1. Building Academic Language
An Introduction to Tiered Vocabulary

2. Goals Define Academic Language Practice student talk strategies
Identify and “Pull Out” Tiered Vocabulary from text
Remind group of connections:
Student Engagement
(II-A-2 – NAPS Focus Element FY15)
Meeting Diverse Needs
(II-A-2 – NAPS Focus Element FY16-17)
Collaborative Learning Environment
(II-B-2 – NAPS Focus Element FY16-17)

3. Academic Language
What the research says...

4. Students’ development of social, instructional, and academic language, a complex and long-term process, is the foundation for their success in school. Anstrom, et.al. (2010); Francis, Lesaux, Kieffer, & Rivera (2006); Bailey & Butler (2002); Cummins (1979)

5. Academic Language

6. Research shows that average students learn approximately 7 words per day (Miller, 1978).
At-risk students are learning less than 1-2 words per day or none at all.
But there are too many words in the English language to teach!
Not all words call for attention. (Beck, 2001)

7. Academic Language

8. Informal Language
Academic Language
repetition of words
variety of words, more sophisticated
sentences start with “and” or but”
sentences start with transition words, such as “however”, “moreover”, and “in addition”
use of slang such as “whatever” and “like”
replaces slang with accurate descriptions
appropriate for use in casual, social settings
appropriate for use in all academic and work places settings
can vary greatly by ethnicity, region, gender, age
common language register for all
(K. Kinsella, 2007)

9. Vocabulary & Discourse
Old School…
Drill & Kill
List of words & a dictionary
Quiz at end of week

10. Vocabulary & Discourse
New School…
Tiered vocabulary
Connections to mentor texts (& CCSS)
Interactive practice
Language awareness
New School - components are the key to accessing the content

11. There are three “Tiers” of vocabulary words we will reference.

12. Identifying Words:Tier 1
Tier 1 words are words most children know in their primary language
Frequently used in oral discourse
Consist of basic words, connectors, and/or compounds
Often demonstrated easily through visuals, motions, or gestures
baby, clock, happy, walk, jump,
hop, slide, girl, boy, dog, long
 Analysis of different types of words in lessons and in text is a critical skill for a teacher in planning around vocabulary instruction GENERALLY for ALL students. It is the first step to prioritizing what to focus on and teach, given the vast amount of vocabulary in a typical lesson with both fiction and nonfiction text.
Some of the Tier 1 words, can be taught on the go and incidentally. Others may need explicit teaching but probably a picture, visual or gesture will work.
Beck, I. et al, 2002; Calderon, M. 2011
Massachusetts Department of Elementary and Secondary Education

13. Identifying Words: Tier 2
Complex words and longer phrases
~ bookishness, “all of a sudden”
Polysemous words (multiple meaning words)
~ plot, table,
Idioms
~ “kicked the bucket”
Noun Phrases
~ “long time,” “Great Depression”
Phrasal Verbs
~break up, break down, break into
Prepositional phrases
~ “on the verge”
Talking Points:
Tier 2 words are the most important to teach. Tier 2 words include the academic language that is vital to participation, engagement, and comprehension ACROSS content areas—not the “bricks” of specific technical vocabulary associated with a PARTICULAR content. They are the “glue” or “mortar” of language and text, and most frequent academic vocabulary that students will need to engage with, comprehend, and use in their learning. They are the “bang for your buck” vocabulary that will address the most frequent academic language students will encounter in their texts and classes.
Note: We need to teach all 3 tiers; however, these are the academic language exemplars that students will need most frequently.
Tier 3 words will be repeated multiple times throughout a lesson; teachers tend to focus on these a lot.
So we need to pay close attention to Tier 2 words and other aspects of academic vocabulary development that might not be typically addressed instructionally, yet are so valuable for students.
Source: Calderon, M. 2011
Massachusetts Department of Elementary and Secondary Education

