All teachers create language-rich environments for students. They model use of academic
language as they interact with students and provide instruction across the curriculum. They also
ensure that students have many opportunities to explore and use the academic language they
are learning. They engage students in structured as well as informal academic conversations with
partners, in small groups, and in large groups. Instructional routines guarantee equitable participation.
Crucial for all learners, but especially ELs and other
culturally and linguistically diverse students, is an
atmosphere of respect for all students’ efforts to
communicate their ideas.
Vocabulary
Research indicates that not all students have the
depth and breadth of vocabulary knowledge necessary
to succeed in their content-area classes (Kosanovich,
Reed, and Miller 2010; Nagy and Townsend 2012).
At the same time, research shows that teachers can
improve students’ knowledge and use of appropriate
levels of academic vocabulary through explicit
instruction combined with extensive exposure in a
variety of ways (Kamil, and others 2008; Kosanovich,
Reed, and Miller 2010). Thus, a targeted and purposeful
focus on vocabulary in all content areas is crucial.
Vocabulary instruction will look different depending on
content area and should be part of a coherent schoolwide approach to building academic vocabulary
knowledge that is consistent with the larger learning goals of particular disciplines.
The following research-based practices are recommended for teaching vocabulary to young
adolescents:
- Dedicate a portion of the regular classroom lesson to explicit vocabulary instruction (Kamil, and
others 2008). - Provide new vocabulary in combination with hands-on experiences to link the term to students’
background knowledge (Cromley and Azevedo 2007; Kosanovich, Reed, and Miller 2010). - Use repeated exposure to new words in multiple oral and written contexts and allow sufficient
practice sessions (Graves 2006; Kamil, and others 2008). - Give sufficient opportunities to use new vocabulary in a variety of contexts through activities
such as discussion, writing, and extended reading (Graves 2006; Kamil, and others 2008). - Provide students with strategies to make them independent vocabulary learners (Graves 2006;
Kamil, and others 2008). - Provide explicit instruction of the vocabulary needed to understand a specific text or content
area by offering simple definitions prior to reading, generating examples and non-examples,
or creating semantic maps that contain word families or list multiple uses of a target word
(Boardman, and others 2008).
Explicit vocabulary instruction increases both vocabulary and reading comprehension and is
especially effective for ELs (August and Shanahan 2006; Lesaux, and others 2010) and students
with disabilities (Bryant, Goodwin, Bryant, and Higgins 2003; Jitendra, and others 2004; as cited by
Boardman, and others 2008). Important to note is that explicit vocabulary instruction occurs in the
context of rich content learning and the use of complex texts, where the vocabulary for instruction
is found, and not in isolation (e.g., memorizing word lists or definitions out of context). Explicit
vocabulary instruction can also include teaching about cognates, which are a linguistic resource for
Explicit vocabulary instruction
increases both vocabulary and
reading comprehension and is
especially effective for ELs and
students with disabilities....
Important to note is that explicit
vocabulary instruction occurs in
the context of rich content learning
and the use of complex texts, where
the vocabulary for instruction is
found, and not in isolation (e.g.,
memorizing word lists or definitions
out of context).520 | Chapter 6 Grades 6 to 8