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

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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

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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

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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

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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

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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

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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

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