Teaching Academic Vocabulary Effectively · 2017. 12. 4. · Teaching Academic Vocabulary Effectively . Machin, Academic Vocabulary Effectively "Prepare the child for the path, not

Teaching Academic

Vocabulary Effectively

Machin, Academic

Vocabulary Effectively

"Prepare the child for the path, not the path for the child."

iUniverse, Inc. New York Bloomington Shanghai

PART III

Julie Adams

This workbook is divided into three, three-weed vocabulary unit. Each week's ',, ,ftssoL includes a list of academic vocabulary terms, a "dozed" paragranL, inciependem no, why statements, a review crossword puzzle and a quiz. The second and third weeks of toe unit review the previous week's words so there is continuous review and accoumability, resulting in student mastery.

Effective Vocabulary Acquisition & Vocabulary Study Chart The "Instructional Process for Effective Vocabulary Acquisition" should be used on Monday by the teacher, as a guide to the process in which the words are introduced. As the teacher progresses through the steps for each word, the student listens and fills out the "Vocabulary Study Chart" to reference throughout the week. The "Word & Rating" section is completed by the student as he rates his knowledge of the term prior to and after instruction. A "4" is equal to expert knowledge and a "1" is equal to no knowledge of the term.

"Clozed" Paragraph The "Clozed Paragraph" is a scaffolded activity that I recommend using on Tuesday; it provides structure and practice with context clues, leading to better understanding of the term. As an introductory strategy, the "dozed" activity only uses the current week's words.

Yes, No, Why? The "Yes, No, Why?" activity gives the student practice in determining whether the underlined word is used correctly in the sentence. This strategy encourages the student to engage and make judgments on the proper usage of the term. It also allows for some freedom in decision making as not all students will agree on every term; the student's justification as to whether or not the term is used correctly is an important part in the comprehension of the word. I use this activity on Wednesday as students are becoming more familiar with the words. Try all of the statements on the same day or do 2-3 a day over the course of the week.

*EXAMPLE: The child was obstinate because he did everything his mother told him.

Sample answer: No, this does not make sense because "obstinate" means to be stubborn and if he did everything he was asked, he is not stubborn, but obedient.

cont...

Independent Clauses The "Independent Clause" activity is advantageous in many ways. First, it teaches students the correct way to use a semi-colon; I tell my students that a semi-colon can be usect anywhere a herioc: can be used. It is used to link two related, complete sentences together. which manes one's writinf ,_ more complex. It is valuable in terms of vocabulary acquisition because the student has to provide a context clue in the second clause that explains the underlined word in the first clause. I employ this strategy on Thursday as students are becoming versed in the meanings. As with the "Yes, No, Why?" activity, complete all of them on the same day or practice 2-3 per day over the course of the week.

*EXAMPLE: The child was obstinate; he refused to do anything his mother asked.

Crossword Puzzles and Vocabulary Bingo Students often enjoy a vocabulary game as well, so there are crossword puzzles and Bingo cards included. The crossword puzzles are usually a homework assignment sent home on Wednesday or Thursday night as a review. To make it more academic, have the student write the word in the puzzle and also next to the definition to further exercise that "muscle memory" that is so beneficial in vocabulary acquisition.

Vocabulary Bingo is fun to play when students are reviewing three weeks worth of words. Have students make their own Bingo card on binder paper following the example of 4 squares across and 4 squares down. The students choose any 16 of the 20+ words studied over the three weeks and fill in their own card as desired. Read the definitions to the class and if the student has the word on his card that matches your definition, he draws a small symbol in the box until he has a BINGO. For every game played, have the students write a different symbol in the box (stars, hearts, squares) so there is no need to tear up tiny pieces of paper or use bingo chips, which undoubtedly would end up on our classroom floors or be used later as projectiles, my students' creativity always amazes me...

Weekly Quiz The weekly quiz is either in a "clozed" sentence format or definition/word matching. The quizzes for weeks 2 and 3 of each unit are always cumulative for further practice and accountability.

**This nine-week unit is to be used as a guide as you continue to plan and develop further vocabulary units; remember to spend time each day in explicit academic vocabulary instruction so student comprehension is increased and instructional time is used effectively. Explicit instruction, effective strategies, practice, review and accountability will result in student achievement gains! Best of luck!

