[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-420828-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-420828-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","teaching-academic-vocabulary-resource","Teaching Academic Vocabulary - Resource","","Teaching academic vocabulary to protracted English Language Learners requires more than rhetoric. Each day, teachers must prepare to teach high-utility words through engaging, viable instruction that ensures students understand and use the vocabulary. Effective guidance highlights wide, fluent reading with issue-based nonfiction, direct scaffolded instruction of selected words, deeper knowledge of parts of speech and usage, and structured daily opportunities to use new vocabulary. Instruction should follow consistent sequences with checks for understanding.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/healthcare/","Healthcare",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/teaching-academic-vocabulary-resource/420828/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/teaching-academic-vocabulary-resource/420828.png","ImageObject",300,407,{"name":42,"@type":43},"Cipher","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-03","2026-09-28",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",10,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why is teaching academic vocabulary to protracted English Language Learners more than rhetoric?","Question",{"text":63,"@type":64},"Because each teacher must be prepared to teach vocabulary in an engaging, viable way that students can actually understand and use. Listening alone is not enough for developing powerful expressive academic vocabulary.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What reading approach is recommended to help English Language Learners build academic vocabulary?",{"text":68,"@type":64},"Use short, engaging, issue-based nonfiction readings and ensure students do more than one reading on the same topic. Multiple exposures help words enter students’ lexicon and improve retention.",{"name":70,"@type":61,"acceptedAnswer":71},"What should an effective vocabulary lesson sequence include for each new word?",{"text":72,"@type":64},"A consistent instructional sequence that conveys meaning and checks for understanding, so teachers can confirm students grasp the word. Lessons should also prepare students to use the vocabulary in structured opportunities every day.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},420828,1790672148,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,110,115,120,123,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":108,"slug":109},7,40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},8,"Research & Report",30,"research-report",{"id":116,"doc_module":4,"doc_module_name":25,"category_name":117,"show_sort_weight":118,"slug":119},9,"Religion & Spirituality",20,"religion-spirituality",{"id":118,"doc_module":4,"doc_module_name":25,"category_name":121,"show_sort_weight":118,"slug":122},"World Cup","world-cup",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":55,"slug":125},"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":107,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":111,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":118,"preview_page_count":4},687208528416,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","RESOURCE  \nTeaching Academic Vocabulary  \nBy Kate Kinsella, Ed.D.  \nTeacher Educator & School Consultant  \nSan Francisco State University  \nA SCOE Publication, November 2005  \nA s colleagues, we need to have a united, sustained, and informed vision  \nabout how we’re going to tackle this monster of academic language. It will take more than rhetoric. It means that on any given day, each teacher that an English Language Learner encounters must be prepared to teach vocabulary in a way that is viable, engages the student in the instruction, and gets him or her to use the vocabulary.  \nIf we look at the big picture of comprehensive strategies for helping protracted English Language Learners build academic vocabulary, we can highlight several key points about what we know these students need.  \n■ English Language Learners need to engage in fluent, wide reading. I strongly recommend that teachers use short, engaging, issue-based nonfiction readings. These readings will expose students to more academic vocabulary. You could read for a month in literature and come up with a pretty anemic toolkit of words that are valuable for academic purposes. I also recommend that students do more than one reading on the same topic. Too often, we give them just one exposure, then go on to something new. This is not a  \nThis is Part 2 of a two-part brief about how to effectively select and teach academiocabulary to protracted English Language Learners. It is based on a presentation mad by Dr. Kinsella at the ELL Administrator Conference hosted by the Sonoma County Office ofEducation in April 2005. As part ofits Aiming High initiative SCOE isroviding this brief to teachers throughout Sonoma County with a goal of helpin hem close the achievement gap for English Learners  \n2 Aiming High RESOURCE  \nrealistic pattern in terms of college or the workplace where narrow reading is common. Nor is it helpful in terms of retention. If they see the word “impact”in three separate readings, it will be a word that enters their lexicon.  \n■ English Language Learners need to have directscaffolded instruction of important words. Students do not acquire academic language simply by listening to literate presentations by teachers. Vulnerable second language learners need direct, recognizable, and accountable instruction of highutility vocabulary. Since not all words require instructional primacy, teachers must have apedagogically defensible justification for why they select certain words. Some words are taught so students can comprehend big concepts, while others are useful for general academic purposes.  \n■ English Language Learners need to be taught more word knowledge, parts of speech, and word usage. They have to understand how words work and should be studying and visualizing words.  \n■ English Language Learners need structured opportunities to use the new academic vocabulary every day. This is part of the accountability that will ensure students are actually using the new vocabulary. I see teachers with lesson plans describing how they’re going to teach a standard by talking about this and doing that. I ask them,“At what moment will you interrupt your instruction? If you’re asking a question, how will you make sure that everyone responds? What opportunities have you built in for students to  \nactually use the vocabulary?” Students will not  \ndevelop a powerful expressive academic  \nAt a training on vocabulary instruction in mixed-ability classrooms, Kate Kinsella (center) works with Mountain Shadows Middle Schoolteachers Amy Reibli and Christina Grace  \nvocabulary just from listening to a discussion. They develop it by really being taught and by being put in situations where they have to use the words.  \nWhat is effective academic vocabulary instruction?  \nAn instructional sequence for pre-teaching important new words should include steps that not only convey the meaning of the word, but also check for understanding to see that students actually grasp the meaning. It’s import","cbCaiv2tEnTjgU8W","https://ap.wps.com/l/cbCaiv2tEnTjgU8W","pdf",758566,"English","# Teaching Academic Vocabulary\n## Key strategies for building academic vocabulary\n## Effective academic vocabulary instruction\n## Example instructional sequence for teaching a word","[{\"question\":\"Why is teaching academic vocabulary to protracted English Language Learners more than rhetoric?\",\"answer\":\"Because each teacher must be prepared to teach vocabulary in an engaging, viable way that students can actually understand and use. Listening alone is not enough for developing powerful expressive academic vocabulary.\"},{\"question\":\"What reading approach is recommended to help English Language Learners build academic vocabulary?\",\"answer\":\"Use short, engaging, issue-based nonfiction readings and ensure students do more than one reading on the same topic. Multiple exposures help words enter students’ lexicon and improve retention.\"},{\"question\":\"What should an effective vocabulary lesson sequence include for each new word?\",\"answer\":\"A consistent instructional sequence that conveys meaning and checks for understanding, so teachers can confirm students grasp the word. Lessons should also prepare students to use the vocabulary in structured opportunities every day.\"}]","Teaching Academic Vocabulary - Resource | PDF",1790622551]