language skills: teaching academic keywords

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

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

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?”

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.

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?”

How can we apply active practice in our lesson objectives?

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?

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

www.lexipedia.comMake a visual map of words and breaks them down into word classes.