Aaron Grossman
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Category Archives: Academic Vocabulary
7 Word Facts and Implications for Instruction
In a presentation for Reading Plus, University of California professor and http://www.textproject.org founder Dr. Elfrieda H. Hiebert shares her “best stuff” around vocabulary and the Common Core (video here and Powerpoint here). Below are some highlights from her speech entitled, … Continue reading
Posted in Academic Vocabulary
Tagged academic vocabulary, Complex Text, Dr. Hiebert, strategies, word families
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Dr. Catherine Snow’s Video Presentation on Vocabulary and Content Knowledge
In a video linked here (start at minute 38:46) Harvard Professor and Validation Team Member of the Common Core State Standards Dr. Catherine Snow makes the case that the vocabulary deficit that plagues highly impacted students is as much a … Continue reading
Posted in Academic Vocabulary
Tagged academic vocabulary, Common Core, Content Knowledge, Dr. Catherine Snow, Harvard
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Instructional Move Number 9: Keep It Or Junk It
Two years ago I posted on a move titled, Keep It or Junk It. The approach has students identifying vocabulary from a text they feel is relevant to answering a focus question instead of the teacher prioritizing words for the … Continue reading
Vocabulary and Complex Texts
Dr. Freddy Hiebert, in a video webinar posted here, explains the importance of vocabulary in determining the complexity of text. Hiebert notes that ten percent of the words in text are considered complex with text, used to inform, having a … Continue reading
Posted in Academic Vocabulary, text complexity
Tagged academic vocabulary, CCSS, Common Core, free resource, Hiebert, lesson, Shift 6
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Shift 6 Focus: Direct and Indirect Vocabulary Instruction
“Students who have a high vocabulary, tend to be very good comprehenders” begins a video on the value of vocabulary instruction by Dr. Nell Duke. In the six-minute clip, several important strategies are suggested with evidence to support. They include … Continue reading
Posted in Academic Vocabulary, Instructional Shifts
Tagged academic vocabulary, CCSS, Common Core, Nell Duke, Shift 6, Tier 2, vocabulary, word study
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Anthology Alignment Project Update
If you haven’t signed up for the Anthology Alignment Project, and you work in grades 6th through 10th, it is worth a look. As the project leaders note, the AAP is a free “library of revised lessons for common Anthologies (6th-10th grades), each … Continue reading
Enough Vocabulary?
Are your kindergarteners working with enough vocabulary? Research by Wright and Neuman, and recently published in the Elementary School Journal, concludes that children are not. Specifically, most reading programs expose children to 2 words each week and it is recommended … Continue reading
Posted in Academic Vocabulary, Common Core State Standards
Tagged academic vocabulary, CCSS, Neuman, Shift 6, Wright
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Expanding Vocabulary
In a piece for City Journal, E.D. Hirch writes about the importance of vocabulary and rich non-fiction text. He notes that the, “correlations between vocabulary size and life chances are as firm as any correlations in educational research.” Academic vocabulary … Continue reading
The read-aloud and Common Core
In a piece for Educational Leadership, William Himmele and Pérsida Himmele describe the important of read-alouds in the Common Core. This includes a chance to introduce more nonfiction to students and to build a “bank of academic vocabulary.” You can … Continue reading
Liben Presentation to WCSD Educators Now Available
David Liben, Meredith Liben, and Rachelle Etienne, of Student Achievement Partners, were in Reno on August 20th sharing strategies to effectively implement the Common Core. They focused on text complexity, text-dependent questions, syntax, academic vocabulary, writing to sources and the … Continue reading
Posted in Academic Vocabulary, CCSS, Common Core State Standards, Core Task Project, Instructional Shifts, Student Achievement Partners, text complexity, Text-Dependent Questions
Tagged CCSS, Common Core, David Liben, instructional shifts, Meredith Liben, Rachelle Etienne, SAP, Student Achievement Partners, Text Complexity, text-dependent questions, WCSD
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Core Task Project 