Unpacking and Teaching Critical Tier 1, 2, and 3 Academic Vocabulary
'Vocabulary' refers to the corpus of words needed for effective communication when listening, speaking, reading, or writing. Academic Reading Vocabulary plays a key role in learning to read for deep understanding.
Children use vocabulary in their auditory memory to make sense of the words they see in print.
Readers must understand what they read if they are to develop strong word recognition and automaticity. And to build up a rich store of semantic meanings associated with the words, phrases, sentences and text they read.
Tier 1 Academic Vocabulary
Tier 1 vocabulary comprises the basic words commonly appearing in a spoken language — clock, baby, happy and walk for example.
These words are often experienced in a variety of contexts, including that of non-verbal communication. Tier 1 vocabulary rarely requires explicit instruction.
Tier 2 Academic Vocabulary
Mature language users across several academic content areas are familiar with the less frequently encountered words in the Tier 2 category. Words such as: obvious, complex, establish and verify. Cognitive verbs are also included in the Tier 2 word category.
Because of their lack of redundancy in a text, oral language, and their multiple meaning or descriptive nature, tier 2 words challenge students who primarily meet them in print and on a test. Bloom’s and Webb's DOK cognitive verbs are integral to any successful reading instruction or intervention.
Tier 3 Academic Words
Tier 3 vocabulary consists of infrequently used words. These words are central to building Cognitive Academic Language Proficiency(CALPS) background knowledge and conceptual understanding and should be integral to the instruction of content.
Though infrequently used in day to day language, they are common except in various academic domains such as in the disciplines of medicine, law, biology and mathematics.
Indirect learning of academic vocabulary
Children learn the meanings of most Tier 1 words indirectly, through everyday experiences and interactions with oral and written language: in conversations with adults, when reading to, and through their own reading; all of which extends oracy and vocabulary.
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To improve your vocabulary and oracy, read rich texts and talk about rich texts
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To improve reading fluency, read. Then reread familiar text
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To improve reading comprehension, read and deeply discuss the author's craft
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To develop independent readers, read for joy, not for summative test data
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To improve student success, foster a love of reading and writing
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To cultivate a love of reading, read with children every day
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To transform students into well-read scholars, challenge them
Metacognitive Read-Alouds: Socratic Inquary
Thinking Out-loud about Reading and Vocabulary
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Teachers must do daily read alouds that incorporate above grade level passages and books. The central idea is, reading advance literature with rich language creates 1000’s of teachable moments and opportunities to discuss the author’s craft. Where possible give students copies of the text being read and ask students to read along, tracking with their eyes and fingers.
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Teacher re-reads the text and stops to ask ‘hot’ questions, front loads Tier 2, and 3 concepts, and engages the class in Socratic dialogue and paired think-alouds (micro lectures of one or two minutes).
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Students use the think-pair-share protocol for all direct instruction micro lecture concepts to reflect on learning and self-check understanding.
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Students re-read material with a reading buddy or read along with an audiobook and use a Socratic seminar to guide facilitate discussions (optional)
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Students stop, think, reflect, share and check for understanding after each passage, paragraph, or chapter.
Analyzing and Understanding The Writer's Craft: Figurative Language & Literary Devices ReadiComprehensionion Question Stems
- How would you analyze the author's use of figurative language to convey mood or tone in the story?
- The author uses a metaphor in the text to make a simple comparison, why didn't they describe the comparison using a literal or concrete description?
- How would you compare and contrast the mood and tone of this literary text?
- What does the idiom mean in this literary text? Why do you think the author used the idiom in the text?
- How is the mood of the characters affected by the use of figurative language in a work of fiction?
- How would you determine the metaphoric meaning of an unknown figurative phrase in a story?
- When reading what are some clues for Identifying idioms, metaphor, onomatopoeia, hyperbole, and or allusion in fictional stories?
- Why is Interpreting idioms in context important for interpreting the semantic meaning of the idiom in the story?
- Interprets metaphor that makes a simple comparison to describe a concrete idea in literary text
- Explain why onomatopoeia is a common literary device for adding aural (sense of hearing) effects to a visual description of a setting.
- Explain why authors use idioms in poetry to add deeper meaning with fewer words.
- Why is understanding the meaning of common English idioms important to learning the wider cultural and historical perspectives of a literary text?