14. Identifying Words: Tier 2
Connectors and transition words
~ as a result
Specific and sophisticated words that cross multiple content areas
~ analysis
Previous conceptual understanding builds word knowledge
~ may not know the words “sophisticated”
or “elegant” but knows the concept and
word “pretty”
GIVE SOME ILLUSTRATIONS/STORIES ABOUT ELLS/EXAMPLES: (Add your own!)  
“Once upon a time”: Young ELL students often think this is one word –they hear it all together–then they write it as one word. This is not just true for young children with these types of word phrases.
“Youth in Asia“: Opposite-student associates parts of one word as they HEAR it “euthanasia” with other words they might know (English speaker example)
Polysemous words are those that have multiple meanings and different meanings in different contexts/contents. How confusing this can be if a student hears a new word, thinks it means one thing and it means something different!
Table, plot, etc.: We need to point out these different contexts to ELLs.
Source: Calderon, M. 2011
Massachusetts Department of Elementary and Secondary Education

15. Identifying Words: Tier 3
Low frequency of use
Often limited to specific domains
Words used infrequently or jargon
Often defined in footnote or glossary
Best learned when a specific need arises
Very important to understanding academic content but generally confined to one subject area
~ isotope, lathe, peninsula, refinery
Tier 3 words are those you often see italicized or set in bold type by the publisher in your text books.
Tier 3 words are used rarely compared with most Tier 2 words.
They are usually specific to a content area or to a field.
All students must learn these words in context; they are critical to content.
However, when we are thinking about ELLs and the range or number of vocabulary words or terms they must learn, it is important to emphasize first those that are most frequently encountered across a range of texts. These are the Tier 2 words.
(Beck,I. et al, 2002; Calderon, M. 2011)
Massachusetts Department of Elementary and Secondary Education

16. Examples of the 3 Tiers Tier 1 Tier 2 Tier 3
Simple, concrete English that can be acted out.
Information processing words, polysemous words, transition words, connectors, phrasal verbs, idioms, more sophisticated words useful across subject areas.
Uncommon words typically associated with a specific content area.
clock
happy choice
friendly
locker
avoid, adapt, trunk, data
table, consequently, point, once upon a time,
break a leg, as well as,
make up, make do, make off with, make over
entomologist
peninsula
endoplasmic reticulum
Purpose: Review examples and share cautions about 3 Tiers.
Time: 4 min
Procedure: Show participants this slide and review types of words according to the three tiers.
Talking Points:
Share cautionary notes about the 3 Tiers:
1.) Everyday words used in some languages can be cognates of Tier 3 words in English. Therefore, recognize that the Tiers don’t necessarily cross languages.
2.) Tiers are not all clear-cut. A Tier 3 word in Kindergarten could be a Tier 3 word in 11th Grade. But this is a way to look at how words are used, and how useful they are to reading text, comprehension, and in general.
Massachusetts Department of Elementary and Secondary Education

17. Sorting Tiered Vocabulary
Let’s Practice
Sorting Tiered Vocabulary
Choose an example as a group
Read the text at your table
Find five examples in each tier and fill in the chart
Compare your words and discuss your reasoning. Use the Academic Conversation Moves chart as support.
NOTE: WE HAVE LIZZIE’S EXAMPLE TESTS WITH THE TIERED COLUMNS TO COMPLETE THIS ACTIVITY. SLIDE WOULD NEED REVISING.
Revised. I moved the convo chart to be the next slide.

19. Pulling out Tiered Vocabulary Words
Were any words both Tier 2 and Tier 3?
What was challenging?
How might you teach a Tier 2 word you identified?
Did you have general consensus on most words?
WHOLE GROUP/SMALL GROUP DEBRIEF STRATEGIES:
Ask group to pick up answer cards and rate their comfort level with pulling out Tiered Vocabulary:
A = Expert
B = Proficient
C = Competent
D = Novice
Cold Call by asking someone a question
Restate tablemate’s ideas/answers/thoughts
Ask someone to synthesize the ideas discussed at the table

20. Academic Talk Strategies/Toolbox
Answer Cards
Table Talk/Partner Work
Academic Conversation Moves Chart
Pulling out Tiered Vocabulary
Whole Group Debrief: Cold Call, Restate, Synthesize
Whole Group “Dipstick” with Answer Cards/Standing