RES Coach Newsletter

What is Academic Vocabulary?

Academic vocabulary is defined as words that are used in academic dialogue and text. Specifically, words that are not common or words that a student would not encounter in a regular conversation. These words often relate to other more common or familiar words for example: watch, observe. They can be words that help students understand directions and comprehend text across different content areas.


There are three levels of vocabulary words.



Tier 1: (Common) Basic and conversational

Tier 2: (Academic) High functioning and frequently occurring in the academic setting.


Tier 3: (Content Specific) Related to a specific discipline, not frequently encountered.


Select words that are key vocabulary and specify the Common Core and Essential Standards. Also, select common vocabulary from performance indicators and unit assessments.


One way to bring these words alive is by creating a classroom word wall. When constructing the word wall select words that are essential for understanding, important for success on the tests and are likely to be encountered in the future.


Make your word wall a living part of your classroom with new words being added each day as they are encountered or taught.

Ten Things Every Child With Autism WIshes You Knew, by Ellen Notbohm

1. I am first and foremost a child. I have autism. I am not primarily "autistic." As a child, I am still unfolding. Neither you nor I yet know what I may be capable of.


2. My sensory perceptions are distorted. This means ordinary sights, sounds, smells, tastes, and touches of every day that you may not even notice can be downright painful for me. I may appear withdrawn or beligerent to you but I am really just trying to defend myself.


3. Please remember to distinguish between won't (I choose not to) and can't (I am not able to). It isn't that I don't listen to instructions. It's that I can't understand you when you call to me from across the room, this is what I hear, *&^%%$#@#@&*&^


4. I am a concrete thinker. This means I interpret language literally. It's very confusing when you say, "hold your horses" when what you really mena in "please stop running." Idioms, puns, nuances, double entendres, inference, metaphors, allusions, and sarcasm are usually lost on me.


5. Please be patient with my limited vocabulary. It's hard for me to tell you what I need when I don't know the words to describe my feelings. I may be hungry, frustrated, frightened, or confused but right now those words are beyond my ability to express.


6. Because language is so difficult for me, I am very visually oriented. Please show me how to do something rather than telling me, and be prepared to show me many times, consistent repetition helps me learn. I'll need visual schedules, even when I'm older.


7. Please focus and build on what I can do rather than what I can't do. Look for my strengths and you will find them. There is more than one way to do most things.


8. Help me with social interactions. It may look like I don't want to play with the other kids on the playground, but sometimes it's just that I simply do not know how to start a conversation or enter a play situation. If you could encourage other children to invite me to join themat kickball or shooting baskets, I might be delighted to be included. Also, I don't know hos to read emotions of others, so, if, for example, I laugh when Emily falls off the slide, it's not that I thinks it's funny. It's that I don't know the proper response. Teach me to ask, "Are you okay?"


9. Try to identify what triggers my meltdowns. Meltdowns, flow-ups, tantrums, or whatever you want to call them are even more horrid for me than they are for you and occur because one or more of my senses has gone into overload.


10. If you are a family member, please love me unconitionally. Remember that it is happening to me, not you. Without your support, my chances of successful, self-reliant adulthood are slim. With your support and guidance, the possibilities are borader than you might think. I promise you... I am worth it!!!!


And finally three words:


PATIENCE. PATIENCE. PATIENCE.

Need Mrs. Scott's Help?

Think about your classroom. Look at the information below and let Mrs. Scott know if you would like to learn more.


Componets of a Balanced Literacy Program

Reading Aloud

Shared Reading

Guided Reading

Independent Reading

Book Clubs

Share and Reflect

Modeled Writing/Think Aloud

Shared Writing

Independent Writing


Possible Rotations to consider for Daily 5/Workshop

Read to Someone

Listen to Reading

Work on Writing

Read to Self

Word Work

Performance Tasks

Research and Explore

Literacy through Technology


Most of you may be familiar with the site below. I am adding it here because I believe it has items that support balanced literacy.


http://wwwmlauracandler.com/strategies/balancedlit.php.


Please click on the video below to view the roles of a facilitator and coach