocabulary

Doug Buehl 2007

Turn and Talk

How can you
go about
frontloading
vocabulary?

brainboxx.co.uk

Methods for
Directly
Teaching
Vocabulary

Method for Teaching Vocabulary

We are using a blend of
Marzano’s steps and
McRel’s steps.


6 STEPS
1. Teachers explains the word
2. Teacher provides a non-linguistic
representation
3. Student writes an explanation in his/her own
words
4. Student creates a visual representation
5. Students add to their understanding of the
word and speak/write the words
6. Students “play” with the words


STEP 1 – Explain the word
• Explain the word in everyday
“kid” language (explain it like you
are talking with a friend)
• Explain the word using language
such as “you” or “someone” (e.g., if
you wanted to boycott homework..”)


STEP 1 – Explain the word
•Provide examples of the word in
multiple contexts
•Make connections to familiar
concepts and experiences
•Personalize the word by grounding it
with concrete classroom examples


STEP 2 –Non-linguistic
representation
•The teacher shows the students
an image that helps to represent
the vocabulary word or acts out
the meaning of the word.

STEP 2 –Non-linguistic representation
REVOLUTION
When people in a country overthrow the
government because they don’t like what
is going on

American Revolution

French Revolution

REVOLUTION
A sudden
or complete change in
things
Black Power
Revolution

Cultural Revolution
Industrial Revolution

of China

You say you want a revolution
Well you know
We'd all want to change the world
You tell me that it's evolution
Well you know
We'd all want to change the world
But when you talk about destruction
Don't you know that you can count me out
Don't you know it's gonna be alright

Songs can help students learn words.


Jazz Age - Flocabulary
Twenties came in like a lion;
By the end that lion was dying,
Couldn’t even pounce
Jazz Age, Dukes and Counts

Flocabulary

Big band swing time make you bounce
You know what this is: Prohibition
No liquor sipping,
No-oh, we’re bootlegging.
Like Al Capone, running Chicago,
Organized crime, making the dough, moving more booze than Busch is,
Ladies for the first time, shaking their tushes,
Flapper happening


teacherspayteachers.com

hannah-bravenewworld.blogspot.com

Mind maps,
diagrams and
graphic organizers
also help also.
tickledbylife.com

Protest

Teachers
can act
out the
meaning
of the
word.

If I was protesting
something I might walk
around in front of the
place I didn’t like
carrying a protest sign!

Gus

Use props
to help kids
understand
vocabulary
words.


STEP 3 Student writes
explanation
The student writes an
explanation for the vocabulary
word in his/her own words. (It
won’t be a perfect definition.)

STEP 3 Student writes explanation
Vocabulary Notebooks (Steps 3-6)
Have students keep vocabulary words
in a section of their notebooks.
-It allows them to write explanations and
make a visual symbol
-They can add/modify the explanation and add
examples
-All words are in one place for easy review, games,
etc.

STEP 3 Student writes explanation
Vocabulary Notebooks (Steps 3-6)
Explanation

Binder Check
See
vocabulary
notebook
examples in
back of
binder and
actual
student
notes

The last part of the binder contains different
activities/strategies for teaching vocabulary.


STEP 4 Student creates
visual representation
The student draws a symbol,
picture, cartoon to represent
the word. The student could also
add a copied or printed picture
but it’s best if they do it
themselves.

STEP 4 Student creates non-linguistic representation

Draw a symbol

Draw an example

justice

child labor


Draw a talk bubble, cartoon
I like to study human beings.
How do humans behave? Why
are there differences
between groups of people? I
am an anthropologist,

STEP 5 Student adds to understanding
of word and uses the word in writing &
speaking

The student might…
•add examples of the word,
•make comparisons of the word,
•classify the word


STEP 5 Student adds to understanding of word and uses
the word in writing & speaking
Reading Vocabulary

The student might…

Listening Vocabulary
Writing Vocabulary
Productive

•Use the words in
writing

Receptive

Speaking Vocabulary
Doug Buehl 2007

•Have a conversation
with a partner using vocabulary
•Look at suffixes, prefixes, and
Latin roots

STEP 5 Student adds to understanding of word and uses the word in writing & speaking

Directly teaching
word partsaffixes, base
words, roots greatly enhance
vocabulary
because 60% of
English words
have Latin or
Greek origins
(Armbruster &
Osborn, 2001).
http://www.inrebus.com/latinwordoftheday.php Latin Word of the Day

STEP 5 Student adds to understanding of word and uses the word in writing & speaking

unalienable: From the Latin adjective alienus, -a, -um, meaning belonging
to another. Unalienable rights are those that cannot be taken away or
transferred to another person.
obligation: The same prefix ob- + the verb ligare, meaning to tie or bind.
An obligation is that by which one is bound.
legitimate: From the Latin noun lex, legis, meaing law. Legitimate means
according to law.
citizenship: From the Latin noun civis, civis, meaning citizen.
revolt: From the Latin verb revolvere, to roll back or against.
discipline: From the Latin verb disco, discere, meaning to teach. Or from
the noun discipulus, meaning student or follower.
militancy: From the Latin noun miles, militis, meaning soldier.
destiny: From the Latin verb destinare, meaning to fasten down or to
arrange or design.

