Understanding Different Types of Vocabulary in the Content Areas:
Tier One Words‐ Consists of basic words commonly used in a social studies classroom, but which rarely require instructional attention in school because they are frequently used outside of the classroom in normal life. (examples: budget, progress, settle, independent, debate, leader, unite, religion, etc.)
Tier Two Words ‐ Frequency used by mature language users and found across a variety of knowledge domains, but struggling readers or students with limited vocabulary may require support or direct instruction: (examples: legacy, prosperous, industrious, financial, society, political, commercial, diversity, ethnic, etc.)
Tier Three Words – (“academic vocabulary”) Low frequency use and very specific to a particular social studies subject or discipline; may take the form of a single term or phrase (examples: capitalism, dictatorship, monarchy, civilization, imperialism, market economy, “Iron Curtain”, etc.)
DIRECTION INSTRUCTION
Source: http://www.keystoliteracy.com/wp-content/uploads/2012/08/effective-vocabulary-instruction.pdf
Provide direct, explicit instruction in specific words
Although it is impossible to specifically teach all of the new words students must learn each year (between
2,000 to 3,000), it is useful to provide direct instruction in some words. This includes pre-teaching key vocabulary
prior to reading a selection. It is estimated that students can be taught explicitly some 400 words per year in school
(Beck, McKewon & Kucan, 2002). Teachers must remember that direct instruction of specific words is only one
component of effective vocabulary instruction.
What words should the teacher choose for direct instruction? Teachers should focus on words that are
important to the text, useful to know in many situations, and that are uncommon in everyday language but recurrent
in books (Juel & Deffes, 2004). The following guide was adapted from J.D. Cooper and used in the Texas Reading
Academy (Texas Center for Reading and Language Arts, 2002).
INDIRECT INSTRUCTION
Source: http://www.keystoliteracy.com/wp-content/uploads/2012/08/effective-vocabulary-instruction.pdf
Wide reading: The more you read, the more vocabulary you learn
The amount of students’ reading is strongly related to their vocabulary knowledge. Students learn new
words by encountering them in text, either through their own reading or by being read to. Increasing the
opportunities for such encounters improves students’ vocabulary knowledge, which in turn improves their ability to
read more complex text. “In short, the single most important thing you can do to improve students’ vocabulary is to
get them to read more.” (Texas Reading Initiative, 2002). Students should read different types of text at different
levels, including text that is simple and enjoyable, and some that is challenging. As noted above, students will not be
able to comprehend text that has too many unfamiliar words (more than 10%); on the other hand, students will not
encounter many new words if they read text that is below grade level.
Listening to reading aloud can be just as good a source of word meanings as reading, especially for students
with learning disabilities. Stahl, Richek and Vandevier (1991) found that sixth-grade children learned word
meanings from a read aloud at the same rate that children typically learned words from written context. They
suggest that listening to stories can be a rich source of word learning, and listening may substitute for some of the
reading that children with learning disabilities do not do.
Teaching Literacy using Common Core 6-8th grade
Vocabulary: Assessments
Vocabulary: Student Interactive
Vocabulary: Teacher Resources
Books to help you focus and fine-tune your vocabulary instruction from edutopia:
Great article on how to teach vocabulary
http://www.keystoliteracy.com/wp-content/uploads/2012/08/effective-vocabulary-instruction.pdf
Tier One Words‐ Consists of basic words commonly used in a social studies classroom, but which rarely require instructional attention in school because they are frequently used outside of the classroom in normal life. (examples: budget, progress, settle, independent, debate, leader, unite, religion, etc.)
Tier Two Words ‐ Frequency used by mature language users and found across a variety of knowledge domains, but struggling readers or students with limited vocabulary may require support or direct instruction: (examples: legacy, prosperous, industrious, financial, society, political, commercial, diversity, ethnic, etc.)
Tier Three Words – (“academic vocabulary”) Low frequency use and very specific to a particular social studies subject or discipline; may take the form of a single term or phrase (examples: capitalism, dictatorship, monarchy, civilization, imperialism, market economy, “Iron Curtain”, etc.)
DIRECTION INSTRUCTION
Source: http://www.keystoliteracy.com/wp-content/uploads/2012/08/effective-vocabulary-instruction.pdf
Provide direct, explicit instruction in specific words
Although it is impossible to specifically teach all of the new words students must learn each year (between
2,000 to 3,000), it is useful to provide direct instruction in some words. This includes pre-teaching key vocabulary
prior to reading a selection. It is estimated that students can be taught explicitly some 400 words per year in school
(Beck, McKewon & Kucan, 2002). Teachers must remember that direct instruction of specific words is only one
component of effective vocabulary instruction.
What words should the teacher choose for direct instruction? Teachers should focus on words that are
important to the text, useful to know in many situations, and that are uncommon in everyday language but recurrent
in books (Juel & Deffes, 2004). The following guide was adapted from J.D. Cooper and used in the Texas Reading
Academy (Texas Center for Reading and Language Arts, 2002).
INDIRECT INSTRUCTION
Source: http://www.keystoliteracy.com/wp-content/uploads/2012/08/effective-vocabulary-instruction.pdf
Wide reading: The more you read, the more vocabulary you learn
The amount of students’ reading is strongly related to their vocabulary knowledge. Students learn new
words by encountering them in text, either through their own reading or by being read to. Increasing the
opportunities for such encounters improves students’ vocabulary knowledge, which in turn improves their ability to
read more complex text. “In short, the single most important thing you can do to improve students’ vocabulary is to
get them to read more.” (Texas Reading Initiative, 2002). Students should read different types of text at different
levels, including text that is simple and enjoyable, and some that is challenging. As noted above, students will not be
able to comprehend text that has too many unfamiliar words (more than 10%); on the other hand, students will not
encounter many new words if they read text that is below grade level.
Listening to reading aloud can be just as good a source of word meanings as reading, especially for students
with learning disabilities. Stahl, Richek and Vandevier (1991) found that sixth-grade children learned word
meanings from a read aloud at the same rate that children typically learned words from written context. They
suggest that listening to stories can be a rich source of word learning, and listening may substitute for some of the
reading that children with learning disabilities do not do.
Teaching Literacy using Common Core 6-8th grade
- http://www.sde.idaho.gov/site/social_studies/docs/core/Vocabulary.pdf (It lists 6 ways to teach vocabulary)
Vocabulary: Assessments
- San Diego Quick Test - San Diego Quick Test: A quick test to determine reading level based on a list of vocabulary words.
Vocabulary: Student Interactive
- Tech Teachers - A list of interactive sites for learning vocabulary.
Vocabulary: Teacher Resources
- JC Schools- Academic Vocabulary Words for K-8.
- DLTK- Cutomize your own bingo cards.
Books to help you focus and fine-tune your vocabulary instruction from edutopia:
- Bringing Words to Life by Isabel Beck
- Vocabulary Games for the Classroom by Lindsey Carlton and Robert J. Marzano
- Words, Words, Words by Janet Allen
- Teaching Basic and Advanced Vocabulary: A Framework for Direct Instruction by Robert J. Marzano
Great article on how to teach vocabulary
http://www.keystoliteracy.com/wp-content/uploads/2012/08/effective-vocabulary-instruction.pdf
