Academic Vocabulary

Participants will learn how to identify Tier 2 words and determine which ones to teach.

StandardsR.CCR.4 - Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

L.CCR.4 - Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

StandardsL.CCR.5 - Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

L.CCR.6 - Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Standards

SL.CCR.6 - Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.

Choosing Words to TeachThree Tiers of Words

Tier 1 – most basic words of oral language and rarely require instructional attention (80% of text)

Tier 2 – words that are more sophisticated and used often across disciplines

Tier 3 – words that are very rare or apply to specific domains

Tier Two Words

• Words not typically common to oral language

• High-frequency words for mature language users

• Words more typically found in written language

Which words are worthy of instruction?

Students are likely to see the word often in other texts and across domains.

The word will be useful in students’ writing.

The word relates to other words or ideas that the students know or have been learning.

Word choice has significance in the text.

The context does not provide enough information for students to infer the meaning.

Academic Vocabulary

Tier 2 WordsCriteria to determine which words to

teach:

InstructionNot addressTellWorthy

  Students are likely to see the word often in other texts and across domains.

The word will be useful in students’ writing.

The word relates to other words or ideas that the students know or have been learning.

Word choice has significance in the text.

The context does not provide enough information for students to infer the meaning.

  

 

Academic Vocabulary

Tier 2 WordsCriteria to determine which words to

teach:

InstructionNot addressTellWorthy

 surfaced X Students are likely to see the word often in other texts and across domains.X The word will be useful in students’ writing.X The word relates to other words or ideas that the students know or have been learning. X Word choice has significance in the text.X The context does not provide enough information for students to infer the meaning.  

 W

Academic Vocabulary

Tier 2 WordsCriteria to determine which words to

teach:

InstructionNot addressTellWorthy

 startled Students are likely to see the word

often in other texts and across domains.

X The word will be useful in students’ writing.X The word relates to other words or ideas that the students know or have been learning. X Word choice has significance in the text.X The context does not provide enough information for students to infer the meaning. 

  

 T

Academic Vocabulary

Tier 2 WordsCriteria to determine which words to

teach:

InstructionNot addressTellWorthy

 hunched Students are likely to see the word

often in other texts and across domains.

The word will be useful in students’ writing.

The word relates to other words or ideas that the students know or have been learning.

X Word choice has significance in the text. The context does not provide enough

information for students to infer the meaning.

  

 N

Your Turn

Using an excerpt from the text you chose:

•identify the Tier 2 words.

•use the rubric to determine which words to focus instruction on.

Rich Vocabulary Instruction

The goal of vocabulary instruction is for students to know words well, be able to explain them, and use them in multiple contexts.

Students “own” the word.

Rich Vocabulary Instruction“Text Talk”

• Contextualize each word for its role in the text.

• Provide the word’s meaning through student-friendly explanations.

• Provide examples beyond the story context.

• Ask students to provide their own examples.

Your Turn• Choose a word from your list that is

worthy of instructional focus.

• Create a “text talk” for that word.

• Contextualize it

• Provide student-friendly explanation

• Provide examples beyond the story’s context

BREAK