Vocabulary (Tier 1) - Words that commonly appear in spoken language and are heard frequently in numerous contexts and with nonverbal communication. Tier 1 words rarely require explicit instruction. (Ex: write, read and gather) Academic Vocabulary (Tier 2) - High frequency words used by mature language users across several content areas. (Ex: obvious, expose, establish and verify.) Content Vocabulary (Tier 3) - Words are used in specific content areas or domains. Tier 3 words are central to building knowledge and conceptual understanding within the various academic domains and are integral to content instruction. (Ex: lynching, abolitionist, slavery) Explicit instruction of the Tier 2 academic words (typically in the context of the text and not necessarily through pre-teaching) is required in order for students to know and use the words accurately, per the Suggested Activities (3rd column). Multiple exposures and practice using these words are key characteristics of effective vocabulary instruction. Teaching Vocabulary for Mastery… Pa-le-on–tol-o-gy) Post the words in your classroom noting their syllabicated forms (ex: to aid struggling readers. Provide a student-friendly definition of the word. Suggest synonyms or antonyms for the word. Put the new word into a context or connect it to a known concept, morpheme, or root. Use the new word on multiple occasions and in multiple contexts (e.g., sentence starters, games, student writing). Whenever you say the word, run your hand or a pointer under the syllables of the word as you pronounce it, quickly cueing struggling readers to associate your spoken word with the written word on the wall. Use the new words in context of the lesson. Ask questions that contain the new word; so, students must process its meaning in multiple ways. Add the new word to an already existing classroom concept map, or construct a new concept map using the new word as the foundational concept. Expect pairs of students to construct semantic word maps for new vocabulary. Give students extra credit points for hearing or seeing content vocabulary in other contexts. Ways to Support Struggling Readers in Content Classrooms, Grades 6-12. McEwan, E.K. (2007).40 Thousand Oaks, CA: Corwin Press. Reprinted with permission from Corwin Press. U.S. Government and Civics Pacing Guide
Vocabulary (Tier 1) - Words that commonly appear in spoken language and are heard frequently in numerous contexts and with nonverbal communication. Tier 1 words rarely require explicit instruction. (Ex: write, read and gather) Academic Vocabulary (Tier 2) - High frequency words used by mature language users across several content areas. (Ex: obvious, expose, establish and verify.) Content Vocabulary (Tier 3) - Words are used in specific content areas or domains. Tier 3 words are central to building knowledge and conceptual understanding within the various academic domains and are integral to content instruction. (Ex: lynching, abolitionist, slavery) Explicit instruction of the Tier 2 academic words (typically in the context of the text and not necessarily through pre-teaching) is required in order for students to know and use the words accurately, per the Suggested Activities (3rd column). Multiple exposures and practice using these words are key characteristics of effective vocabulary instruction. Teaching Vocabulary for Mastery… Post the words in your classroom noting their syllabicated forms (ex: Pa-le-on–tol-o-gy) to aid struggling readers. Provide a student-friendly definition of the word. Suggest synonyms or antonyms for the word. Put the new word into a context or connect it to a known concept, morpheme, or root. Use the new word on multiple occasions and in multiple contexts (e.g., sentence starters, games, student writing). Whenever you say the word, run your hand or a pointer under the syllables of the word as you pronounce it, quickly cueing struggling readers to associate your spoken word with the written word on the wall. Use the new words in context of the lesson. Ask questions that contain the new word; so, students must process its meaning in multiple ways. Add the new word to an already existing classroom concept map, or construct a new concept map using the new word as the foundational concept. Expect pairs of students to construct semantic word maps for new vocabulary. Give students extra credit points for hearing or seeing content vocabulary in other contexts. McEwan, E.K. (2007).40 Ways to Support Struggling Readers in Content Classrooms, Grades 6-12. Thousand Oaks, CA: Corwin Press. Reprinted with permission from Corwin Press. U.S. Government and Civics Pacing Guide
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