•
•
•

Prefixes add meaning to
thousands of words.
Learn a few prefixes, and you
open up the meaning of thousands
of words.
There are twenty common
prefixes that account for 97% of
the prefixed words in printed
school English (White, Sowell & Yanagihara,
1989).

•

dis-

re-

un- (in, im, il, ir)-

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.

Anti = against : anti-war
De = opposite : destroy
Dis* = not, opposite of : disagree
En(m) = cause to : encode, embrace
Fore = before : forecast
In(m) = in : intake, implant
Inter = between : interact
Mid = Middle : Midway
Mis = Wrongly : Mistake
Non = Not : Nonsense
Over = Over : Overlook
Pre = Before : Preview
Re* = Again : Return
Semi = Half : Semicircle
Sub = Under : Submarine
Super = Above: Superstar
Trans = Across : Transport
Un* = Not : Unfriendly
Under = Under : Undersea
In, Im, Il, Ir * = Not : Injustice, Impossible, Illiterate, Irreligious.


STEP 5 Student adds to understanding of word and uses
the word in writing & speaking

Teach dictionary/glossary use as a
way to check/refine their
explanations. (We eventually do want students to be able to
independently figure out meanings for unknown words.)


STEP 6 – Student “plays”
with the words.
The student plays games,
creates word art, creates
vocabulary songs.
Wall of
Vocab Song

STEP 6 – Student “plays” with the words.

WORD DEBATE
Which word best
describes the
picture?

police brutality
civil disobedience


WORD DEBATE
Which word best
describes the
picture?

escalation
demilitarize


Write a Word
Poem

Benevolent (adj) kind
The benevolent dictator
Was good and kind
His rule was fair
His justice blind

Debunk (v) to discredit
The scientist was wrong
His hypothesis debunked
His colleagues wondered
If chemistry he flunked

Deliberate (v) to consider
carefully
The jury deliberates
They think things through
They look over the evidence
And piece together the clues

Resources for “Playing” with Words
http://vocabulary.co.il/blog/learning_vocabulary/category/social-studies-vocabulary/

Vocabulary building games

http://www.superkids.com/aweb/tools/words/
Show
examples
http://jc-schools.net/tutorials/vocab/
Contains word lists/games

http://www.teach-nology.com/forum/showthread.php?t=3722
Vocabulary game ideas

http://learning.blogs.nytimes.com/category/word-of-the-day/
Word of the Day
http://www.imagechef.com
Image Chef -like Wordle only you can make shapes

http://picturevocabulary.com/satflashcards.html
Visual learning (cards to purchase)

Show
examples

http://quizlet.com/
Online quiz program

My daughter in college
Uses Quizlet to study.
She makes her own
Flashcards and it’s FREE!
“Tim Nyenhuis”

http://www.syvum.com/cgi/online/serve.cgi/squizzes/history/hist1.tdf
History vocabulary

Show
examples

http://www.vocabulary.com/

Show
examples

http://www.weboword.com/

http://www.freerice.com/

Students could categorize words and make a word cloud.

Wordle
http://www.wordle.net/

Forty-seven ways to Use Wordle in
the Classroom

https://docs.google.com/present/view?pli=1&id=dhn2vcv5_157dpbsg9c5

Wordaizer
http://www.mosaizer.com/Wordaizer/


www.wordsift.com
Visual Thesaurus
is free through
Wordsift

http://www.visualthesaurus.com/vocabgrabber/

Visual Thesaurus & Vocabulary Grabber

Show
examples

Assessing
Vocabulary
Knowledge

Vocabulary Assessment
VOCABULARY

war debt
protest
boycott
revenue
taxation
duties
tyrant
monopoly
monarchy
propaganda
revolution
independence
Show
assessment
example

4 = I know it well
and can explain it
and I use the
word in writing
and talking

3 = I know
something about
the word and can
relate it to a
situation

2 = I have seen
the word or
heard it before

1 = I don’t know
the word at all

VOCABULARY

imperialism

4 = I know it well
and can explain it
and I use the
word in writing
and talking

3 = I know
something about
the word and can
relate it to a
situation

2 = I have seen
the word or
heard it before

1 = I don’t know
the word at all

capitalist
economy
massive
retaliation
military
industrial
complex
polytheistic
reparations
socialism
heresiarch
fiscal policy
aggregate
hegemony
simony

Teachers, how would you
evaluate your knowledge
of these words?