IGINNO,V,3111tAki:

nstructiona: Process for Effective

mbuiary Acquisition

I. Say the word and provide part of speech.

jubilant, adj.

2. Ask students to repeat the word and rate knowledge of word from 4-1 (a 4 being expert knowledge, al being no knowledge)

Repeat after me, jubilant. Now rate your knowledge of the word.

3. Provide a synonym or usable definition.

Jubilant means extremely happy.

4. Provide a visual "logographic clue" of the word and/or a "show me you know" sentence.

Logo: (a picture of a smiling child holding a first place trophy) Sentence: I love shoes, so I would be jubilant if Macy's had a 50% off shoe sale.

5. Ask focused questions to check for understanding. Rate knowledge of word again.

Would you be jubilant if I assigned a 30 page essay due tomorrow? Would you be jubilant if your favorite baseball team won the World Series?

Now rate your understanding of the word.

J.Adams/AEC/08

Name Title of Unit

Word & Rating

Vocarmiary Stuc'r: Oh

Definition ,sentence 0 t

Before 4321

After 4321

Before After 4321 4321




Before After 43 2 1 4 3 2 1




J.Adams/AEC/08

Consume, v.—to completely use up

2. Context, n.—the events or information related to an idea that helps one understand something better

3. Deprive, v.—to take or keep something important from someone

4. Describe, v.—to give details

5. Estimate, v.—a guess that is not exact

6. Formulate, v.—to state ideas clearly

7. Income, n.—the money earned from working

8. Stable, adj.—strong enough to not move or change

Name

v o abutary "Ciozee" F-aragraph

Write the vocabulary word from the word bank that fits into each blank_ Each word may only used one time. You may need to change or add an ending to a word so be careful. SPELLING COUNTS!

Consume Context Deprive Describe

Estimate Formulate Income Stable

There was a young boy who was a very hard worker. He was trying to earn enough

to buy a new snowboard. He couldn't the overwhelming

happiness he felt while snowboarding through freshly fallen snow on a sunny afternoon. Only a

fellow snowboarder would be able to understand the of the extreme excitement

that comes from snowboarding. The problem was that snowboarding was an expensive sport and it

all of his money. He he would need to earn at least $1000 for

a new board and season pass. If he didn't earn enough, he would feel and sad. So

to be prepared, he a plan to mow 7 lawns per week for 8 months of the year and

also walk the neighbor's dog daily throughout the summer. Fortunately for him, his lawn mowing

business was and busy enough so that he earned twice as much as he planned, so

he bought a snowboard and season pass for his best friend also.

J.Adams/AEC/08

Nam:

Vocabuiary "(71 :ems'' :Iaragrani. K77.:

Write the vocabulary word from the word bank that fits into each blank. Each word may only be used one time. You may need to change or add an ending to a word so be careful. SPELLING COUNTS!



There was a young boy who was a very hard worker. He was trying to earn enough income to buy a

new snowboard. He couldn't describe the overwhelming happiness he felt while snowboarding

through freshly fallen snow on a sunny afternoon. Only a fellow snowboarder would be able to

understand the context of the extreme excitement that comes from snowboarding. The problem was

that snowboarding was an expensive sport and it consumed all of his money. He estimated he

would need to earn at least $1000 for a new board and season pass. If he didn't earn enough, he

would feel deprived and sad. So to be prepared. he formulated a plan to mow 7 lawns per week for

8 months of the year and also walk the neighbor's dog daily throughout the summer. Fortunately for

him, his lawn mowing business was stable and busy enough so that he earned twice as much as he

planned so he bought a snowboard and season pass for his best friend also.

J.Adams/AEC/08

vozabuia

Determine whether the underlined word is used correctiv in the sentence. Write why if the sentence makes sense or "no" and explain why if it doesn't.

s" and explain

1. If we are not careful, we might consume all of our natural resources.

Yes, this makes sense because...

No, this does not make sense because...

