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ERIC Number: ED541441
Record Type: Non-Journal
Publication Date: 2012
Pages: 2
Abstractor: ERIC
Reference Count: 0
Academic Vocabulary and the CCSS
Aspen Institute
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.
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Publication Type: Reports - Descriptive
Education Level: Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Aspen Institute