I know
the word

I sort of
know the
word

I don’t
know the
word

CLOZE Passage
Historians do not know exactly when people from Asia
crossed this land bridge into North American because the
travelers left no written records. Historians relay on
_______ - the study of the unwritten past – for clues.
Historians examine _________, or remains of objects
made by humans to understand the past. Evidence
indicates that the Paleo-Indians, or the first Americans,
crossed Beringia into Alaska sometimes between 50,000
and 10,000 B.C. People who are native to an area or the
original people of an area are known as _____________.
Originally these people were hunters and gatherers but
over time ____________ societies developed as people
learned how to breed wild plants and animals for use by
humans, also known as ______________.

Vocabulary
Word
doctrine

Monroe Doctrine

naturalization

- Saba Jaipuri

strait

Examples

Sometimes have
students give examples
instead of definitions

- Hmong community
members who weren’t born
here
Bering Strait
Strait of Gibraltar

English/Language Arts Grade 6
Vocabulary Acquisition and Use

4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on
grade 6 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a
sentence) as a clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word
(e.g., audience, auditory, audible).
Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital,
to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred
meaning in context or in a dictionary).
5. Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Interpret figures of speech (e.g., personification) in context.
Use the relationship between particular words (e.g., cause/effect, part/whole, item/category) to
better understand each of the words.
Distinguish among the connotations (associations) of words with similar denotations (definitions)
(e.g., stingy, scrimping, economical, unwasteful, thrifty ).
6. Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension
or expression.


grade 7 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a
sentence) as a clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word
(e.g., belligerent, bellicose, rebel).
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses),
both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning
or its part of speech.
Interpret figures of speech (e.g., literary, biblical, and mythological allusions) in context.
Use the relationship between particular words (e.g., synonym/antonym, analogy) to better understand
each of the words.
Distinguish among the connotations (associations) of words with similar denotations (definitions)
(e.g., refined, respectful, polite, diplomatic, condescending ).
6. Acquire and use accurately grade-appropriate general academic and domain-specific words and
phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension
or expression


4. Determine or clarify the meaning of unknown and multiple-meaning words or phrases
based on grade 8 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or
function in a sentence) as a clue to the meaning of a word or phrase.
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning
of a word (e.g., precede, recede, secede).
Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or determine or
clarify its precise meaning or its part of speech.
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking
the inferred meaning in context or in a dictionary).
5. Demonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
Interpret figures of speech (e.g. verbal irony, puns) in context.
Use the relationship between particular words to better understand each of the words.
Distinguish among the connotations (associations) of words with similar denotations
(definitions) (e.g., bullheaded, willful, firm, persistent, resolute ).
6. Acquire and use accurately grade-appropriate general academic and domain-specific
words and phrases; gather vocabulary knowledge when considering a word or phrase
important to comprehension or expression.

English/Language Arts Grades 9-10

grades 9–10 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function
in a sentence) as a clue to the meaning of a word or phrase.
Identify and correctly use patterns of word changes that indicate different meanings or parts of
speech (e.g., analyze, analysis, analytical; advocate, advocacy ).
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both
print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its
part of speech, or its etymology.
Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
Analyze nuances in the meaning of words with similar denotations.
6. Acquire and use accurately 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 considering a word or phrase important to
comprehension or expression.

English/Language Arts Grades 11-12

grades 11–12 reading and content, choosing flexibly from a range of strategies.
Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function
in a sentence) as a clue to the meaning of a word or phrase.
Identify and correctly use patterns of word changes that indicate different meanings or parts of speech
(e.g., conceive, conception, conceivable).
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print
and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of
speech, its etymology, or its standard usage.
Interpret figures of speech (e.g., hyperbole, paradox) in context and analyze their role in the text.
Analyze nuances in the meaning of words with similar denotations.
6. Acquire and use accurately 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 considering a word or phrase important to comprehension or
expression

Differentiating
Vocabulary
Instruction

Differentiating Vocabulary Instruction
Advanced Students
Generate/examine examples across time (e.g., What were
some revolutions that took place in history?)
Differentiate between words with close meanings (e.g., Is
a coup de ‘etat the same as a revolution?)
SAT Vocabulary
Super Kids http://www.superkids.com/aweb/tools/sat/
A dictionary definition will make more sense to them than
to students who do not have as much background
information

Analyze political
cartoons, which deal with
the vocabulary word

derapsclass.blogspot.com

appeasement


Not all Hmong
students
McRel 2006

speak Hmong

Have ELL students physically act
out the vocabulary word.