- How does the author's choice of words effects the meaning of the text [...] use text evidence to draw your conclusions?
- What literary devices is the writer using in that passage? Please identify the alliteration, dialect, hyperbole, irony, onomatopoeia, paradox, symbolism, allusion, and or extended metaphor in this passage.
- Why is personification, simile, irony, metaphorical irony, satire, or symbolism used in a literary text?
- How and why is foreshadowing used in this passage?
- How and why are flashbacks used in this text?
- Using text evidence, what conclusions can you draw about the narrator's attitude in this literary text?Using text evidence, what conclusions can you draw about the speaker's attitude in poetry?
Extensions:
Useful tools and activities for teachers include:
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Formative quick-checks
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Reading engagement protocols
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Making a story map
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Creating a plot summary post-it note chart or keyword outline
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Making conversation notes
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Recording challenging vocabulary using Lotus Notes or Cornell Notes
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Make a collaborative Lotus Notes Diagram using chart paper
Reminder about Learning New Words: See it, Hear it, Say it, Think about it, Use it, Revisit it, and Remember it!
‘Hot’ Question Examples
Metacognitive Read-Alouds
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What keywords did the author use to describe the theme, plot, mood or tone of the story?
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Which statements best describes the theme, main idea or viewpoint of this story?
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What conflicts bear contrast and comparison with the current text? How were they resolved?
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How did the protagonist/antagonist characters solve/create the conflict?
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Can you, in your own words, summarize the plot, theme and main ideas?
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Can you identify the passage’s main conflict, resolutions, and turning points?
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What details did the author give to help resolve the conflict?
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Where in the poem does the narrator use imagery?
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Which statements reflect the author’s points of view?
Note: During Reading Boot Camp, Primary teachers should include “a short 15 minutes” metacognitive read-aloud every hour using HOT questions that front load elements of the author's craft, that connect new information with the students the background knowledge, while Intermediate teachers should do two extended metacognitive read-alouds every day that goes into the deepest literary concepts.
Direct learning of Tier 2 and 3 Academic Vocabulary
Direct learning by students occurs when teachers use student-friendly contextual exemplars of targeted academic vocabulary. Teachers explicitly introduce academic vocabulary daily through multiple engagement activities. Front loading academic vocabulary in the form of games, hands-on lessons, and activities, speeds, strengthens and deepens learning.
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Set daily or weekly vocabulary-instructing goals
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Create word walls for all targeted tier 2 and tier 3 academic vocabulary taught
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Use a mix of micro-lectures, reading engagement protocols, and Socratic seminars for direct word work, word analysis, and word-learning strategies
The secret to using this book is to avoid trying to master all the ideas presented. Instead, add small-variety instructional practices to your reading and writing lessons and keep your students engaged.
VKAT Multisensory Learning | Multi-sensory Spelling
Multisensory Spelling and Vocabulary Learning Strategies | Spelling and Reading Made Easy When It's VKAT Multisensory Learning! Visual, Kinesthetic, Auditory and Tactile!
Multisensory integration or multimodal integration is the quickest way to learn new information and or retain information using the inclusion of all sensory modalities, Visual, Kinesthetic, Auditory and Tactile, and Emotional. Working memory is a core executive function that is critical to classroom learning, it is the cognitive system that is responsible for the transient holding, processing, and manipulation of new information.
VKAT Learning Strategies Develop:
•Working Auditory and Visual Memory
•Visual Sequential Memory & Auditory Sequential Memory
•Verbal Short-Term Memory
•Accelerated word, vocabulary, and spelling acquisition
•Listening Comprehension
•The ability to follow verbal directions
Paired students stand next to their shoulder partner, the teacher front loads the vocabulary words using a micro lecture, students actively study the words with their teacher, students use think pair share looking for ideas for visual signs, pantomime, and gestures, and the class discusses ELA concepts using VKAT Multisensory Learning Strategies they have collaborated on!
Quick VKAT: Say it, Chunk it, Count it, Spell it, Use It!
•Student A has list of study words, academic vocabulary, or spelling words: Reading Buddy reads the spelling or vocabulary word aloud
•Student B: listens and repeats the spelling or vocabulary word aloud
•Student A: divides or breakdowns the syllables in the word
•Student B: listens and chunks and says the number of syllables aloud
•Student A: air spells the word, or spells word on palm, or on the table while saying the letters and states number of letters in the word
•Student B: listens and air spells the word on palm, in the air, or on the table or and tactile surface available while saying the letters and states number of letters in the word
•Student A or B: uses the word in an easy to understand sentence using hand gestures for individual words or ideas and then the reading partner repeats the sentence, contextual exemplar, or definition.
