[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-423619-105":59,"doc-detail-423619-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","word-wise-and-content-rich-grades-7-12-a-study-guide-five-essential-steps-to-teaching-academic-vocabulary","Word Wise and Content Rich - Grades 7-12 - A Study Guide - Five Essential Steps to Teaching Academic Vocabulary","","A study guide supporting learning of “Word Wise and Content Rich: Five Essential Steps to Teaching Academic Vocabulary” for grades 7–12. It encourages readers to complete chapters or the whole book, using prompts for personal reflection and possible small-group professional discussion. The guide includes discussion questions on unmet secondary vocabulary needs, links between vocabulary knowledge and informational text reading, and how word understanding clarifies ideas and supports deeper comprehension.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/word-wise-and-content-rich-grades-7-12-a-study-guide-five-essential-steps-to-teaching-academic-vocabulary/423619/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/word-wise-and-content-rich-grades-7-12-a-study-guide-five-essential-steps-to-teaching-academic-vocabulary/423619.png","ImageObject",300,407,{"name":92,"@type":93},"Mary Man","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"How can teachers use this study guide during or after reading the book?","Question",{"text":112,"@type":113},"It can be used to support understanding as you finish each chapter or after completing the whole book. Prompts and questions are designed for personal reflection and can also support small-group discussions among colleagues.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What discussion topics does the guide include for middle and high school vocabulary?",{"text":117,"@type":113},"It prompts discussion about unmet vocabulary needs of secondary students, research linking vocabulary knowledge to reading informational text, and how word knowledge supports clarification of ideas and deeper understanding.",{"name":119,"@type":110,"acceptedAnswer":120},"How does the guide evaluate integrating academic vocabulary ideas across the school day?",{"text":121,"@type":113},"It describes a rubric aligned to five big ideas in an academic vocabulary model, enabling educators to assess how they are integrating those ideas as part of a schoolwide initiative.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},423619,1790665682,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":14,"preview_urls":146},7421720224475,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","A Study Guide for  \nWord Wis&e   \nContent rich  \nFive essential steps to teaching academic vocabulary  \nDouglas Fisher and Nancy Frey  \nHEINEMANN  \nPortsmouth, NH  \nA Study Guide for  \n| Word Wise | \u003Cbr>Grades 7–12 |\n| --- | --- |\n| Content rich |  |\n\n&  \nFive essential steps to teaching academic vocabulary  \nThis Study Guide is intended  \nof the concepts presented in  \nto support your understanding Word Wise and Content Rich: Five  \nEssential Steps to Teaching Academic Vocabulary by Douglas Fisher and Nancy Frey.  \nYou can use this study guide as you finish each chapter or after you complete the whole book. Prompts and questions are intended to promote personal reflection but could also be used to foster small-group discussions between colleagues.  \nHeinemann  \n361 Hanover Street  \nPortsmouth, NH 03801-3912  \n[www.heinemann.com](www.heinemann.com)  \n© 2008 by Douglas Fisher and Nancy Frey  \nAll rights reserved.  \n1 ■ ■ ■ W ORD WISE AND CONTENT RICH, GRADES 7 – 12  \nWords (Still) Matter in Middle and High School  \n1  \n1. Fisher and Frey talk about the unmet vocabulary needs of secondary students. Discuss several of the reasons for these unmet needs within the context of your own school experiences.  \n2. Discuss the research that relates vocabulary knowledge to the ability of college freshmen to read informational text. What implications does this have for middle and high school classrooms?  \n3. As mentioned in Chapter 1, reading and writing have a recursive nature. Discuss how word knowledge might play a role in the clarification of ideas.  \n4. Word knowledge often lies along the continuum of shallow to deep. Discuss the degrees of understanding that have been described by researchers such as Dale, O’Rourke, and Bamman.  \n5. Discuss the differences between general, specialized, and technical words. Is it important to teach words from each of these categories?  \n6. Fisher and Frey have developed an academic vocabulary model that consists of five big ideas. The chart on the next page shows a rubric that could be used by educators to evaluate how they are integrating these big ideas across the school day as part of a schoolwide initiative. Using the rubric, how might you describe the vocabulary efforts at your school?  \n2 ■ ■ ■ W ORD WISE AND CONTENT RICH, GRADES 7 – 12  \n■ Fostering a Schoolwide Vocabulary Initiative  \n\n| How do students acquire and extend their academic vocabulary across the school day? |  |  |  |  |  |\n| --- | --- | --- | --- | --- | --- |\n|  | 5 | 4 | 3 | 2 | 1 |\n| Intentional\u003Cbr>Instruction: Words are identified by\u003Cbr>course and/or\u003Cbr>department. | Words are identified using a framework for selection.\u003Cbr>Word lists in\u003Cbr>clude general, specialized, and technical vocabulary and are shared\u003Cbr>across departments. | All coursesand departments select a range of general, specialized,\u003Cbr>and technical vocabulary, but these are\u003Cbr>shared only within the department. | Some courses\u003Cbr>and/or depart\u003Cbr>ments have se\u003Cbr>lected words,\u003Cbr>although these are driven by textbook lists (primarily technical vocabulary) . | Individual teachers are applying a framework for selecting vocabulary, although these\u003Cbr>are not being\u003Cbr>shared outside\u003Cbr>the department. | Individual teachers have identified words using the textbook (technical vocabulary),\u003Cbr>and these are\u003Cbr>not known to\u003Cbr>others in the\u003Cbr>department or school. |\n| Transparent Instruction: Teacher modeling and\u003Cbr>think-alouds | All teachers have received\u003Cbr>professional\u003Cbr>development\u003Cbr>in modeling and use it daily in their instruction. They share\u003Cbr>their practices with one another. | Some departments have received professional\u003Cbr>development\u003Cbr>in modeling\u003Cbr>and are using it daily. | All teachers have received\u003Cbr>professional\u003Cbr>development, but it is not yet being regularly implemented. | Individual teachers are sharing their modeling practices with\u003Cbr>one another\u003Cbr>through peer visits. | There are indi\u003Cbr>vidual experts\u003Cbr>using teacher modeling, but there is no","cbCaic8ho0j2RuH0","https://ap.wps.com/l/cbCaic8ho0j2RuH0","pdf",243720,13,"English","# Words (Still) Matter in Middle and High School\n## Unmet vocabulary needs in secondary students\n## Vocabulary knowledge and college freshman reading\n## Reading and writing as a recursive process\n## Shallow to deep vocabulary understanding\n## General, specialized, and technical words\n## Academic vocabulary model and rubric\n# Fostering a Schoolwide Vocabulary Initiative\n## Intentional instruction\n## Transparent instruction\n## Usable instruction\n## Personalize instruction\n## Prioritizing vocabulary\n# Make It Intentional: A Framework for Selecting and Teaching Vocabulary","[{\"question\":\"How can teachers use this study guide during or after reading the book?\",\"answer\":\"It can be used to support understanding as you finish each chapter or after completing the whole book. Prompts and questions are designed for personal reflection and can also support small-group discussions among colleagues.\"},{\"question\":\"What discussion topics does the guide include for middle and high school vocabulary?\",\"answer\":\"It prompts discussion about unmet vocabulary needs of secondary students, research linking vocabulary knowledge to reading informational text, and how word knowledge supports clarification of ideas and deeper understanding.\"},{\"question\":\"How does the guide evaluate integrating academic vocabulary ideas across the school day?\",\"answer\":\"It describes a rubric aligned to five big ideas in an academic vocabulary model, enabling educators to assess how they are integrating those ideas as part of a schoolwide initiative.\"}]","Word Wise and Content Rich - Grades 7-12 - A Study Guide - Five Essential Steps to Teaching Academic Vocabulary | PDF",1790631531,33,[147,151],{"page_no":8,"url":148,"width":149,"height":150},"https://res-academy.cache.wpscdn.com/upload/kdocshare/2026-11-08/67689ebafcaeb265bac4e03540313be5.webp",983,1272,{"page_no":14,"url":152,"width":153,"height":154},"https://res-academy.cache.wpscdn.com/upload/kdocshare/2026-11-08/5cb385bee146be0e2847610cdb1d522c.webp",982,1270]