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Using Tiered Vocabulary

Using Tiered Vocabulary

80% of comprehension in nonfiction is dependent upon understanding the vocabulary.

High school vocabulary demands a facility with up to 85,000 words. ( Nagy and Anderson, 1984)

Everyday adult conversations require the use of 5,000 to 10,000 words. ( Klein, 1988; Trelease, 2006)

80% of comprehension in nonfiction is dependent upon understanding the vocabulary.

High school vocabulary demands a facility with up to 85,000 words. ( Nagy and Anderson, 1984)

Everyday adult conversations require the use of 5,000 to 10,000 words. ( Klein, 1988; Trelease, 2006)

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Tier 1 WordsTier 1 Words

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Basic, concrete words of everyday speech. These

words are learned through everyday conversation

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Tier 2 WordsTier 2 Words

Precise and abstract academic vocabulary. Frequent appearance across content areas. Multiple meanings and connections to other words. High utility vocab.

Seldom defined or scaffolded within texts

justify, explain, expand, predict, summarize, maintain,

liberty, amendment, debit, credit, loss , translation,

assembly, saunter, boasted, vehicle

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Tier 3 VocabularyTier 3 Vocabulary Low-Frequency, Discipline & Domain-Specific

*teach words as the need arises for comprehension

*usually explicitly defined within the text

isotope, tectonic plates, carcinogens, mitosis,

lithosphere, perimeter, volume, iambic, stanza,

paragraph, resting heart rate, metaphor, symbol

Selecting Tier 2 Vocab

Selecting Tier 2 Vocab

Does the word significantly impact the meaning of the text?

Will it help students be more precise in describing ideas and concepts that they understand?

Is understanding the word necessary to unpack and avoid confusion or guide understanding?

Does the word have strong general utility (will students see the word in other content areas?)

Does the word contain some sort of nuance or unspoken meaning? ( home vs. house; admitted vs confessed )

Does it connect to other words, ideas, or experiences that the students

Are there multiple meanings based on context? ( Texas was admitted to the union, He admitted his errors, Admission was too expensive.

Will it be of use to students in their own writing?

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Where to start?Where to start?

Using your text, pick out Tier 1, Tier 2, Tier 3 words.

Cover your Tier 1 words and ask students to write in the words

Create an activity

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Characteristics of Effective Vocabulary Instruction Characteristics of Effective Vocabulary Instruction

Multiple Exposures

Frontload Key Vocabulary

Non Linguistic Representations

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Alpha BoxesAlpha BoxesChoose a topic

Set up alphabetic table

Alone or in pairs, students locate vocabulary words to place into each box.

Daily Opener- Choose words from single box to write about a particular concept from last night’s reading.

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Concept CirclesConcept Circles

Using a 4 part circle- write a word in each section Students determine what the words have in common.

Provide 2 words and have student record 2 additional words, then defend their choice

Students work in pairs. Choose 2 of the 4 circles . Other student must determine the concept/topic for each circle and explain relationship.

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Still more versionsStill more versions

Teacher fills in 4 words, students explain which word does not belong with the concept

Teacher fills in 4 words and requires students to explain the relationship in writing.

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Anchor WordsAnchor Words

30-15-10 focused instruction in limited number of word part

30 most common prefixes

15 most common roots

10 most common suffixes

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Save the Last WordSave the Last Word

■ Print multiple sets of  vocabulary terms with a vocabulary word on one side and the definition on the reverse side

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Word WallsWord Walls

Separate Tier Words

Use student-generated vocab definitions

Include visuals, pantomimes to cue student

Identify similarities & differences

Reference questions, discussions, writing to the words

Text Dependent QuestionsText Dependent QuestionsDetermine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context ( Reading standard 4 Science and Tech)

Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts and consulting reference materials ( Lang. Standard 4)

Interpret technical, connotative and figurative meanings of words and phrases ( Reading Standard 4)

Determine the meaning of words and phrases as they are used in a text, including vocab specific to domains related to history/social studies.( Reading Standard 4 for Literacy in History )

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