Optional
•Student A: Learning buddy breaks the word down into phonemes and creates a mnemonic vocabulary or spelling aid!
•Student B: listens and breaks the word down into phonemes and creates a mnemonic learning aid! (Wed-news-day, BELIEVE Never believe a lie.)
•Use your body to act out the words
•Use Pictionary, word improve, or pantomime
Vocabulary Instruction Should Be Reviewed and Adjusted Daily, Weekly, and Monthly!
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Vocabulary— Word Families. Terms, Denotation, Connotation
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Orthography – written form of word
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Phonology – spoken form of word
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Spelling Rules Reviews
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Syllabication.
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Teachers — Vocabulary Mini Lecture Terms: Denotation vs. Connotation
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Denotation refers to the literal meaning of a word, the "dictionary definition."¨ Example, if you look up the word" Character or fictional character is a person in a narrative work of art (such as a novel, play, television series or film).
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Connotation, on the other hand, refers to the associations that are connected to a certain word or the emotional suggestions related to that word. The connotative meanings of a word exist together with the denotative meanings. Negative Connotations: Character, not in harmony with a moral person's usual qualities or traits (Trump's remarks and ill-manners were completely in character)
Reference – meaning, denotation and connotations for multi-meaning words, semantics – concept, and reference, and use the word in a student-friendly contextual example, register – appropriacy of use.
Tier 2 micro lecture exemplar. Personification
Tier 2 Term: Personification Is a figure of speech where human qualities, characteristics, or traits are given to animals, objects or ideas.
Extension: Discuss Personification vs, Anthropomorphism
Positive and negative connotations should be discussed when teaching multi-meaning words and teachers and students should use student-friendly contextual exemplars whenever possible?
Contextual examples of personification used in sentences:
The flame of the candle danced in the dark.
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The stars danced playfully in the moonlit sky.
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The opportunity was knocking at her door.
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At precisely 6:30 am my alarm clock sprang to life.
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The tornado ran through town without a care.
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Time creeps up on you.
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The hare laughed at the tortoise.
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The tsunami raced towards the coastline.
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The sun smiled and chased away the angry clouds.
Students: Turn to shoulder partner and use the word personification or concept in a kid- friendly sentence, partner listens and paraphrase and repeats the kid-friendly sentence. Partners praise each other for listening and being a good partner.
Students: Orally read the word, air-spell the word, chunk the syllables, and say the word phonetically. Phonetically sound out ‘rule breaker’ words.
Teacher: Check for Concept Understanding using a Quick Check
Students:
Teacher: Distinguish between examples and non-examples with:
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‘Yes/No game’ see vocabulary games
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Student-generated examples
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Cold Call and Students Answer Questions!
Teaching Targeted Vocabulary
Children learn the meaning of the new words faster when teachers use targeted vocabulary through:
Spiral 6-12 academic vocabulary concepts daily covering the following aspects:
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The terms denotation and connotations using contextual exemplars
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The terms critical attributes
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Examples and non-examples
Reference –'Spiraled Curriculum' refers to multiple exposures within a variety of rich contexts. Repeat all explicit academic vocabulary direct instruction lessons within two hours to strengthen memory.
Word-work enhances word knowledge when modeled daily and weekly through teaching morphemes (bases, roots, prefixes, suffixes) through:
The quickest way to improve reading comprehension and reading test scores is via the explicit instruction of grade level tier 2, and 3 academic vocabularies.
The specific grade level tier 1, 2, and 3 vocabularies are not directly covered in the new or revised Common Core State Standard but it is easy to find, including the Reading Sage blog. Direct instruction of academic vocabulary is a daily part of successful ELA lesson planning.
We make extensive use of games and class activities which engage students to spiral through the rigorous vocabulary.
Academic Vocabulary The Yes—No Game
Select one or two words from your academic vocabulary list. Ask the class a Yes/No question that takes basic vocabulary knowledge, ask students to point right for YES or left for NO.
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A simile compares two things like a metaphor; but, a simile uses the words “like” and “as. Yes, or No, are they Examples of Figurative Language?
