# Academic Vocabulary for Middle School Students ## Research-Based Lists and Strategies for Key Content Areas **by** **Jennifer Wells Greene, Ph.D.** Georgia Gwinnett College Lawrenceville **and** **Averil Coxhead, Ph.D.** Victoria University ### Contents - About the Reproducible Materials.....ix - About the Authors.....xi - Acknowledgments .....xiii ### Introduction.....1 ### How Many Words Does a Middle School Student Need to Know?.....1 ### What Do the Common Core State Standards Say About Academic Language for Middle School Students?.....4 ### Who Is the Audience for This Book?.....7 ### Summary.....7 ## 1 Key Concepts and Ideas About Vocabulary.....9 ### Anticipation Activity.....9 ### How Can Words in Texts Be Categorized?.....10 ### What Is Academic Vocabulary?.....10 ### What Is Technical Vocabulary?.....11 ### What Is High-Frequency Vocabulary?.....12 ### What Is Mid-Frequency Vocabulary?.....15 ### What Is Low-Frequency Vocabulary?.....15 ### How Can Proper Nouns Be Categorized?.....15 ### Research on Word Lists.....16 ### Identifying Academic Vocabulary in Middle School Texts.....18 ### Summary.....19 ### Discussion Questions.....19 ## 2 The Middle School Vocabulary Lists in Context.....21 ### Anticipation Activity.....21 ### How Were the Middle School Vocabulary Lists Created?.....22 ### What Kinds of Words Are Included in the Middle School Vocabulary Lists?.....22 ### How Are Middle School Vocabulary List Words Integrated in Content-Area Textbooks?.....25 ### Why Are the Middle School Vocabulary Lists Important for Middle School Teachers and Students?.....28 ### Summary.....29 ### Discussion Questions.....29 ## 3 Planning for Integrating the Middle School Vocabulary Lists into Classroom Instruction.....31 ### Anticipation Activity.....31 ### What Is Meant by “Word Consciousness”?.....32 ### How Can Teachers Set Priorities for Focusing on Specific Words?.....32 ### What Are Nation’s Four Strands for Vocabulary Instruction?.....35 ### Summary.....39 ### Discussion Questions.....39 ## 4 Activities that Focus on Middle School Vocabulary List Words .....41 ### Anticipation Activity.....41 ### Activities for Providing Meaning-Focused Input and Meaning-Focused Output ### Determining How Many Words from the Middle School Vocabulary Lists Students Already Know ..... 79 ### Testing Students’ Learning of Middle School Vocabulary List Words ..... 80 ### Determining How Many Words Students Know ..... 80 ### Why Is This Information About Vocabulary Knowledge and Testing Important for Middle School Teachers and Learners? ..... 84 ### Future Research and Considerations ..... 84 ### Summary ..... 85 ### Conclusion ..... 85 ### Discussion Questions ..... 86 ### References ..... 87 ### Appendix A The Middle School Vocabulary Lists ..... 91 - Middle School English Grammar and Writing Vocabulary List ..... 91 - Middle School Health Vocabulary List ..... 101 - Middle School Mathematics Vocabulary List ..... 111 - Middle School Science Vocabulary List ..... 119 - Middle School Social Studies and History Vocabulary List ..... 130 ### Appendix B Methodology for the Compilation of the Middle School Vocabulary Lists ..... 141 - Principles and Considerations ## About the Authors **Jennifer Wells Greene, Ph.D.** is an assistant professor in the School of Education at Georgia Gwinnett College in Lawrenceville, Georgia. Her research interests include specialized vocabulary in elementary and middle school education, as well as supporting grade-level teachers who want to incorporate word learning in their content-area classrooms. **Averil Coxhead, Ph.D.** is a senior lecturer in applied linguistics in the School of Linguistics and Applied Language Studies at Victoria University in Wellington, New Zealand. Her research interests include specialized vocabulary in secondary and university-level education, the development and measurement of vocabulary size, the vocabulary load of written texts, and vocabulary in the trades. ## LANGUAGE-FOCUSED LEARNING ACTIVITIES ### THE FRAYER MODEL | Meaning-focused input | □ | Language-focused learning | √ | | --- | --- | --- | --- | | Meaning-focused output | □ | Developing fluency | □ | ### Why Do It? The Frayer Model provides students opportunities to clarify their understanding of target academic vocabulary by performing the following: ### What Is It? The Frayer Model uses a graphic organizer to help students explore deeper meanings of select words. ### How to Implement 1. Identify target words from your current instruction. 2. Provide students with a Frayer Model graphic organizer. 3. Display a copy of the graphic organizer on a SMART Board or on a computer. 4. Have students write the key term in the center of the graphic organizer. 5. Discuss students’ ideas and record them. 6. Have students complete their individual organizers. 7. Students work with a partner using their organizers. ### Fix-ups - This strategy focuses on a single word’s meaning and can take some time to complete. - Modify the category titles in each square to help students focus on specific ideas related to your curriculum. ### Extensions - Quick Writing: Have students summarize their understanding of the target word. - Word Builder: Focus on morphological variations. ## WORD SORTS ### Why Do It? Word sorts provide students with opportunities to compare and contrast, analyze word meanings, or analyze word form. ### How to Implement 1. Choose a topic and academic words. 2. Decide on open or closed sorts. 3. Model sorting for students, explaining your criteria. 4. Place students in small groups. 5. Provide materials and have students sort words, recording results. ### Example | Element | Symbol | | --- | --- | | Hydrogen | H | | Oxygen | O | ### Possible sorts: - Sort words by elements. - Sort words by symbols. ### Fix-ups - Scaffold the process with closed sorts for new learners before progressing to open sorts. ### Extensions - Quick Writing: Write about their word sorts. - Concept Map: Develop maps based on categories. ## TRIPLE-ENTRY VOCABULARY JOURNAL | Meaning-focused input | □ | Language-focused learning | √ | | --- | --- | --- | --- | | Meaning-focused output | □ | Developing fluency | □ | ### Why Do It? Triple-entry journals help students make connections across content areas. They aid understanding and provide personal context. ### How to Implement 1. Provide a template with three columns: Target word, Sentence in text, My thoughts. 2. Model a sample entry for students. 3. Have students complete their journals with selected academic words. 4. Have students share their thoughts with the class. 5. Review and provide feedback on their journals.