When you hear the words academic vocabulary, you might think of words that live only in academic journals — awkward words such as insomuch, heretofore, or conversely. These words would never roll off your tongue and you would never expect to encounter them on prime time television or on the magazine rack as you wait in line at the supermarket.

If this is your idea of academic vocabulary, then think again.

David Coleman, the current president of the College Board, has a particular take on academic vocabulary; and, if you want to better prepare your students for the new wave of standardized testing under the Common Core and the new SAT, you better get hip to it. As he told the New York Times, Coleman believes academic vocabulary is all around us, and he is out to rid the SAT of "words you will never use again" and plans to instead focus standardized testing on "more common words like synthesis, distill and transform, used in context as they will be in college and in life."

Academic Vocabulary and the Common Core

Q: So what is the connection between academic vocabulary, the Common Core State Standards, and the SAT?

A: David Coleman.

Before Coleman started running the College Board and revamping the SAT, he served as one of the "architects" of the Common Core. So, to better understand the thinking behind the current movement for SAT reform, start with familiarizing yourself with the thinking behind the Common Core.

The Common Core borrows Isabel Beck's system of categorizing words in three tiers and tends to emphasize the middle tier (Tier Two) as those "general academic words" that are more likely to appear in written texts than in speech. In the Common Core's explanation, Tier Two words "appear in all sorts of texts: informational texts (words such as relative, vary, formulate, specificity, and accumulate), technical texts (calibrate, itemize, periphery), and literary texts (misfortune, dignified, faltered, unabashedly)."

Academic vocabulary, far from those words that live solely in academia, are those words that are used most often in the texts students read. They are not the words you hear in everyday speech (Tier One territory), and they are not the words you would only hear in a discussion of astrophysics (Tier Three territory). They are the words that you would read anywhere — words that have the power and flexibility to morph in meaning according to context.

Academic Vocabulary Words are a Standardized Test Writer's Dream

Consider the most often used vocabulary question type students encounter on a standardized reading exam:

In line x of the reading passage, the word blahdeblah means:

  1. thingummy
  2. thingamabob
  3. doohickey
  4. whatchamacallit

If you think about it, the words that can best fit this question format are those words that call upon the reader to use context clues to define. If you try writing such a question for a one-dimensional word like soporific, regardless of the context, the answer will end up being "sleep inducing." On the other hand, if you write such a question for an academic vocabulary word with multiple shades of meaning, like figure, the test-taker will need to rely on context clues in order to figure out which meaning of figure fits the context of the reading passage.

A Sneak Peek at Vocabulary Questions on the New Common Core Exams

Smarter Balanced, a consortium of more than twenty member states that boasts "a commitment to developing a next-generation assessment system aligned to the Common Core," provides some sample reading questions on their site. If we look at one of their vocabulary-focused reading questions, we might get a glimpse at how academic vocabulary will be tested at the high school level.

Read the sentence from the text. Then answer the question.

"Nanodiamonds are stardust, created when ancient stars exploded long ago, disgorging their remaining elements into space."

Based on the context of the sentence, what is the most precise meaning of disgorging?

  1. scattering randomly
  2. throwing out quickly
  3. spreading out widely
  4. casting forth violently

To get this question right, the test-taker needs to focus on the context clue exploded in the sentence. Since the disgorging of the elements would certainly have scattered, thrown, spread, and cast forth them into the atmosphere, considering just the word disgorging in not enough. The clue exploded leads the reader to choose the answer that contains violently, since an explosion, by its very nature, happens violently.

PARCC, the other mega-consortium of states developing new Common Core-aligned exams, provides us with another type of academic vocabulary question to consider. This sample question was designed for a 6th-grade reading exam.

What does the word regal mean as it is used in the passage?

a) generous
b) threatening
c) kingly
d) uninterested

Which of the phrases from the passage best helps the reader understand the meaning of regal?

a) "wagging their tails as they awoke"
b) "the wolves, who were shy"
c) "their sounds and movements expressed goodwill"
d) "with his head high and his chest out"

Unlike the previous example of disgorging in context, this question on regal can be answered correctly without even seeing the passage from which it was taken! If you know the definition of regal, you're golden. If you don't know the word, you will guess. And even though the second part of the question gets the reader to connect regal with royal qualities, it is not requiring the reader to use context clues to deduce the meaning of regal in the passage. It's getting the test-taker to simply choose which of the four descriptions apply to the meaning of regal.

The Take-Away on Academic Vocabulary?

When it comes to vocabulary and standardized testing, the new age in testing might not be radically different from the previous age. Vocabulary is not going away on the SAT, and the Common Core is only striving to emphasize the words that students need to learn to make sense of textbooks and literature. However, when it comes to popular question types, paying attention to contextual clues will matter all the more — as evidenced by the Smarter Balanced sample question on disgorging.

The best way to prepare students for shifting their thinking in David Coleman's direction is not to stop teaching "hard" words; it is to be ever mindful and explicit about the multifaceted nature of academic vocabulary words. If you are teaching momentum and inertia in physics, you might want to pause and discuss the momentum of a winning sports team or the inertia of your students the day after the prom. Ironically, these sidebars might better prepare your students for standardized testing than the lesson itself.