CTEL 1 - Chapter 6: Lessons 5

Question 1

refers to the words we use mostly in schools in places like text books, lessons, assignments and tests; more demanding and complex.

Answer 1

academic language

Question 2

which are words we hear and read

Answer 2

receptive vocabulary

Question 3

which are words we speak and write.

Answer 3

expressive vocabulary

Question 4

consists of basic vocabulary words that usually don’t have more than one meaning.

dog, girl, sad, pencil, or tree.

Answer 4

tier 1

Question 5

words are used more often and have more than one meaning. They can appear in differing situations but are not often present in social conversations for children. Examples include predict, summarize, infer, or determine.

Answer 5

tier 2

Question 6

are words that are not used often and are subject-specific, such as isotope, Industrial Age, or indigenous.

Answer 6

tier 3

Question 7

Why teach academic language?

Answer 7

1. A student may understand the process of the concept but not be familiar with the wording of the task question.
2. instruction of academic language is necessary for higher-level skills, which are increasingly necessary with curricula in today’s schools.
3. the recent adoption of more rigorous standards, or educational objectives, specifically requires students to determine the meanings of academic language in both their everyday school work and on end of year assessments.

Question 8

Robert Marzano, designated step

Step One -

Answer 8

Robert Marzano, designated step

Define. Explain the new word. Give examples of the word, and help students make connections to the content it relates to.

Question 9

Robert Marzano, designated step

Step Two -

Answer 9

Restate. Students say the word and definition in their own words. This allows you to check to make sure the student has a good understanding, and lets the student make sense of the term in a unique and long-lasting way.

Question 10

Robert Marzano, designated step

Step Three -

Answer 10

Picture it. Students make a picture or symbolic representation of the word. Creating a visual image of the word makes the memory and meaning more solid.

Question 11

Robert Marzano, designated step

Step Four -

Answer 11

Interact. Use the new terms in different ways to increase their understanding. Engaging in ways such as sorting, classifying, highlighting, and translating the new words helps reinforce definitions.

Question 12

Robert Marzano, designated step

Step Five -

Answer 12

Talk! The more students use receptive and expressive language with the words, the more fluent they’ll be. Allow opportunities for them to talk as a group, pairs, and class.

Question 13

Robert Marzano, designated step

Step Six -

Answer 13

Play. Create games and activities that let kids use the words in different ways.