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As quickly as possible, list as many esoteric words

as you can think of.

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Main Entry: es·o·ter·ic Pronunciation: \ˌe-sə-ˈter-ik, -ˈte-rik\ Function: adjective Etymology: Late Latin esotericus, from Greek esōterikos, from esōterō,

comparative of eisō, esō within, from eis into; akin to Greek en in — more at in

Date: circa 1660 1 a : designed for or understood by the specially initiated alone <a body of

esoteric legal doctrine — B. N. Cardozo> b : requiring or exhibiting knowledge that is restricted to a small group <esoteric terminology>; broadly : difficult to understand <esoteric subjects>2 a : limited to a small circle <engaging in esoteric pursuits> b : private, confidential <an esoteric purpose>3 : of special, rare, or unusual interest <esoteric building materials>

— es·o·ter·i·cal·ly \-i-k(ə-)lē\ adverb

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Example

My aunt has a home that is full of esoteric, rare,

paintings from all over the world.

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Literacy Across the Curriculum

What Works to Improve Reading Skills

Session 7: Understanding Academic and Technical Vocabulary

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Essential Questions:

Why is it important for students to improve their academic and technical vocabulary?

What strategies most effectively help students improve their vocabulary and why are they most effective?

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How do our students feel?

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SECURITIES EXCHANGE ACT OF 1934 Rel. No. 60506 / August 14, 2009

This case revolves around convertible bond trades that Applicants made at CIBC between August 2000 and January 2002. Convertible bonds, as with most bonds, provide a fixed return of principal. Unlike straight bonds, however, convertible bonds include a right to exchange the bonds for the common stock of the issuer at a predetermined price. The price of a convertible bond is thus directly related to the price of the underlying stock. The convertible bond price therefore tends to rise as the underlying stock price rises, and fall when the underlying stock price falls.6

http://www.sec.gov/litigation/opinions/2009/34-605 06.pdf

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Better Yet

My smmr hols wr CWOT. B4, we used 2go2 NY 2c my bro, his GF & th 3 :- kids FTF. ILNY. It’s a gr8 plc

My summer holidays were a complete waste of time. Before we used to go to New York to see my brother, his girlfriend and their three screaming kids face to face. I love New York. It’s a great place.

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Vocabulary Instruction

Which vocabulary practices should we increase and which practices should we decrease?

Standards9

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Increase or Decrease Time for reading Use of varied, rich text Looking up definitions as a single source of word

knowledge Assessments that ask students for single definitions Opportunities for students to hear or use words in natural

sentence contexts Using context as a highly reliable tool for increasing

comprehension Finding the word or concept that will have the biggest

impact on comprehension rather than “covering” many words superficially

Opportunities for inference

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Multiple Levels of Understanding

11From Janet Allen’s Words, Words, Words.

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Levels of Vocabulary

Level I Words Level II Words Level III Words Level IV Words

These are words that are used over and over in everyday speech. Since they are so frequently used in a variety of contexts, virtually all children learn them.

These are words that are likely tobe learned only through reading or through instruction. They have been referred to as thevocabulary of educated persons, as “academicvocabulary,” and as “instructional vocabulary.” They are words that are necessary for general success in school.

These are words associated witha particular field of study or profession. These words make up the technical vocabulary or jargon of a field.

These are words that areinteresting but so rare and esoteric that they areprobably not useful even in most educationalenvironments, and they are not associated with afield of study or profession.

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Teaching Vocabulary

What are the best ways to teach our kids new vocabulary or better yet, to correctly use vocabulary that they are already somewhat familiar with?

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Read Aloud

Description: The teacher reads aloud short articles, brief passages of interesting material, or

successive installments of a story, biography, or high-interest book in her subject area Individual students, pairs, or small groups may also read passages aloud

How Does it Work?

Choosing the Text: Explore important issues, surprising facts or experiences, or fascinating, funny, or thought-

provoking problems The text must be well-written, in clear, vivid language It must be read with expression

If Students do the Reading: Provide time for them to practice Could use “Readers’ Theater” Could read into a tape recorder

From Harvey Daniels’ and Steven Zemelman’s Subjects Matter: Every Teacher’s Guide to Content-Area Reading.

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During and After Reading: Knowledge Chart

Prior Knowledge About________________________

New Knowledge About________________________

15From Janet Allen’s Words, Words, Words.

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After Reading: Foldables

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Foldables

Many typesMany usesTactile/visual learnersNot a way to “color”—be careful

about time

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Layered Look Book

• Stack three sheets of paper with the back sheet one inch higher than the front sheet.

• Bring the bottom of both sheets upward and align the edges so that all of the layers are the same distance apart.

• Fold the papers and crease well.• You are ready to add content

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Miniature Matchbooks

Miniature Matchbook Directions

1. Fold a sheet of paper in half like a hot dog.

2. Cut the sheet in half along the fold line.

3. Fold the two long strips in half like hot dogs, leaving one side ½ inch shorter than the other.

4. Fold the ½ inch tab over the shorter side of each strip.

5. Cut each of the two strips in half forming four halves. Then cut each half into thirds making 12 miniature match books.

6. (Optional) Glue the 12 small match books inside a hamburger fold (3 rows of 4 each).

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Concept Cards Description of Concept Cards Concept cards help students learn vocabulary words. They are similar to flash cards, but result in students learning more than just definitions. Concept

cards encourage students to look at words in context, study the connotations of words, and use the words in their own sentences. Purpose for Using Concept Cards Concept cards help students learn both general and technical vocabulary that they encounter in their readings. They encourage students to interact

with new words. This results in greater retention of the words’ meanings, as well as an enhanced ability to use the words correctly in writing. How to Use Concept Cards   1. Identify words for concept cards. This can be done in a number of ways:   The teacher may choose to identify words from a text for which students will make concept cards. Students can identify new words as they read for which they will make concept cards. (The teacher may want to indicate a minimum number of words

for students to identify.) The teacher can choose some words that he or she feels are particularly important, and then allow students to identify some of their own as they read.   2. Write the word and the sentence from the text that introduces the word on the same side of an index card. Students do this as they read.

When they encounter a word for which they will make a concept card, they stop, write down the word and sentence on an index card, and then continue reading. (If the teacher has identified words for students, the words should be given to students in the order in which they will appear in the text. Also helpful would be if the teacher indicated on which page in the text the students will encounter the words.)

  3. Complete the concept cards. After students have finished reading, they add the following information to the front of the concept card (where they

have written the word and sentence from the text): Superordinate Idea: This goes on the same side of the index card as the word and sentence from the text. The superordinate idea chosen for a particular word should help the student classify or identify the word.

  Students add the following information the back of the concept card where appropriate:   Definitions: Students first write their own definitions, based on their understanding of the word in context. They then check their definition by looking in

a dictionary. If they feel that a change needs to be made to their definition based on the dictionary definition, they should make that change. Characteristics or features: If appropriate, students write down a short list of characteristics for the words. Students might write synonyms and

antonyms of a word, adjectives that describe a word, ideas associated with a word, etc. Examples from the text and/or personal experiences: If appropriate, students provide examples of the words on their concept cards. These can be in

written or pictorial form. Personal sentences: Students writes sentences using the words.

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Front of Card

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Back of Card

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Instead of copying definitions and memorizing them, have students to create a cohesive story with vocabulary words.

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