Rick Wormeli 2009


Consider students’
Multiple intelligences
Music vocabulary
Hip hop flocabulary
http://www.flocabulary.com/wordup_blue_listen.htm
Image Chef – create a slide show
http://www.imagechef.com/

Make sure you work with specialists
to help students learn vocabulary.
Get specialists the words ahead of
time so that they can help frontload
the vocabulary.

Word Consciousness ...
- Awareness of words
- Enjoyment of words
- Playing with words
- Interest in words
- Appreciation of words
- Satisfaction in using words well

Word Conscious Classroom
There are specific academic
discourse communities that use
particular types of words to
communicate.
Doug Buehl explain that these
communities read text in
different ways. (TLH)

A person becomes a part of a discourse
community by becoming an“apprentice” in the
culture.

Novice

Apprentice

Practitioner

Expert

This involves becoming an “insider”with others who will
help the novice so that s/he learns the culture, including
the type of language used.

Word consciousness becomes a way
to address this issue by actively,
explicitly and thoroughly immersing
students in opportunities to see,
hear and use academic discourse
vocabulary.

Word Walls
The power of an interactive word wall
in the classroom is amazing. The key
to a successful word wall is the word,
"interactive." Students need to
actively interact with the word wall
on a daily basis.

Word Walls
As students master a word, it should be retired to a shoe
box and newer words added to the wall. The “shoe box”
words can be reviewed before cumulative tests, or used to
help students make connections between past learning and
new topics. Word walls work best when they are
interactive, with words that can be easily added, removed
or rearranged. Pocket charts, or index cards with peeland-stick Velcro, or peel-and-stick magnetic strips work
well.
Read more at

Word Walls in Middle School: How to Use a Word Wall Effectively with Older Students
http://curriculalessons.suite101.com/article.cfm/use_word_walls_in_middle_school#ixzz0uSBNgaSO


Word Walls

Wall of
Vocab


Word
Walls
http://www.history.esc2.net/


Ms. Vinje’s


Mr. Peterson’s

Encourage students to be Social
Studies Word Wizards and find
the use of vocabulary words
outside of class. Keep a chart.

Tell students that the Word
Wizards are listening for them to
use vocabulary words in class
discussions.


A Word Wizard


Words =

Power Intelligence
Strength Knowledge
Charisma Talking
Success Achievement

The teacher who is alert to
opportunities for using sophisticated,
interesting, and precise language is
probably the most important element
in a word-rich environment.
— B E C K

E T A L . , 2 0 0 2

Resources Used
Building Academic Vocabulary by Kelly Curtright
Building Academic Vocabulary by Marzano and Pickering
Building Background Knowledge for Academic Achievement by Marazano
Tennessee Academic Vocabulary by Timothy K. Webb
Strategies for Boosting Vocabulary Learning Across the Curriculum by Doug Buehl
Grasping Tier 2 Words – Condensed from an article by Doug Buehl
Teaching Reading in Social Studies by Carlos M. Gonzalez
Developing Content Literacy: the “3 legged” Stool of Improving Secondary Achievement by Kevin Feldman
AP Vocabulary Data Base by Marshfield High School Social Studies
Academic Vocabulary by Jim Burke
Enhancing Long Term Retention of New Vocabulary Using Visual Images
A Focus on Vocabulary by Mike McMahon
A High-Incidence Academic Vocabulary by Kinsella/San Francisco State University
Vocabulary in Social Studies Classrooms by D. W. Moore
Differentiating Instruction for Struggling Learners by East Palestine City Schools
Vocabulary Instruction in the Inclusive Classroom by Janine Struyde
Selecting Vocabulary: Academic Word List http://www.uefap.com/vocab/select/awl.htm
Coxhead http://language.massey.ac.nz/staff/awl/awlinfo.shtml
What is the GRE http://www.psychwww.com/careers/gre.htm
Games and Activities that Build Academic Vocabulary McRel
http://www.nea.org/tools/13739.htm
Forty Most Frequent Prefixes and Suffixes
http://picturevocabulary.com/fc2.html
http://www.syvum.com/cgi/online/serve.cgi/squizzes/history/hist3.tdf?0
Word Consciousness Across the Curriculum Dr. Judith Scott Bonnie Skobel
What? Word Consciousness CORE

Thank
You!!!!!!

Dce Social Studies Vocabulary

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