Language skills: teaching academic keywords
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Transcript of Language skills: teaching academic keywords
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Explicit Vocabulary Instruction: a five step approach
1. Careful and intentional selection of high-value words2. Framing of a definition that students can use and apply3. Guidance on ‘parameters of use,’ when and how a word
occurs in language4. Active practice—time spent using the word in different
settings and applications5. Maintenance and reinforcement
![Page 2: Language skills: teaching academic keywords](https://reader035.fdocuments.us/reader035/viewer/2022070514/588284851a28ab24788b7303/html5/thumbnails/2.jpg)
Explicit Vocabulary Instruction: a five step approach
1. Careful and intentional selection of high-value words2. Framing of a definition that students can use and apply3. Guidance on ‘parameters of use,’ when and how a word
occurs in language4. Active practice—time spent using the word in different
settings and applications5. Maintenance and reinforcement
![Page 3: Language skills: teaching academic keywords](https://reader035.fdocuments.us/reader035/viewer/2022070514/588284851a28ab24788b7303/html5/thumbnails/3.jpg)
What is the difference between these questions?
“Who can tell us what ‘destitute’ means?”
“Who can tell me a situation that might cause someone who is rich to become destitute?”
“How is being destitute different from being poor?”
“What’s a good way to help someone who is destitute?”
“If you were shipwrecked on an island all by yourself with a trunk of money, how might you still be destitute, even though you’d have lots of cash?”
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Active Practice: using the word in different contexts
Replace “Who can tell us what ‘destitute’ means?” with the definition for destitute = completely without the things needed to survive
Then ask questions that apply the word and its definition eg:
“Who can tell me a situation that might cause someone who is rich to become destitute?”
The word destitute is vital in their answer. This process of active practice makes problem-solving a key part of vocabulary instruction without always relying on guess work.
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Have a go at ‘actively practising’ the following:
Examine
Analyse
Explain
Recap
“How is being destitute different from being poor?”
“What’s a good way to help someone who is destitute?”
“If you were shipwrecked on an island all by yourself with a trunk of money, how might you still be destitute, even though you’d have lots of cash?”
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How can we apply active practice in our lesson objectives?
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LO: Examine the difference in the ability of solid sodium chloride and molten sodium chloride to conduct electricity in terms of their structures.
Wednesday 21 October 2015
Sodium Chloride
Examine = inspect thoroughly to test your knowledgeStructure = the arrangement and relationship between parts or elements of something complex.
3 minute challenge:How might a scientist explain the difference
between solid and molten structures?
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http://www.nottingham.ac.uk/alzsh3/acvocab/teaching.htm
This link shows you how to teach and test students on academic vocabulary you are
introducing in your lessons.
Teaching Academic Key Words
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www.lexipedia.comMake a visual map of words and breaks them down into word classes.