Vocabulary Yes—No—Why Problem Game
Using two or more academic words from your vocabulary list, build a deep thought to provoke question
Students share their explanations of what background knowledge and word attributes are needed to answer the questions. Partners share ideas or do further research in small groups using the target words in their rationale and explanations.
Vocabulary Instruction Guidelines
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There are too many tier 2 and tier 3 words to teach students that are below grade level. So, focus only on the most important content-specific and high-use cross-disciplinary terms
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Help students connect with vocabulary don't regurgitate dictionary denotations. Help students create mental models of new terms using synonyms, antonyms, images, contextual examples etc.
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Use newly learned vocabulary in both academic speaking & writing activities.
* These key ideas underscore ALL effective evidence-based vocabulary strategies.
Reference – Cognitive academic language proficiency (CALP): A language-related term which refers to formal academic learning, as opposed to BICS. In schools today, the terms BICS and CALP are most frequently used to discuss the language proficiency levels of students who are in the process of acquiring a new language.
Instructional Strategies for tier 2 and 3 Academic Vocabulary
List-Group-Label
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List: Produce a list of words associated with a particular concept to be studied.
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Group: Group the words and phrases into categories. Students look for common elements of the words to form the categories. These similarities might include similar meanings or parts of speech.
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Label: Finally, label the categories and ask the students to label each category with a title that connects all words within the particular group. Labels are shared with the whole class, and each group of students asked to give reasons for organizing and labeling their words in that particular way.
Academic Vocabulary and Word Families – Help Students Make Cognitive Connections
Mini-lecture: Analysis
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Analysis: Part of Speech (Noun) Contextual Exemplar: 'We performed a detailed analysis of the relationship between the two companies and believe that they could form a strong partnership.
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(Countable and uncountable). Carrying out an analysis involves studying something carefully to understand it.
Unpacking Related Tier 2 or Tier 3 Academic Vocabulary Words
Analyses/analyze, analyzers/analyzer, analyst, analytic, analytical, analytically, analyze, analyzing, analyzed, analysis, analyzable
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Give a mini-lecture on the attributes of the base form of the academic word including the contextual meaning denotation and/ or connotation.
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Have student do a think, pair, re-teach
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Teacher discusses the list of words related to the “headword”
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Have students read words with you: “These words are in the same family as analyze. When I touch the word, please say it.” Clarify part of speech as appropriate and offer additional contextual practice for ELLs
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Use lists of academic words that are associated and or connected to a complex passage, have students read them aloud and discuss the meanings as an anticipatory set before close reading or rereading a text.
Revisit and Remember: FUN Word Games
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20 question vocabulary game
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Etymology – Origin of words
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Synonyms/Antonyms
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Metaphors/Similes
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Idioms/dialect/
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Proverbs/parables/allegory
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Slang
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Catchphrases/band wagon/
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Maxim/Motto/
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Slogans 'Have you forgotten how fine words taste when reading!'
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Acronyms/Abbreviations
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Portmanteaus – motel=motor + hotel
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Anagrams – read/dear rose/sore
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Palindromes- read the same forward and backward – mom, radar, nun, eye
Academic Vocabulary Critical Attributes using a Lotus Diagrams
Choose from the following Critical Attributes:
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Students discern between examples and non-examples
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Students generate their own examples and non-examples
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Students examine related word families
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Ask deep processing questions about connotation and denotation
Content Specific and Technical Specific Vocabulary
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Introduce a word. Students find definition in the glossary
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Determine the critical attributes of the definition
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Illustrate the word with examples (containing all the attributes) and non-examples (without at least one attribute) – make these attribute example links explicit
Word Pairs Chart
The teacher or students select associate or uncreated sets of Academic Vocabulary for review.
Word Pair
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Synonyms
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Antonyms
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Related
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Not Related
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Odd Word Out
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Provide four words for review from the vocabulary list (humiliate, emancipate, abuse, cruelty.)
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With a partner, determine criteria to eliminate a word, taking care to explain reasoning.
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Repeat the previous step, creating as many new criteria for elimination as possible
Word Sorts
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Create a bank of words for review
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Identify categories for sorting
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If a word fits in two or more categories, place the word in each and circle the most important placement
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Ensure students are using the word in complete sentences as they explain their reasoning for each sort
Keywords and Keyword Outline Sentence Writing
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Students practice writing sentences using 1-3 keywords, including tier 2 and tier 3 academic vocabulary words.
