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)
Tier 1 Words Basic, concrete words of everyday speech. These words are learned through everyday conversation
Tier 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
Tier 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 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?
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
Characteristics of Effective Vocabulary Instruction Multiple Exposures Frontload Key Vocabulary Non Linguistic Representations Easily accomplished if everyone is onboard and doing this kind of vocabulary teaching. At some point, we may want to begin in departments creating Tiered vocabulary lists which we can compare with other departments to determine just exactly how much exposure students are getting to these words and whether it appears to be having an effect. Frontload-- give it to them before reading, in the text through annotation as well as in lectures Non-linguistic--have students create pictographs, mental images, and pantomime word meanings in order to increase the likelihood of remembering new words.
Alpha Boxes Choose 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.
Concept 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.
Still 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.
Anchor Words 30-15-10 focused instruction in limited number of word part 30 most common prefixes 15 most common roots 10 most common suffixes
Save the Last Word Print multiple sets of vocabulary terms with a vocabulary word on one side and the definition on the reverse side
Word 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 Questions Determine 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 )