Academic Vocabulary and the CCSS

Institution	Aspen Institute
Titel	Academic Vocabulary and the CCSS
Quelle	(2012), (2 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement Gap; Figurative Language; Reference Materials; Reading Comprehension; Direct Instruction; Vocabulary Development; Expectation; Definitions; Check Lists; State Standards; Core Curriculum; Reading Skills; Reading Instruction; Questioning Techniques; Teaching Methods; Guidelines; Educational Objectives; Career Readiness; College Readiness; Educational Principles; Elementary Secondary Education; Academic Discourse + Suchen Sie Ihr Suchwort? Literaturnachweis; Leseverstehen; Direct instructional procedues; Direct instructional approach; Unterrichtsverfahren; Wortschatzarbeit; Expectancy; Erwartung; Begriffsbestimmung; Checkliste; Kerncurriculum; Reading skill; Lesefertigkeit; Leseunterricht; Befragungstechnik; Fragetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Richtlinien; Educational objective; Bildungsziel; Erziehungsziel; Bildungsprinzip; Discourse; Diskurs
Abstract	The College and Career Ready Standards of the CCSS articulate a range of expectations regarding what students should be able to do with regards to academic vocabulary: (1) Interpret technical, connotative, and figurative meanings of words and phrases; (2) Analyze how specific word choices shape meaning or tone; (3) Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting reference materials; (4) Demonstrate understanding of figurative language, word relationships, and nuances in word meanings; (5) Acquire and use accurately a range of general academic and domain-specific words and phrases; and (7) Demonstrate independence in gathering vocabulary knowledge when encountering an unknown term. Academic vocabulary has been shown to be a critical element in reading comprehension and academic achievement, yet the lack of frequent and systematic instruction with academic vocabulary as its focus is a primary cause of the achievement gap. Helping students build a rich understanding of words is therefore crucial, and students must be exposed to and taught such words in multiple contexts: through direct instruction as well as in context through discussion, reading and/or being read to, and responding to what they hear or read. (ERIC).
Anmerkungen	Aspen Institute. 1 Dupont Circle NW Suite 700, Washington, DC 20036. Tel: 410-820-5433; Tel: 202-736-5800; Fax: 202-467-0790; e-mail: publications@aspeninstitute.org; Web site: http://www.aspeninstitute.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10