2. It was easy to understand the context of her story as none of us had ever experienced what she was talking about.

3. If one is trying to get into shape, he should deprive himself of exercise.

4. Can you please describe the events of story?

5. A chef does not need to estimate how much of an ingredient he will need when shopping for ingredients in a recipe.

6. The teacher asked the student to formulate his argument clearly for his persuasive essay.

7. If one is trying to save for a large purchase, he should put a portion of his income into a savings account each month.

8. The earth remains stable during an earthquake.

J.Adams/AEC/08

2ncit!nenti2m CiaraseE List.

*Provide another complete sentence after the semi-colon that gives an example of the underlined word so one may guess what the underlined word means bv your exambi in the second clause. Dc, not capitalize after the semi-colon, see the example.

1. The hungry child consumed all the ice cream; he didn't leave one bite for anyone else.

2. Please put your example in context;

3. She was sleep deprived;

4. Describe the events in chronological order;

5. He estimated the size of the pumpkin;

6. They formulated their hypothesis;

7. His income was not enough;

8. After the storm, the bridge was not stable:

J.Adams, AEC/08

WORD BANK: Consume Context Deprive Descrine Estimate Formulate income Stable

Write the word in the puzzle anc next )fl the definitior below.

•■•■■■•■■•■■,

Across 2. to state ideas clearly 5. information related to an idea that helps in understanding 6. strong enough to not change 8. a guess Down 1. to give details 3. the money earned from working 4. to completely use up 7. to take something important from someone

J. Adams/AEC/08

Vocabuia7

Choose the word that best completes the sentence. Each word may only be used once; may need to change the ending. Spelling counts:



1. He gave a portion of his to charity.

2. She was of dessert while on her diet.

3. The ice was not enough to skate on when the lake was frozen.

4. Can you the events of the story?

5. She gave a lot of background information so the students would understand the of the American Revolution.

6. The girl's fancy hairdo all of the hairspray.

7. He the ideas for his essay in a logical order.

8. He that there were 386 M&M' s in the candy jar.

J.Adams/AEC/08

Vocabuiary Quiz List KEY

Choose the word that best completes the sentence. Each word may only be used once; vol.; nia-. need to change the ending. Spelling counts!



1. He gave a portion of his income to charity.

2. She was deprived of dessert while on her diet.

3. The ice was not stable enough to skate on when the lake was frozen.

4. Can you describe the events of the story?

5. She gave a lot of background information so the students would understand the context of the American Revolution.

6. The girl's fancy hairdo consumed all of the hairspray.

7. He formulated the ideas for his essay in a logical order.

8. He estimated that there were 386 M&M's in the candy jar.

J. Adams/AEC/08

r ' ,t),..2oura,.. : ,

1. Compute, v.—to caiculate a total or answer

2. Constant, adj.—happening, on a regular basis

3. Data, n.—facts that have been gathered in order to study

4. Environment, n.—the elements that can influence or change a situation

5. Influence, v.—an ability to change a situation or idea

6. Neglect, v.—to not take care of something well

7. Outcome, n.—the final result

8. Resource, n.—something that is available to be used when needed (information, water, food. money, etc.)

Name

Vocabulary

Write the vocabulary word from the word bank that fits into each blank. Bach word may only be used one time. You may need to change or add an ending to a word so be careful. SPELLING COUNTS!

Compute Constant Data Environment

Influence Neglect Outcome Resource

There is much debate over how to best conserve our natural . Some scientists

believe that our consumption of water and energy may have a negative effect on

our . Many are collecting in order to study how humans

the balance of resources on Earth. Do we use too much energy and produce too

much waste? After collecting the information, the scientists use complicated equations to

how much of the resources are being consumed. Many are concerned that if we

to replenish the resources we use, the could be a bad one for all

of mankind.

J.Adams/AEC/08

Name

Vocabuiari 2 "Ciozet7 ParagParagraph KEV


Compute Constant Data Environment

Influence Neglect Outcome Resource

There is much debate over how to best conserve our natural resources. Some scientists believe that

our constant consumption of water and energy may have a negative effect on our environment.

Many are collecting data in order to study how humans influence the balance of resources on Earth.

