Vocabulary chapter 2 word tiers

1. Building Vocabulary
Chapter 2
Word Tiers

2. Introduction
Every lesson is a language lesson regardless
of the content. Academic outcomes are hugely
influenced by whether language is taught
arbitrarily or with intent. The purpose of this
chapter is to explore word tiers. Word tiers can
guide educators in choosing target vocabulary.

3. Objectives
Participants will demonstrate understanding of
the purpose of word tiers.
Participants will demonstrate understanding of
Tier 1 words.
Participants will demonstrate understanding of
Tier 2 words.
Participants will demonstrate understanding of
Tier 3 words.
Participants will demonstrate understanding of
the overall benefits of focusing on Tier 2 words.

4. Word Tiers
The divisions between the word tiers are not
precise. Thinking about tiers is a way to guide
choosing what words will be targeted for
instruction.
(Beck, McKeown, Kucan)

5. Word Tiers
Tier 1: Very basic words that rarely require
direct instruction
Tier 2: Useful words; add quality and
productivity to a student’s language ability
Tier 3: Low frequency; very content specific
(Beck, McKeown, Kucan)

6. Because we will focus on Tier 2 words, we will
briefly look at Tier 1 and Tier 3 words first.

7. Tier 1 Words

8. Tier 1 Words
Tier 1 words are very basic, higher frequency
words that rarely require direct instruction.
bed sad
happy cold
dog hot
mom hungry
scared drive
These are words we
generally acquire
through basic
interpersonal
communication or
natural exposure.

9. Tier 3 Words

10. Tier 3 Words
Tier 3 words are words that are context-bound,
technical terms. These words are acquired
during the learning of an academic concept. Tier
3 words are tightly interwoven into the context.
mitosisintegerestuary
igneousgenocidealliteration
isotopeisthmus thesis
imperialism cardiovascular
Tier 3 words
cannot be
separated
from their
context.

11. Tier 2 Words

12. Tier 2 Words
Tier 2 words should be the focus of
direct instruction. They are more precise
forms of words that are already familiar,
and have the most leverage in language
development.

13. Tier 2 Words
More precise forms of words that are already
familiar
–Maintain or sustain rather than “keep going” or
“continue”
–Benevolent rather than “patient and kind”
–Lethargic rather than “tired”
–Robust or resilient rather than “strong”
(Beck, McKeown, Kucan)

14. Tier 2 Words
Words that have leverage and power
–Appear frequently across many contexts
–Add to students’ language quality and productivity
–Help students build connections amongst other
words and concepts
–Useful words; high utility
(Beck, McKeown, Kucan)

15. Examples of Tier 2 Words
Think about how these words (and their derivatives)
could be used in a variety of contexts:
approach conduct approximate
derive consume predict
distribute exclude emerge
correspond proportion contrast
adjacent react retain
alternate contribute concentrate
variable coordinate impose
acquire sequence generate
secure parallel capacity
Deliberate
instruction in how to
apply these words
across many contexts
helps students build
a web of word
knowledge, and
helps students
develop a broader
base of language
skills.

16. Choosing Words for
Direct Instruction

17. Choosing Words for Direct Instruction
“There will never be enough time to teach every word that
your students will need. In fact, doing so would be boring
and inefficient. Some words are easy to pick up from the
context of a reading, a short explanation, or a translation.
Others are learned through natural exposure…It takes
only a short time to explain a word, but expect to take
considerable time for students to practice using the word,
negotiate meaning, and reflect and comment on word use.
As a general rule, it is more useful to explain, recycle, and
practice a small number of well-chosen words than it is to
give a longer list a quick treatment.”
(Zimmerman in Word Knowledge)

18. Identifying Tier 2 Words
Tier 2 word identification considerations:
Importance and utility
Instructional potential
Conceptual understanding
(Beck, McKeown, Kucan)

19. Choosing Tier 2 Words for Instruction
Is the word relevant to a current topic, concept, or
work of literature in your classroom?
–Is the word presenting itself naturally?
Is the word important to the current topic?
Does the word have leverage and usefulness?
–Can the word be used in other contexts?
Will studying this word help students
develop their overall language skills?

20. Effective Instruction
“Give a man a fish and you feed him for a day.
Teach a man to fish and you feed him for a
lifetime.” –Chinese Proverb
Instead of giving students a list of words to look
up, teach them how to interact with and apply
words. Those skills last longer than some
memorized definitions.
Chapter 3 discusses vocabulary instruction.

21. Summary
Word tiers can be used as a guide for targeting
vocabulary for direct instruction.
Tier 1 words are basic words, learned through natural
exposure, that rarely require direct instruction.
Tier 2 words are high-utility words that can be used
across many contexts.
Tier 3 words are content-specific, context-bound
words.
Direct vocabulary instruction should focus on Tier 2
words because they add quality and productivity to
language.

22. Further Readings
Bringing Words to Life: Robust Vocabulary
Instruction by Beck, McKeown, and Kucan
Word Knowledge: A Vocabulary Teacher’s
Handbook by Zimmerman
Fully Grasping ‘Tier 2’ Words by Doug Buehl
http://www.weac.org/news_and_publications/education_news/2004-2005/read_tier.aspx

23. Links
•Collins COBUILD Dictionary for English Learners
http://www.collinslanguage.com/shop/english-cobuild.aspx
•Academic Word List
http://www.victoria.ac.nz/lals/resources/academicwordlist/sublists.aspx
•Visual Dictionary
http://www.visuwords.com/