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Extensions: Students practice using different target words, adverbs, adjectives, transition words, Tier 2 and 3 words in one sentence.
“I thought the writing excellent (Spectator), and wished, if possible, to imitate it. With this view I took some of the papers, and, making short hints of the sentiment in each sentence, laid them by a few days, and then, without looking at the book, tried to compleat the papers again, by expressing each hinted sentiment at length, and as fully as it had been expressed before, in any suitable words that should come to hand."Benjamin Franklin
Close Reading Connections with Writing!
Keywords Sentence Writing: The Boy Who Cried, Wolf
The tale concerns a shepherd boy who repeatedly tricks nearby villagers into thinking a wolf is attacking his flock. When one actually does appear and the boy again calls for help, the villagers believe that it is another false alarm and the sheep (or, in some versions of the story, the boy) are eaten by the wolf.
A shepherd-boy, who watched a flock of sheep near a village, brought out the villagers three or four times by crying out, “Wolf! Wolf!” and when his neighbors came to help him, laughed at them for their pains. The Wolf, however, did truly come at last. The Shepherd-boy, now really alarmed, shouted in an agony of terror: “Pray, do come and help me; the Wolf is killing the sheep”; but no one paid any heed to his cries, nor rendered any assistance. The Wolf, having no cause of fear, at his leisure lacerated or destroyed the whole flock.
Example of Key Word Outline
I. shepherd-boy, watched, sheep
1.brought, villagers, crying, “Wolf!
2. neighbors, laughed, them
3. Wolf, truly, come
4. Shepherd-boy, shouted, terror
5. Wolf, killing, sheep
6. his, cries, assistance
7. Wolf, lacerated, destroyed, flock
Students put the original story aside and use the keywords outline to summarize the story with their learning cooperative partner. The student discusses why they selected the words that were interesting or important to them.
Effective Question Answering “Jeopardy” Sentence Writing
This is like Jeopardy, students write the answer to possible questions. "Vocabulary Jeopardy!" is a vocabulary game -- with a twist. The answers are written first, and the students “contestants” supply the questions. who, what, when, where, why, how. Students write sentences answering 3 or 4 tier three terms. Students swap and share their answer sentences with partners. The students try giving a Jeopardy style response based on the answer.
EXAMPLE
A person's belief based on what seems true, or probable; a person's judgment. Jeopardy Response, What is an opinion?
Many people have the …. that Mexican cuisine is the best in the world. What is an opinion?
Students may use two target words in one sentence (Optional)
Word Association Games Class Activity
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Start by making pairs of associated fun words (Green eggs and ham, ice cream and cones, peanut butter and jelly, Princess Fiona and Shrek). Present mini-lecture on several previously taught academic vocabulary words.
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Start playing with the whole class. Ask students to share answers with shoulder partners. “I am thinking of a cognitive (thinking) verb that describes naming.” (identification, designating). “I am thinking of a word that is associated with ____.”
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“Select a word…”
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“Which word goes best with the word ___?”
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Have students defend their choices.
Tier 1 Academic Reading Vocabulary
NATIONAL READING VOCABULARY LIST from READINGKEY.COM
Importance of Grade Level (Tier 1) Vocabulary Lists
Grade Level Vocabulary Lists provide valuable support for any reading program by clarifying exactly which words a student needs to learn to stay "on" or "above" grade level. Vocabulary
Lists are extremely helpful for a wide range of uses:
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Developing grade level word work activities
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Homework Assignments (i.e. sentence writing) "One-on-One" testing for identifying specific words a child is missing Giving copies to parents to practice saying with their child nightly As an outline for additional Summer & Holiday activities
Each vocabulary list has been carefully researched to contain words which must be memorized for that particular grade level. Over 10 years of research has shown that students who can fluently read the words in any grade level list typically score in the top 25% on national standardized reading tests (most of our students score in the top 10%).
Several criteria were used for identifying which vocabulary to place in a grade level list. The most important criteria were "Frequency of Use" in the average reading material. This means that words in the Grade 1 list occur more often in reading material than words found in the Grade 2 List - and words in the Grade 2 List are more common than words found in the Grade 3 List, etc.
The total number of words listed in a particular list is based upon the maximum number of words we can expect an average student to learn per day.
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