Do we use too much energy and produce too much waste? After collecting the information, the

scientists use complicated equations to compute how much of the resources are being consumed.

Many are concerned that if we neglect to replenish the resources we use, the outcome could be a

bad one for all of mankind.

J. Adams/AEC/08

Vocaimia7 List - \'es, No,

Determine whether the underlined word is used correctly in the sentence. Write "yes" and exniain wny if the sentence makes sense or "no" and explain why if it doesn

1. We tried not to consume all of the resources.

Yes, this makes sense because.,.


2. Her income won't influence the type of vacation she can plan.

3. It is important to describe the context of one's story to another person so understanding can occur.

4. The bride was deprived of her husband at the alter.

5. The data did not remain constant throughout the predictable experiment.

6. The book was easy to understand because the author neglected formulate the outcome clearly.

7. Some say that global warming will produce a stable environment.

8. The woman estimated how much it would cost for her car to be fixed and she computed a number she would not be able to pay. no matter what.

J.Adams/AEC/08

independent Clauses .

List 7 &

*Provide another complete sentence after the sem i -colon that Oyes an example of the underiine word/s so one may guess what the underlined portion means by your example iL. the second ciaust Do not capitalize after the semi-colon.

1. He estimated the amount of resources used for the project;

2. The teacher computed the data from her students;

3. He neglected to describe the situation;

4. The stable environment was not influenced by the storm;

5. Constant stress can deprive one of happiness;

6. The outcome of the experiment was formulated in his study;

7. The doctor wanted to earn a higher income;

8. Putting the poem into context consumed the teacher's lesson;

J. Adams/AEC/08

I 8 10

12

14

1 1.3

WORD BANE: Compute Constant Consume Context Data Deur:* Descrioe, Environment Estimate Formulate income influerc ,,, Net ec% Outcome Resource Stable.

**Write the word in the nuzzle and next to the definition

4

3

t

Across 6. a guess 8. to calculate an answer 11.to completely use up 12.information related to an idea 13.a result 14.money earned 15.to not take care of something well 16.strong Down 1.elements that can change a situation 2. facts that have been gathered 3. happening on a regular basis 4. to keep something from someone 5. something that is available when needed 7..to state clearly 9. an ability to change 10. to give details

J. Adams/AEC/08

ocarrula: -T-

Write the word from the word bank that matches the defin or:. Each word may (a.,1 IlseL one time: not all words will be used. Spelling counts!

Compute Constant Consume Context Data Deprive Describe Environment. Estimate Formulata. income Influence Neglect Outcome Resource Stable

1. The final result.

2. Facts that have been gathered in order to study.

3. To not take care of something very well.

4. To completely use up.

5. To give details.

6. A guess that is not exact.

7. Strong enough to not move or change.

8. To keep something important from someone.

9. The money earned from working.

10. Information related to an idea that aids in understanding.

J.Adams/AEC/08

h. 7 Vocabulary Quiz Lis4.,

Write the word from the word bank that matches the definition. Each word may only be used one time; not all words will be used. Spelling counts!

Compute Constant Consume Context Data Deprive Describe Environment Estimate Formulate Income Influence Neglect Outcome Resource Stable

1. The final result. OUTCOME

2. Facts that have been gathered in order to study. DATA

3. To not take care of something very well. NEGLECT

4. To completely use up. CONSUME

5. To give details. DESCRIBE

6. A guess that is not exact. ESTIMATE

7. Strong enough to not move or change. STABLE

8. To keep something important from someone. DEPRIVE

9. The money earned from working. INCOME

10. Information related to an idea that aids in understanding. CONTEXT

J. Adams/AEC/08

v ocamuary

Capacity, n.—someone's ability to do something

2. Detect, V.—to notice something not easily seen

3. Ethnic, adj.—relating to a particular race (group of people categorized by skin color, geographical location, religion, traditions, etc.)

4. Generation, n.—a group of people about the same age

5. Implement, v.—to make something happen

6. Minimum, n.—the smallest amount

7. Prospect, n.—something that is likely to happen in the future

8. Simulate, v.—to make something that is not real but appears to be real

new laws so science been engineered. Is it the government's responsibility to

Name

Vocabuia7 77 "Clone' Paraorapi-

Write the vocabulary word from the word bank that fits into each blank. Eacn word may only he used one time. You may need to change or add an ending to a word so be careful. SPELLING COUNTS!

