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It is distinct from informal language used at home and in daily conversation.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What are the three methods for teaching academic vocabulary?",{"text":68,"@type":64},"Teaching academic vocabulary uses three methods together: explicit instruction of words, explicit instruction of word-learning strategies, and indirect instruction of vocabulary through exposure to language in authentic contexts.",{"name":70,"@type":61,"acceptedAnswer":71},"How can teachers reinforce academic vocabulary beyond initial instruction?",{"text":72,"@type":64},"Students should record terms in formats they can easily access and update as learning grows. 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It includes the formal language that is used in education, whether orally, in textbooks, and in assessments.  \nAcademic Vocabulary is distinct from the informal language that is used at home, on the playground, and in daily conversation. Slang and colloquialisms are not part of academic vocabulary. Students may be quite adept with the English language in the informal register long before the academic register is developed. It takes specific instruction to build academic vocabulary.  \n[2 www.standardsplus.org](2 www.standardsplus.org) © 2011 Learning Plus Associates  \nTeaching Academic Vocabulary  \nThere are three methods of teaching academic vocabulary, and all three are necessary for vocabulary development. Explicit instruction of words, explicit instruction of word-learning strategies, and indirect instruction of vocabulary are all essential to developing academic vocabulary.  \nIn explicit instruction of words, teachers select terms that are taught using definitions, examples, and proper usage. These terms may be content-specific (e.g., addend, subtrahend) or conceptual (e.g., summarize, explain). This instruction includes using the terms in context and multiple exposures to cement the learning. If word banks or vocabulary notebooks are used, these are the terms that are included with definitions, usage, and non-linguistic representations to help the learner remember the term and its meaning and usage.  \nIn explicit instruction of word-learning strategies, teachers introduce, model, and prompt for the use of strategies that are used when a student comes to an unknown word. Context clues, word parts, cognates, text features, and related words are used to help the student attach meaning to the unknown word. Students must practice using the strategies across the curriculum whenever they are presented with unknown words. For the English Learner, special attention must be given to helping him determine which are the important words. Names and poetic or flowery description can be difficult to navigate, but may not be essential for comprehension of the big ideas being presented.  \nIn indirect instruction of vocabulary, students are exposed to language through discussion, reading, being read to, multimedia resources, and education-related experiences. This is a very natural way to learn language, but it also varies widely depending on the language experience of the student.  \n[www.standardsplus.org](www.standardsplus.org) © 2011 Learning Plus Associates 3  \nReinforcing Academic Vocabulary Instruction  \nStudents should record terms that are taught directly. The record of the terms should be ina format that the student can easily access and understand. The vocabulary may be collected in a notebook, on note cards, in word banks, or other collections, but they must have meaning for the student. If each student has an individual record of the terms, leave room for new information. Students should add new concepts, deeper meaning, graphics, or new usages to the record as the vocabulary develops.  \nWhen a term is revisited or a new or deeper meaning is explored, the students should be prompted to record the new learning. Students may also use graphic organizers to help them see the connections between related terms. This is especially helpful when studying a topic with many academic vocabulary terms. The Standards Plus EL Portal has many graphic organizers that can be used. Each graphic organizer is presented in a blank format and a completed format as an example of how it may be used:  \n• Concept web  \n• Concept tree  \n• Venn diagram  \n• Organized List  \n• Idea hand  \nGames are an engaging way to revisit vocabulary, and a few simple games can be used all year with different sets of vocabulary. Vocabulary Bingo can be set up so that the students lis","cbCaigjrPZpDnK4l","https://ap.wps.com/l/cbCaigjrPZpDnK4l","pdf",715065,14,"English","# What is Academic Vocabulary?\n# Teaching Academic Vocabulary\n## Explicit instruction of words\n## Explicit instruction of word-learning strategies\n## Indirect instruction of vocabulary\n# Reinforcing Academic Vocabulary Instruction\n## Record terms and revisit meanings\n## Use graphic organizers and games\n# Kindergarten Language Arts - Academic Vocabulary","[{\"question\":\"What makes vocabulary “academic vocabulary” in kindergarten learning?\",\"answer\":\"Academic vocabulary includes the words, phrases, and language structures used in learning across education settings, including oral use, textbooks, and assessments. It is distinct from informal language used at home and in daily conversation.\"},{\"question\":\"What are the three methods for teaching academic vocabulary?\",\"answer\":\"Teaching academic vocabulary uses three methods together: explicit instruction of words, explicit instruction of word-learning strategies, and indirect instruction of vocabulary through exposure to language in authentic contexts.\"},{\"question\":\"How can teachers reinforce academic vocabulary beyond initial instruction?\",\"answer\":\"Students should record terms in formats they can easily access and update as learning grows. Teachers can prompt students to record new meanings, use graphic organizers to show connections, and apply games such as Vocabulary Bingo, charades, and crossword puzzles for review.\"}]","Kinder-ELD-Academic-Vocabulary - Kindergarten Language Arts - Academic Vocabulary | PDF",1790580105,35]