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It defines academic language and academic vocabulary, describes how educators can leverage learners’ home-language word knowledge, and provides principles for effective vocabulary instruction using content-based units, a focused set of high-utility words, and multiple 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\nHallmark 4 of Advanced Literacies Instruction: Academic Vocabulary and  \nLanguage  \nProduced for the New York State Education Department by  \nNonie K . Lesaux, PhD & Emily Phillips Galloway, EdD  \nHallmark 4:  \nStudy a small set of high-utility vocabulary words to build breadth and depth of knowledge  \nWhy is this important?  \nVocabulary knowledge is a key part of language development and academic success—it involves understanding the meanings of words and phrases heard or read, as well as using those words and phrases to communicate effectively in speech or writing. Vocabulary, language, and knowledge,  \ntherefore, go hand in hand—it is through words and sentences that ideas take shape and knowledge is communicated.  \nAcademic vocabulary is used primarily in school, civic, and professional settings—the language of text, academic success, and of power and influence. Distinct from everyday vocabulary, it includes general vocabulary words that are used across many content areas (e.g., research, exhibit, investigate) as well as content-specific academic vocabulary words that are unique to a particular subject (e.g., fraction in math; chemical in science) . Acquiring and building knowledge through reading means not just recognizing academic words, but having a deep understanding of them—reading for meaning demands an understanding of the concepts that the words represent and an ability to integrate these concepts with prior knowledge. For comprehending school texts, having a deep understanding of  \nWhat is Academic Language?  \nAcademic language  \nis the language used primarily in school, civic, and professional settings—the language of text, academic success, and of power and influence. It is distinct from everyday conversational language.  \nacademic vocabulary words is essential. By focusing on the role of academic vocabulary in content-  \narea teaching and learning, educators can transform academic words from the gatekeeper between word reading and comprehension to the gateway for deep understanding.  \nWhat Does This Look Like in Linguistically Diverse Classrooms?  \nUsing Home Language Resources  \nEnglish Language Learners and Multilingual Learners bring knowledge of words (and their concepts) acquired in a home language to the classroom. The task for educators is to use instructional strategies and supports to help students establish connections between this knowledge and their developing knowledge inan additional language. In designing learning and teaching to support ELLs/MLLs, it is crucial to consider that word knowledge develops for students as they connect what they know about a word, in any language, with new information being taught.  \nQuick Tip: Allow students to use home language resources as they are learning an additional language. If educators are not speakers of students’ home languages, they can make students the experts by having them share the connections they are establishing across languages.  \nAcademic vocabulary instruction is especially important in linguistically diverse classrooms. Many struggling readers and English learners demonstrate shallow and narrow vocabulary knowledge; they have enough knowledge of words and concepts to engage in day-to-day conversations or get the gist of a story, but they need an even deeper understanding of many academic words and concepts for independent reading comprehension and to engage in academic dialogue, written or oral.  \nTo promote students’ academic vocabulary in a linguistically diverse classroom means new and intensive opportunities to develop their oral (skills and knowledge that go into listening and speaking) and written language skills across content areas. This can be done by taking a knowledge-building approach—one that brings the world to students in meaningful ways and supports them as they acquire both knowledge and language.  \nShifting How We Think About V","cbCaidjnq5jyzvNr","https://ap.wps.com/l/cbCaidjnq5jyzvNr","pdf",1846437,"English","# Hallmark 4: Academic Vocabulary and Language\n## Why Academic Vocabulary Matters\n## What Is Academic Language?\n## What Does This Look Like in Linguistically Diverse Classrooms?\n## Shifting How We Think About Vocabulary Instruction\n## Principles of Effective Vocabulary Instruction","[{\"question\":\"Why is academic vocabulary knowledge important for students?\",\"answer\":\"Vocabulary knowledge supports language development, reading for meaning, and academic success by helping students understand word and phrase meanings and use them to communicate effectively in speech or writing.\"},{\"question\":\"How should educators use home-language resources when teaching ELLs/MLLs?\",\"answer\":\"Educators can help students connect what they already know about a word in any language to new information in an additional language, including by allowing students to use home-language resources and share cross-language connections.\"},{\"question\":\"What principles guide effective academic vocabulary instruction?\",\"answer\":\"Effective instruction uses content-based thematic units with rich texts, teaches a small set of high-utility academic vocabulary words in context, and combines explicit instruction with multiple modalities and authentic practice opportunities.\"}]","LINGUISTICALLY DIVERSE LEARNERS AND THE NYS NEXT GENERATION P-12 LEARNING STANDARDS BRIEF 6 OF 8 - Hallmark 4 | PDF",1790582806,13]