Genetic engineering is a controversial topic currently in our society. It is a process that involves

changing the genes of a human to make them stronger or healthier. The experiments also involve

weaknesses in certain genes in order to improve them. This

makes many people nervous as some believe that scientists may go too far and develop a whole

new of genetically engineered people. These people would real

people but in reality, they might be more robot-like than human. These "new" humans would have

the to do far more than the average human could do, depending on how they have

.71iVRIMLIC;

doesn't go too far? Is it also a possibility that only a amount of experimenting in

this area could be allowed? Though this topic seems to be more science fiction than reality, it is

sure to be a topic of discussion for all communities as we try to preserve the

traditions and strengths of all.

J.Adams/AEC/08

Capacity Detect Ethnic Generation

Implement Minimum Prospect Simulate

Name

:4 -"It 1,5 11); Vocabulary zi LAozec araEr,raph


Capacity Detect Ethnic Generation

Implement Minimum Prospect Simulate

Genetic engineering is a controversial topic currently in our society. It is a process that involves

changing the genes of a human to make them stronger or healthier. The experiments also involve

detecting weaknesses in certain genes in order to improve them. This prospect makes many people

nervous as some believe that scientists may go too far and develop a whole new Generation of

genetically engineered people. These people would simulate real people but in reality, they might

be more robot-like than human. These "new" humans would have the capacity to do far more than

the average human could do, depending on how they have been engineered. Is it the government's

responsibility to implement new laws so science doesn't go too far? Is it also a possibility that only

a minimum amount of experimenting in this area could be allowed? Though this topic seems to be

more science fiction than reality, it is sure to be a topic of discussion for all ethnic communities as

we try to preserve the traditions and strengths of all.

J.Adams/AEC/08

Vocallou.lary Liist Yes, Nt, Wri2-

Determine whether the underlined word is used correctly in the sentence. Write " and explain why if the sentence makes sense or "no" and explain wny if it doesn't.

1. He is sleep-deprived so he has the capacity to run a marathon.



2. It was not easy to detect the constant banging of the drum set.

3. One's ethnic group cannot influence one's personal beliefs.

4. For many generations, our natural resources were stable.

5. It can be stressful for a teacher to implement new classroom rules.

6. It was fair to give the minimum punishment to the dangerous convict.

7. Both companies are still hopeful about the prospects for a successful holiday season.

8. The identical experiment was not able to simulate the same outcome as the previous one.

J.Adams/AEC/08

irgieDnieierA',, amuses 1-4.1,St "KZ

*Provide another complete sentence after the semi-colon that gives an example o the unaeriineJ word/s so one may guess what the underlined portion means by your example in tile second Do not capitalize after the semi-colon.

1. The pig had the capacity to consume large amounts of food;

2. The context in which the data was gathered was not provided;

3. It was possible to detect the neglect;

4. He simulated the rain forest's environment;

5. Many generations of people can describe the process;

6. The student dreaded theoLospect of constant homework in college;

7. She implemented the minimum punishment;

8. The ethnic food was unique and delicious;

9. He estimated that his income would not remain stable;

.1.Adams/AEC/08

VOCABULARY BINGO

ti 02a Otira TT • 1117; CI-11-"^

Choose the word that best completes the sentence. Each word may only be used once; you need to change the ending. Not all words will be used: spelling counts!

Capacity Compute Constant Consume Context Data Deprive Describe Detect Environment Estimate Ethnic Formulate

Generation Implement Income Influence Minimum Neglect Outcome Prospect Resource Simulate Stable

1. The government the new laws on January I".

2. The child to care for the goldfish properly.

3. Can you how many pennies are in the jar?

4. We large amounts of food during the feast.

5. The more an athlete practices, the more he has to win.

6. It was not possible to the exact conditions of Mars.

7. It is important for the foundation under a building to be

8. This younger of people tends to be more technologically skilled than previous ones.

9. It would please many people to have their doubled.

10. There are many factors that can

the of an experiment.

