Three Tiers of Words Tier One words are the words of everyday speech usually
learned in the early grades. They are not considered a challenge to the average native speaker, though English language learners of any age will require support from teachers.
Tier Two words (what the Standards refer to as general academic words) are far more likely to appear in written texts than in speech. They appear in all sorts of texts. Tier Two words often represent subtle or precise ways to say relatively simple things. Because Tier Two words are found across many types of texts, they are highly generalizable.
Tier Three words (what the Standards refer to as domain-specific words) are specific to a domain or field of study and key to understanding a new concept within a text. Because of their specificity and close ties to content knowledge, Tier Three words are far more common in informational texts than in literature. Recognized as new and “hard” words for most readers, they are often explicitly defined by the author of a text, repeatedly used, and otherwise heavily scaffolded.
Adapted from Common Core State Standards Appendix A
Sorting ActivityRelative Cloud Accumulate Arm Misfortune Impressionism
Lava Carburetor Legislature Pizza Circumference House
School Walk Expectation Falter Eclipse Aorta
Vary friend itemize
Tier One Words Tier Two Words Tier Three Words
AnswersTier One Words Tier Two Words Tier Three Words
CloudArmPizzaHouseSchoolWalk Friend
RelativeAccumulateMisfortuneExceptionFalterVaryItemize
ImpressionismLavaCarburetorCircumferenceLegislatureEclipseAorta
What do I do with the tiered words? Teachers have always been very good
about teaching Tiered 3 words. Focus also needs to be on Tier Two
words. These don’t always show up in vocabulary
lists, but are still very important for students to know.
Vocabulary Charts with Sticky Notes Divide a large piece of paper into four
sections: Noun, Verbs, Adjectives, Adverbs. As students read and they come across a
word they don’t know, they should write it on a sticky note.
Have students discuss the words, use context clues to define the words, and then have them put them into one of the four categories.
Vocabulary Word Wheels Cut out some larger circles and draw a wheel. Inside the smaller circle put in a Greek or
Latin word or suffix. Have students brainstorm words with the
same root or suffix and put them in the spokes of the wheel.
Students then write in smaller print the meanings of the word.
Hang the wheels in the classroom for students to study and learn.
Indirect Instruction Teachers substitute hard words for easy
or already learned words in classroom and one-on-one discussion.
By using multiple exposure ideas such as repeating words and/or pointing out previously learned words students can gather broader connections to words.
Vocabulary Resources Vocabulary’s Code
http://vocabularyscode.weebly.com/ 20 Vocabulary Lesson Ideas
http://ebi.missouri.edu/wp-content/uploads/2012/10/Vocabulary-Lesson-Classroom-Ideas.pdf
Teachnology http://www.teach-nology.com/teachers/
lesson_plans/language_arts/vocab/
Step 1:Provide a Description, Explanation, or Example of the New Term Determine what the
students already know Verify: What do you
think you know about this term?
Step 1: Provide a Description Definition vs. Description Providing info. about a word’s meaning
is an integral part of direct vocabulary instruction
The use of dictionaries is ineffective practice-it does not explains word concepts
Step 1 Explaining Features of Different Types of Words
Types People (for example,
author, character, villain, narrator, guest speaker, host, hostess, film director,political cartoonist)
Questions about Features
What actions does this kind of person perform?
What is required to become this kind of person?
What physical or psychological characteristics does this kind of person have?
Step 1Providing ExamplesDescription and explanation of a term must be accompanied by examples, such as the following: Experiences (field trips or guest speaker) Stories (personal experiences with the term) Images (videos, descriptions of mental
pictures, or drawings) Drama (skits or pantomimes) Current events related to the term (news
stories or magazine articles)
Step 2: Ask Students to Restate the Description, Explanation, or Example in Their Own Words
Students record their own descriptions, explanations, or examples in their vocabulary notebooks.
Do not copy teacher’s description, but consider other situations, circumstances and personal connections that exemplify the term.
Step 2: Ask Students to Restate the Description, Explanation, or Example in Their Own Words
Linguistic and Nonlinguistic Representations Vocabulary Notebooks (a place to record and revise)
The Term The Academic Subject Associated with the Term The Category or Measurement Topic The Student’s Current Level of Understanding of the
Term The Student’s Linguistic Description The Student’s NonLinguistic Representation of the
Term Words Related to the Term, Such as Synonyms or
Antonyms
Step 3: Ask Students to Construct a Picture, Symbol, or Graphic Representing the Term or Phrase
Term Sketch the actual Object (concrete) Sketch a symbol (abstract) Sketch an example (abstract) Sketch a cartoon or vignette with a
character using the term. (abstract) Sketch a graphic for the term (abstract)
Step 4: Engage Students Periodically in Activities That Help Them Add to Their Knowledge of the Terms in Their Vocabulary Notebooks Identifying Similarities
and Differences Comparing and
Contrasting Classifying Creating Metaphors Creating Analogies
Say or write words they think of when they hear a Target Word
Brainstorm lists of words related to the target word
Examining affixes and root words.
Step 5: Periodically Ask Students to Discuss the Terms With One Another
Corrects Misconceptions and Provides Multiple Perspectives Role Cards: Etymology Expert, Root
Researcher, Synonym/Antonym Explorer/Discusser Leader
Paired Thinking Inside/Outside Circle (like speed dating)
Step 6: Involve Students Periodically in Games That Allow Them to Play With Terms
Games should present challenges that are appropriate and manageable for students.
Games should arouse students’ curiosity. Games should prompt students to imagine
different circumstances and situations. For AIG students, let them make the game
and then teach it to their fellow students.
Step 6: Games Alphabet Antonyms-vocabulary that begins with
the same letter Classroom Feud-questions about vocabulary Create a Category- categorize in a limited amount
of time Definition Shmefinition- student created definition
match Digital Vocabulary Field Trip-explore websites to
answer teacher designed questions Draw Me- Pictionary Name It!- use vocabulary terms to express what
they see in various photographs