1. Tiered Vocabulary Instruction

2. Three Tiers of Words  Tier One words are the words of everyday speech usually learned in the early grades. They are not considered a challenge to the average native speaker, though English language learners of any age will require support from teachers.  Tier Two words (what the Standards refer to as general academic words) are far more likely to appear in written texts than in speech. They appear in all sorts of texts. Tier Two words often represent subtle or precise ways to say relatively simple things. Because Tier Two words are found across many types of texts, they are highly generalizable.  Tier Three words (what the Standards refer to as domain- specific words) are specific to a domain or field of study and key to understanding a new concept within a text. Because of their specificity and close ties to content knowledge, Tier Three words are far more common in informational texts than in literature. Recognized as new and “hard” words for most readers, they are often explicitly defined by the author of a text, repeatedly used, and otherwise heavily scaffolded.  Adapted from Common Core State Standards Appendix A

3. Sorting Activity RelativeCloudAccumulateArmMisfortuneImpressionism LavaCarburetorLegislaturePizzaCircumferenceHouse SchoolWalkExpectationFalterEclipseAorta Varyfrienditemize Tier One WordsTier Two WordsTier Three Words

4. Answers Tier One WordsTier Two WordsTier Three Words Cloud Arm Pizza House School Walk Friend Relative Accumulate Misfortune Exception Falter Vary Itemize Impressionism Lava Carburetor Circumference Legislature Eclipse Aorta

5. What do I do with the tiered words?  Teachers have always been very good about teaching Tiered 3 words.  Focus also needs to be on Tier Two words.  These don’t always show up in vocabulary lists, but are still very important for students to know.

6. Vocabulary Charts with Sticky Notes  Divide a large piece of paper into four sections: Noun, Verbs, Adjectives, Adverbs.  As students read and they come across a word they don’t know, they should write it on a sticky note.  Have students discuss the words, use context clues to define the words, and then have them put them into one of the four categories.

7. Vocabulary Word Wheels  Cut out some larger circles and draw a wheel.  Inside the smaller circle put in a Greek or Latin word or suffix.  Have students brainstorm words with the same root or suffix and put them in the spokes of the wheel.  Students then write in smaller print the meanings of the word.  Hang the wheels in the classroom for students to study and learn.

8. Indirect Instruction  Teachers substitute hard words for easy or already learned words in classroom and one-on-one discussion.  By using multiple exposure ideas such as repeating words and/or pointing out previously learned words students can gather broader connections to words.

9. Vocabulary Resources  Vocabulary’s Code  http://vocabularyscode.weebly.com/  20 Vocabulary Lesson Ideas  http://ebi.missouri.edu/wp- content/uploads/2012/10/Vocabulary-Lesson- Classroom-Ideas.pdf  Teachnology  http://www.teach- nology.com/teachers/lesson_plans/language_a rts/vocab/

10. Six Steps to Teaching Vocabulary

11. Step 1:Provide a Description, Explanation, or Example of the New Term  Determine what the students already know  Verify: What do you think you know about this term?

12. Step 1: Provide a Description  Definition vs. Description  Providing info. about a word’s meaning is an integral part of direct vocabulary instruction  The use of dictionaries is ineffective practice-it does not explains word concepts

13. Step 1 Explaining Features of Different Types of Words  Types  People  (for example, author, character, villain, narrator, guest speaker, host, hostess, film director,political cartoonist)  Questions about Features  What actions does this kind of person perform?  What is required to become this kind of person?  What physical or psychological characteristics does this kind of person have?

14. Step 1 Providing Examples Description and explanation of a term must be accompanied by examples, such as the following:  Experiences (field trips or guest speaker)  Stories (personal experiences with the term)  Images (videos, descriptions of mental pictures, or drawings)  Drama (skits or pantomimes)  Current events related to the term (news stories or magazine articles)

15. Step 2: Ask Students to Restate the Description, Explanation, or Example in Their Own Words  Students record their own descriptions, explanations, or examples in their vocabulary notebooks.  Do not copy teacher’s description, but consider other situations, circumstances and personal connections that exemplify the term.

16. Step 2: Ask Students to Restate the Description, Explanation, or Example in Their Own Words  Linguistic and Nonlinguistic Representations  Vocabulary Notebooks (a place to record and revise)  The Term  The Academic Subject Associated with the Term  The Category or Measurement Topic  The Student’s Current Level of Understanding of the Term  The Student’s Linguistic Description  The Student’s NonLinguistic Representation of the Term  Words Related to the Term, Such as Synonyms or Antonyms

17. Step 3: Ask Students to Construct a Picture, Symbol, or Graphic Representing the Term or Phrase  Term  Sketch the actual Object (concrete)  Sketch a symbol (abstract)  Sketch an example (abstract)  Sketch a cartoon or vignette with a character using the term. (abstract)  Sketch a graphic for the term (abstract)

18. Step 4: Engage Students Periodically in Activities That Help Them Add to Their Knowledge of the Terms in Their Vocabulary Notebooks  Identifying Similarities and Differences  Comparing and Contrasting  Classifying  Creating Metaphors  Creating Analogies  Say or write words they think of when they hear a Target Word  Brainstorm lists of words related to the target word  Examining affixes and root words.

19. Step 5: Periodically Ask Students to Discuss the Terms With One Another Corrects Misconceptions and Provides Multiple Perspectives  Role Cards: Etymology Expert, Root Researcher, Synonym/Antonym Explorer/Discusser Leader  Paired Thinking  Inside/Outside Circle (like speed dating)

20. Step 6: Involve Students Periodically in Games That Allow Them to Play With Terms  Games should present challenges that are appropriate and manageable for students.  Games should arouse students’ curiosity.  Games should prompt students to imagine different circumstances and situations.  For AIG students, let them make the game and then teach it to their fellow students.

21. Step 6: Games  Alphabet Antonyms-vocabulary that begins with the same letter  Classroom Feud-questions about vocabulary  Create a Category- categorize in a limited amount of time  Definition Shmefinition- student created definition match  Digital Vocabulary Field Trip-explore websites to answer teacher designed questions  Draw Me- Pictionary  Name It!- use vocabulary terms to express what they see in various photographs