J.Adams/AEC/08

02abuIar:..T Liist

Choose the word that best completes the sentence. Each word may only be used once: vou may need to change the ending. Not all words will be used: spelling counts!

Capacity Compute Constant Consume Context. Data Deprive Describe Detect Environment Estimate Ethnic Formulate

Generation Implement Income Influence Minimum Neglect Outcome Prospect Resource Simulate Stable

1. The government implemented the new laws on January 1s t .

2. The child neglected to care for the goldfish properly.

3. Can you estimate how many pennies are in the jar?

4. We consumed large amounts of food during the feast.

5. The more an athlete practices, the more capacity he has to win.

6. It was not possible to simulate the exact conditions of Mars.

7. It is important for the foundation under a building to be stable.

8. This younger generation of people tends to be more technologically skilled than previous ones.

9. It would please many people to have their income doubled.

10. There are many factors that can influence the outcome of an experiment.

J.Adams/AEC/08

Njocairala 41.

Cite, v.—to use something as an example that supports or proves an idea

2. Eliminate, v.—to get rid of something comoleteiy

3. Hierarchy, n.—the most important/powerful members of an organization

4. Persist, v.—to continue doing something though it may be difficult

5. Presume, v.—to believe an idea is true though it's not proven

6. Recover, v.—to return to a normal condition after a troubling time

7. Specify, v.—to explain something in a detailed way

8. Trend, n.—a pattern that is developing

Vocalociary 4 "Ciczed" Para Trap

Choose the word from the word bank teat best fits each ou may need ti cran2e tiv2. ending of the word to make it fit. so be carefu:. SPEL:.:.;:NC.; COUNTS.

Cite Eliminate Hierarchy Persist

Presume Recover Specify Trend

One can that social groups have a strong influence on both the students in them

and those around them. Often times there is a with the more dominant members

of the group controlling the ideas and actions of the other members. This hierarchy tends to

determine the clothing, music, and behavioral that identify the group to others.

The group leaders can which type of person is allowed into the group and may

even a member based on actions deemed inappropriate. The group members may

also examples of undesirable behaviors to new members in hopes of avoiding

such unpleasant scenarios. Once a member is barred, it can be difficult to but if

one and doesn't give up, he may join another group or even start one of his own.

J.Adams/AEC/08

Name

Voc..abuiari "CiGzeC" 1 a7ag..rain,

Choose the word from the word bank that_ best fits each blank. You may nee to change the Ej ending of the word to make it fk, so be caretu:. SPELLING COUNTS`



One can presume that social groups have a strong influence on both the students in them and those

around them. Often times there is a hierarchy with the more dominant members of the group

controlling the ideas and actions of the other members. This hierarchy tends to determine the

clothing, music, and behavioral trends that identify the group to others. The group leaders can

specify which type of person is allowed into the group and may even eliminate a member based on

actions deemed inappropriate. The group members may also cite examples of undesirable behaviors

to new members in hopes of avoiding such unpleasant scenarios. Once a member is barred, it can be

difficult to recover but if one persists and doesn't give up, he may join another group or even start

one of his own.

J.Adams/AEC/08

7ombuia7 is c Yes. NC. Why?

Determine whether the underlined word i:; used correctly in the sentence. Write "yes" and explain why if the sentence makes sense or "no" and explain why if it doesn't.

1. He cited an example from the book to prove his opinion.



2. When one is dieting, it is not necessary to eliminate donuts and cookies.

3. The hierarchy of a company often determines many policies.

4. The marathon winner did not persist in getting to the finish line.

5. I presumed it was a lie, though I knew it was the truth.

6. The trees recovered after the large fire.

7. It is not important to specify the steps in a recipe.

8. Clothing trends often change every year.

J.Adams/AEC/08

independent Clauses List A.

'Provide another complete sentence after the semi-colon that gives an example: of the underlined word/s so one may guess what the underlined portion means by your example in the second ciaust. Do not capitalize after the semi-colon.

