The Common Core standards distinguish between domain-specific vocabulary (topic, point on a graph) and general academic vocabulary (consist of, analyze), but is this a false dichotomy, the authors ask? Analyzing character development, they point out, is not the same as analyzing data. This has implications for vocabulary instruction in the areas of math and science: Teachers must teach not only domain-specific vocabulary, but also general academic vocabulary as it is used in that domain. The authors point out characteristics of vocabulary in the fields of math and science that differentiate it from vocabulary in other fields and that teachers need to consider as they move toward a new understanding of teaching vocabulary in math and science. These differences point to four ways that teachers can more effectively teach academic vocabulary in math and science. They can do so by manipulating objects and pictures as well as the talk about that manipulation; including visual representations, such as graphs, charts, and word clouds; focusing on meaningful repetition and review; and teaching morphemes.