{"id":23160,"date":"2024-08-01T05:00:00","date_gmt":"2024-08-01T12:00:00","guid":{"rendered":"https:\/\/blog-stage.cms-dev.nwea.org\/?p=23160"},"modified":"2025-02-21T14:50:26","modified_gmt":"2025-02-21T22:50:26","slug":"4-ways-to-teach-academic-vocabulary-and-help-students-master-grade-level-content","status":"publish","type":"post","link":"https:\/\/www.nwea.org\/blog\/2024\/4-ways-to-teach-academic-vocabulary-and-help-students-master-grade-level-content\/","title":{"rendered":"4 ways to teach academic vocabulary and help students master grade-level content"},"content":{"rendered":"\n
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Who has better reading comprehension of a text, the student with \u201cadvanced reading skills\u201d or the one who has a wealth of knowledge about the topic?<\/p>\n\n\n\n

If you\u2019re familiar with the Baseball Study<\/a>, then you know this is a simple question with a complex answer\u2014and important implications for how we understand learning and literacy. This study, conducted in 1987, found that having more background knowledge in a specific topic can be more predictive of a student\u2019s success in comprehending a written text on that topic than having a high score on an overall reading comprehension test.<\/p>\n\n\n\n

In the academic setting, we often call background knowledge a \u201cshared academic vocabulary,\u201d and it\u2019s such a critical component of reading comprehension\u2014and learning overall\u2014that NWEA included the teaching of academic vocabulary as one of the Transformative Ten<\/a> strategies that can be found in some of our nation\u2019s highest-performing schools. These strategies emerged from High Growth for All<\/a>, an NWEA research project that examined instructional practices in a handful of the country\u2019s highest-performing schools.<\/p>\n\n\n\n

Here are a few tips for making better use of the simple but powerful practice of teaching academic vocabulary<\/a> to improve reading comprehension and achievement.<\/p>\n\n\n\n

1. Keep word lists front and center<\/h2>\n\n\n\n

To succeed with grade-level content, students need a basic set of tools for approaching and understanding the curriculum in front of them\u2014and this includes subject-specific academic vocabulary that helps them feel informed, up to speed, and ready to learn. Whether you\u2019re teaching literature or mathematics, creating word lists and making them readily available to your students will greatly increase their preparedness for new material.<\/p>\n\n\n\n

And it\u2019s not just students who benefit from word lists. You, too, can use them as reminders to use the terms regularly yourself and avoid taking your own background knowledge for granted. We all fall back on our own speaking patterns, which may or may not be helpful to students as they work toward specific learning goals. By creating\u2014and continuously referring back to\u2014word lists that are explicitly connected to the concepts you\u2019re teaching, you can help put your students on a level playing field where it\u2019s your efforts to build a shared academic vocabulary, rather than students\u2019 individual background knowledge, that determines their outcomes and growth.<\/p>\n\n\n\n

2. Embrace teachable moments<\/h2>\n\n\n\n

In the High Growth for All project, NWEA researchers found that the most effective teachers make a habit of creating specific opportunities for students to learn new vocabulary terms. In humanities and mathematics alike, these teachers regularly focus on introducing new words that will allow students to actively participate in all the conversations and academic exercises to follow.<\/p>\n\n\n\n

Sometimes, however, learning opportunities arise outside of the structured spaces planned by teachers. When students come across a word they don\u2019t know\u2014whether they bring this to your attention themselves or you simply intuit that there\u2019s something they\u2019re not grasping\u2014take a minute to pause and assess. Take these gaps in understanding seriously, as even a single word could be critical in helping students successfully interpret a text or complete an activity. You might be on a roll with your lesson plan, but these little interruptions represent teachable moments that you can use to your advantage by discussing a word\u2019s meaning and adding to your prominently displayed word list.<\/p>\n\n\n\n

3. Make the most of morphemes<\/h2>\n\n\n\n

Because it\u2019s easy to get overwhelmed by the sheer number of words in the English language, breaking them down into their functional and meaningful parts\u2014or morphemes\u2014can help make vocabulary instruction a more manageable process with plenty of \u201caha\u201d moments.<\/p>\n\n\n\n

For example, a student may never have seen the word \u201cintractable,\u201d but if they learn that the morpheme \u201ctract\u201d means \u201cto pull,\u201d then they can infer the meaning of \u201cintractable\u201d to mean, roughly, \u201cyou can\u2019t pull it.\u201d In this way, understanding morphemes can help open a lot of doors for students who may not be familiar with certain words but know where to look for clues as to the words\u2019 meaning.<\/p>\n\n\n\n

As Margaret McKeown, senior scientist and professor emerita at the University of Pittsburgh, explains in a short video on early vocabulary development<\/a>, \u201cMorphology is one of those resources where if you\u2019re familiar with word parts, whether they\u2019re prefixes, suffixes, or roots \u2026 those can help you either infer the meaning of a word, or they might help you figure out the pronunciation of a word that you might realize, once you\u2019ve said it to yourself, you actually know! But you just didn\u2019t recognize it in print.\u201d<\/p>\n\n\n\n

4. Encourage curiosity about words<\/h2>\n\n\n\n

One of your best assets in the effort to expand the way you teach academic vocabulary is the natural curiosity that kids bring to everything they do. You can tap into this curiosity and get kids interested in\u2014even excited about\u2014the new words they encounter as they approach new subject material.<\/p>\n\n\n\n

Along these lines, I highly recommend keeping a tab open for the Online Etymology Dictionary<\/a>, a website that\u2019s a lot more fun and engaging than its name might suggest. Simply type in any word, and you\u2019ll get a solid explanation of where the word originated, why it\u2019s spelled the way it is, and what other words it\u2019s related to.<\/p>\n\n\n\n

It\u2019s not always easy to make sense of the English language (consider the different pronunciations of \u201cthough,\u201d \u201cthrough,\u201d \u201ccough,\u201d and \u201crough\u201d), but the goal here is not to solve every mystery but, rather, to encourage and reward curiosity. Research suggests<\/a> that nurturing curiosity in this way can have a major impact on what students are able to comprehend. And with the right resource at your fingertips, you can always respond to students\u2019 questions about particular words with, \u201cI don\u2019t know. Let\u2019s look it up together and find out.\u201d<\/p>\n\n\n\n

It starts with you<\/h2>\n\n\n\n

Because we can\u2019t expect students to understand words that we don\u2019t actually use ourselves, the critical first step in teaching academic vocabulary is simply to model the vocabulary we need them to know. Your students might think you put that big word list on the wall for them, but it can be just as valuable a resource for you. And with these vocabulary terms front and center, you can then tap into professional development resources<\/a> to strengthen your pedagogical practice.<\/p>\n","protected":false},"excerpt":{"rendered":"

Who has better reading comprehension of a text, the student with \u201cadvanced reading skills\u201d or the one who has a wealth of knowledge about the topic? 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