Academic Vocabulary

PROCEDURAL

English›Vocabulary|Ages 11—14|ID: mt_OLwNsTI6C7

Acquire and use accurately a broad range of general academic vocabulary and domain-specific words — drawing new vocabulary from reading and listening and deploying it consciously in writing and speech to achieve particular effects

Mastery Evidence

Use academic vocabulary (e.g., analyse, evaluate, justify, convey, imply) accurately and appropriately in essay writing
Incorporate domain-specific terms from a subject studied (e.g., 'photosynthesis', 'legislature') into explanatory writing
Draw a new word or phrase from a text read and use it consciously in own writing or speech

Assessment Prompt

“Does [child] pick up new words from books and lessons and actually use them in their own writing and conversation — not just understand them when someone else uses them?”

Curriculum Standards4 alignments

L.6.6Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

L.6.6

Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

English Language Arts

L.7.6Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

L.7.6

English Language Arts

L.8.6Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects

L.8.6

English Language Arts

KS3-ENG-GV-1cThe national curriculum in England

Draw on new vocabulary and grammatical constructions

drawing on new vocabulary and grammatical constructions from their reading and listening, and using these consciously in their writing and speech to achieve particular effects

· Key Stage 3

Prerequisites2

Choosing Formal Vocabulary
hardAges 10—11
Vocabulary Strategies
hardAges 11—14

Show full prerequisite tree

Choosing Formal Vocabulary hard
Academic vocabulary deployment extends KS2 formal vs informal vocabulary
- Formal and Informal English hard
  Formal vocabulary builds on recognising formal/informal register
  - Describing Aloud soft
    Oral expression skills support understanding formality in speech
    - Expressing & Justifying Opinions soft
      Oral expression skills support understanding formality in speech
    - Group discussions soft
      Conversational skills support oral description
      - Listening and responding hard
        Listening and responding foundational to conversation
      - Exploring Ideas Through Talk soft
        Conversational skills provide foundation for evaluating viewpoints
        
        Feeling of not understanding soft
        Using talk to explore ideas and speculate requires noticing what you don't yet understand — the comprehension-monitoring habit in a spoken register
        
        Asking for Help hard
        Noticing confusion and acting on it requires already knowing that asking for help is a valid response to being stuck
  - Using New Vocabulary soft
    Using acquired vocabulary supports recognising register differences
    - Discussing and Questioning New Words soft
      Need to understand words before using them
Vocabulary Strategies hard
Acquiring new vocabulary requires word-solving strategies to learn words independently
- Using a Thesaurus to Choose Words hard
  Using reference materials extends KS2 using thesaurus for synonyms
  - Using a Dictionary to Check Spellings soft
    Thesaurus use builds on dictionary skills
    - Knowing all letters hard
      Dictionary use requires alphabetical order via letter recognition
      - Understanding print hard
        Must understand print direction before letter identification matters
    - Non-Fiction Text Features soft
      Non-fiction structures include reference features like glossaries
      - Main Topic of Informational Texts hard
        Non-fiction structures build on Y1 informational text main topic
        
        Listening to Texts Read Aloud hard
        Listening comprehension foundational for informational text
      - Book Features and Author's Reasons hard
        Understanding text features builds on Y1 book features
        
        Understanding print hard
        Print concepts needed to understand book features
  - Antonyms & Synonyms hard
    Thesaurus use builds on understanding synonyms and antonyms
    - Shades of Meaning hard
      Synonym and antonym work builds on shades of meaning; learners must distinguish intensity gradations before systematically relating words through synonym/antonym relationships
      - Sorting & Categorising Words soft
        Categorisation supports understanding shades of meaning
        
        How Many in Total? soft
        Sorting and categorising objects uses the same counting/cardinality skills from maths
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
- Spellings from Greek, French and Latin hard
  KS3 word-solving extends KS2 etymological patterns (Greek, French, Latin)
  - Suffixes (age 7+) hard
    Etymological spelling patterns extend the suffix and sound-spelling work from Y3
    - Suffixes hard
      Y3 suffix/sound-spelling builds directly on Y2 suffix rules with root changes
      - Segmenting words into sounds hard
        Must be able to encode base words before applying suffix rules
        
        Phonics Vocabulary hard
        Segmenting words into phonemes and spelling CVC words requires knowing 'phoneme', 'segment', and 'CVC' as defined terms
        
        Single Letter Sounds hard
        Need GPC knowledge to encode phonemes
        
        Knowing all letters hard
        Must recognise letters before learning their sounds
        
        Understanding print hard
        Must understand print direction before letter identification matters
        
        Onsets & Rimes hard
        Need segmenting skill for spelling
        
        Rhyming words soft
        Rhyme awareness supports finer phoneme skills
        
        Syllables soft
        Syllable awareness builds toward phoneme level
        
        Sitting and holding a pencil soft
        Handwriting needed for spelling practice
      - Phonics Vocabulary hard
        Suffix spelling rules (doubling final consonants, dropping -e) require knowing 'suffix', 'root word', 'vowel', and 'consonant'
      - Spelling Verb Endings hard
        Y2 suffix rules build on Y1 basic suffix spelling
        
        Segmenting words into sounds hard
        Must spell root words before adding suffixes
        
        Phonics Vocabulary hard
        Segmenting words into phonemes and spelling CVC words requires knowing 'phoneme', 'segment', and 'CVC' as defined terms
        
        Single Letter Sounds hard
        Need GPC knowledge to encode phonemes
        
        Knowing all letters hard
        Must recognise letters before learning their sounds
        
        Understanding print hard
        Must understand print direction before letter identification matters
        
        Onsets & Rimes hard
        Need segmenting skill for spelling
        
        Rhyming words soft
        Rhyme awareness supports finer phoneme skills
        
        Syllables soft
        Syllable awareness builds toward phoneme level
        
        Sitting and holding a pencil soft
        Handwriting needed for spelling practice
        
        Phonics Vocabulary hard
        Spelling with suffixes requires knowing 'suffix', 'root word', and understanding how suffixes attach
    - Spelling Verb Endings soft
      Basic suffix spelling from Y1 provides foundation
      - Segmenting words into sounds hard
        Must spell root words before adding suffixes
        
        Phonics Vocabulary hard
        Segmenting words into phonemes and spelling CVC words requires knowing 'phoneme', 'segment', and 'CVC' as defined terms
        
        Single Letter Sounds hard
        Need GPC knowledge to encode phonemes
        
        Knowing all letters hard
        Must recognise letters before learning their sounds
        
        Understanding print hard
        Must understand print direction before letter identification matters
        
        Onsets & Rimes hard
        Need segmenting skill for spelling
        
        Rhyming words soft
        Rhyme awareness supports finer phoneme skills
        
        Syllables soft
        Syllable awareness builds toward phoneme level
        
        Sitting and holding a pencil soft
        Handwriting needed for spelling practice
      - Phonics Vocabulary hard
        Spelling with suffixes requires knowing 'suffix', 'root word', and understanding how suffixes attach

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