1. The teacher cited the movie;

2. He tried to eliminate the evidence;

3. The tyrannical hierarchy established too many rules;

4. The athlete persisted and won;

5. The mother presumed the child wanted something;

6. The area could not recover after the storm;

7. Please specify your answer;

8. It is important to identify the trend early;

J.Adams/AEC/08

LdisL 4

WORE) BANK: Cite, EiiminatE, Hierarcb:i. Persis:. .r"-estirm. ae:mver,Trend

**Write the word in the puzzle and next to. the definition otiov...

4

8

Across 3. to return to normal 5. to explain in a detailed manner 6. a pattern 7. to get rid of completely 8. an example that supports an idea

Down i. to continue 2. to believe though it's not proven 4. the most important members of a group

J.Adams/AEC/08

Name

vocabulary Quiz, Li 4

Choose the word from the word bani, -. that matches toe definition. Each word may only be once, spelling counts.



1. A pattern that is developing.

2. To return to normal.

3. To explain something in detail.

4. The most important members of an organization.

5. To believe something is true, though unproven.

6. To get rid of; erase.

7. To give an example that proves an idea.

8. To continue though it may be difficult.

J.Adams/AEC/08

F.

imammawraumwwirae.t.ffIrmeav-,t.

Name

Vocabulary ut List 4

**Choose the word from the word bank that matche the definition. Each word may only once, spelling counts.



1. A pattern that is developing. TREND

2. To return to normal. RECOVER

3. To explain something in detail. SPECIFY

4. The most important members of an organization. HIERARCHY

5. To believe something is true, though unproven. PRESUME

6. To get rid of; erase. ELIMINATE

7. To give an example that proves an idea. CITE

8. To continue though it may be difficult. PERSIST

J.Adams/AEC/08

Vocabuiarr List

1. Ambiguous, adj.—difficult to understand; vague

2. Especially. adv.—to emphasize that something is more important or more likeiv to happen m L certain situation

3. Initiate, v.—to start a process

4. Modify, v.—to make small changes in order to improve

5. Precise, adj.—exact

6. Retain, v.—to keep something

7. Scenario, n.—a situation that could happen but hasn't happened yet

8. Subsequent, adj.—coming after or following an event

Name

Vocabul ir 5 "Ciczee" 17-


Ambiguous Especially Initiate Modify

Precise Retain Scenario Subsequent

When following a recipe, it is important to the process by reading through the

chronological steps carefully. One must pay attention to quantities and ingredients and follow each

as explained. Rarely is a recipe and vague, it is often very

so no mistakes are made. However, there are experts who choose to

the recipe and still experience tremendous success. Those who are

creative tend to make changes to

continues. Those who are not successful should

the rules.

recipes to see whether success

the original recipes and stick to

J.Adams/AEC/08

Vocabulary 5 "CiozerF aragraa. KEY


Ambiguous Especially Initiate Modify

Precise Retain Scenario Subsequent

When following a recipe, it is important to initiate the process by reading through the chronological

steps carefully. One must pay attention to quantities and ingredients and follow each scenario as

explained. Rarely is a recipe ambiguous and vague, it is often very precise so no mistakes are made.

However, there are experts who choose to modify the recipe and still experience tremendous

success. Those who are especially creative tend to make changes to subsequent recipes to see

whether success continues. Those who are not successful should retain the original recipes and stick

to the rules.

J. Adams/AEC/08

1.

ILI. 3:i 4 C„::

*Provide another complete sentence after the s-.m::-coion that gives an example. of t'lle uncieriineL word's so one may guess what the underlined Cordon means 1):, , your e;:arnp:: in the second cia -asf. Do not capitalize after the semi-colon.

1. The student eliminated the ambiguous reference from her essay:

2. He recovered slowly after the especially painful crash;

3. The tyrant initiated the hierarchy;

4. The designer modified the trend;

5. The teacher presumed we would follow the precise instructions for the experiment;

6. He tried to retain the information for the scenario to himself;

7. Last year's trend was followed by a subsequent one;

8. He persisted in citing all of his information accurately;

J.Adams/ABC/08

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Teaching Academic Vocabulary Effectively · 2017. 12. 4. · Teaching Academic Vocabulary Effectively . Machin, Academic Vocabulary Effectively "Prepare the child for the path, not