This presentation discusses methods and problems in academic language at middle and high school. The presentation suggests several methods of working with students to enrich academic language.

1. Making The Vocabulary Connection in Middle Schools Teaching Students Academic Language Keith Pruitt

9. The Work of J R Anderson Sensory Memory Working Memory Discards OR Permanent Memory Files Anderson, J.R. (1995). Learning and memory: An integrated approach. New York: John Wiley & Sons

14. WHAT AM I? I can charge it up. Not a cell phone. I can take on different shapes sometimes being like a thread or even a sphere. I’m in cytoplasm. What am I?

15. WHAT AM I? I can charge it up. Not a cell phone. I can take on different shapes sometimes being like a thread or even a sphere. I’m in cytoplasm. What am I? Mitochondria

17. USING GRAPHIC ORGANIZERS United States Constitution Executive Branch Legislative Branch Judicial Branch

18. The Outsiders Who? Why? What? When Where? How? S.E.Hinton, author Characters Dallas Ponyboy Johnny Gangs This shows how to use a graphic web to discuss a piece of literature visually.

19. The Vocabulary Book: Learning and Instruction, Michael F. Graves

20. Thinking Tree Teaching Vocabulary to Improve Reading Comprehension, William Nagy

24. HOW MANY TYPE C STUDENTS DO WE HAVE IN OUR MIDDLE SCHOOLS? IT IS NOT UNUSUAL FOR 25% TO 50% OF OUR MIDDLE SCHOOL 8 TH GRADERS TO BE BELOW PROFICIENCY IN READING. IN INNER CITY SCHOOLS, IT CAN BE UP TO 80%. THE LOW END READER IN 9 TH GRADE IS READING ON PAR WITH THE AVERAGE 3 RD GRADER!!! “ … a poor reader is likely to have difficulty in all subject matter classes.” –Stallings (1986)

27. SHOW THEM DON’T JUST TELL THEM!

31. You may visit this site at www.thehermitage.com

32. The Smithsonian Institute offers free online help for teachers at their web Address. www.thesmithsonianeducation.org

37.    Do you know what this says? Why not? You are educated, right? What do you need to know to break the code?

38.    The direct teaching of vocabulary is essential to academic success. ---Keith Pruitt

42. This is the type of thing one would do to explain words by using words to which students may relate. winsome To describe someone as winsome is to say that her personality is naturally charming, engaging, adorable, winning, etc. (and that she probably has a childlike innocence, too). The word is used more often to describe a female than a male. When I told Phil that the new film comedy starred Meg Ryan, he said, “Let me guess; she plays a winsome young woman who finds love, but not until the last five minutes of the movie.” From Wizard of Oz Vocabulary Builder

43. One of the arguments for ____________ in the first place had been that ________ would increase the wealth of the ______ _______ And lessen her dependence on other nations. According to the __________ theory, she would prosper and grow strong by _________ more and more to __________ and _________ less and less from them. Colonies would aid by providing a ______ for her ___________ goods and a source of supply for ___ _________ she could not produce at home. To get the full benefit, she would have to exclude ________ (as Spain had done) from her _______ trade. The words in red are great Tier 2 words that can be emphasized for clarity. The blanks represent Tier 3 (Academic Language) that is absolutely necessary to make sense of the text. This is an American History Text.

44. One of the arguments for colonization in the first place had been that colonies would increase the wealth of the mother country and lessen her dependence on other nations. According to the mercantile theory, she would prosper and grow strong by exporting more and more to foreigners and importing less and less from them. Colonies would aid by providing a market for her manufactured goods and a source of supply for raw materials she could not produce at home. To get the full benefit, she would have to exclude foreigners (as Spain had done) from her colonial trade. One could not access the text without the vocabulary. But unless one has a schema for the words, it is like not having the words printed.

45. What Does This Word Mean? craniopharngioma

46. What Does This Word Mean? craniopharngioma A tumor of the pituitary gland, which if untreated may cause permanent brain damage.

50. Glossary terms are highlighted Terms are defined for the students in words they can understand Pearson Longman, Keystone, Level E Provide purpose for reading

51. This is a typical middle school American history textbook. The publisher has italicized the vocabulary words. What do I need to do to make this text come alive for the student? First, let’s do some explaining? What words do I want to emphasize from the text? Highlight those. Ship and vessel mean the same thing. What does the author mean by band of colonials ? If one were resisting what would they be doing?

53. The Importance of Building Schema

54. translucent

56. Trans- Across, through, on the other side, beyond translucent

57. Trans- Across, through, on the other side, beyond translucent transfer

58. Trans- Across, through, on the other side, beyond translucent transfer transferred transferable transference

59. Trans- Across, through, on the other side, beyond translucent transfer transferred transferable transference translation translated

60. Trans- Across, through, on the other side, beyond translucent transfer transferred transferable transference translation translated transportation

61. Come up with 10 words for these prefixes: re- and com- Also come up with an explanation

62. http://www.englishclub.com/vocabulary/prefixes.htm

63. Dilapidated

67. It Is All About Words, Learning and Students!