3. “Vocabulary” in the Standards
R.CCR.4 - Interpret words and phrases as they are used in a text,
including determining technical, connotative, and figurative meanings,
and analyze how specific word choices shape meaning or tone.
L.CCR.3 – Apply knowledge of language to understand how
language functions in different contexts, to make effective choices
for meaning or style, and to comprehend more fully when reading
or listening.
L.CCR.4 - Determine or clarify the meaning of unknown and
multiple-meaning words and phrases by using context clues,
analyzing meaningful word parts, and consulting general and
specialized reference materials, as appropriate.
4. “Vocabulary” in the Standards
L.CCR.5 - Demonstrate understanding of figurative language,
word relationships, and nuances in word meanings.
L.CCR.6 - Acquire and use accurately a range of general
academic and domain-specific words and phrases sufficient for
reading, writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering
vocabulary knowledge when encountering an unknown term
important to comprehension or expression.
5. “Vocabulary” in the Standards
SL.CCR.3 – Evaluate a speaker’s point of view, reasoning, and
use of evidence and rhetoric.
SL.CCR.6 - Adapt speech to a variety of contexts and communicative
tasks, demonstrating command of formal English when indicated
or appropriate.
6. Choosing Words to Teach
Three Tiers of Words
Tier 1 – most basic words of oral language and
rarely require instructional attention (80% of text)
Tier 2 – words that are more sophisticated and
used often across disciplines
Tier 3 – words that are very rare or apply to
specific domains
7. Identifying and Teaching Tier 2
Words
Academic Vocabulary talk by Sue Pimentel
(author of the CCSS).
8.
9.
10.
11. Which words are worthy of instruction?
Students are likely to see the word often in other texts
and across domains.
The word will be useful in students’ writing.
The word relates to other words or ideas that the
students know or have been learning.
Word choice has significance in the text.
The context does not provide enough information for
students to infer the meaning.
12. Academic Vocabulary
Tier 2 Words
Criteria to determine which words to
teach:
Instruction
Not address
Tell
Worthy
Students are likely to see the word
often in other texts and across domains.
The word will be useful in students’
writing.
The word relates to other words or
ideas that the students know or have
been learning.
Word choice has significance in the
text.
The context does not provide enough
information for students to infer the
meaning.
13. Academic Vocabulary
Tier 2 Words
Criteria to determine which words to
teach:
Instruction
Not address
Tell
Worthy
surfaced X Students are likely to see the word often
in other texts and across domains.
X The word will be useful in students’
writing.
X The word relates to other words or
ideas that the students know or have
been learning.
X Word choice has significance in the
text.
X The context does not provide enough
information for students to infer the
meaning.
W
14. Academic Vocabulary
Tier 2 Words
Criteria to determine which words to
teach:
Instruction
Not address
Tell
Worthy
startled Students are likely to see the word
often in other texts and across domains.
X The word will be useful in students’
writing.
X The word relates to other words or
ideas that the students know or have
been learning.
X Word choice has significance in the
text.
X The context does not provide enough
information for students to infer the
meaning.
T
15. Academic Vocabulary
Tier 2 Words
Criteria to determine which words to
teach:
Instruction
Not address
Tell
Worthy
hunched Students are likely to see the word
often in other texts and across domains.
The word will be useful in students’
writing.
The word relates to other words or
ideas that the students know or have
been learning.
X Word choice has significance in the
text.
The context does not provide enough
information for students to infer the
meaning.
N
16. Your Turn
Using an excerpt from the text you chose:
• Identify the words your students may not
know.
• Identify the Tier 2 words.
• Use the rubric to determine which words to
teach.
17. Rich Vocabulary Instruction
The goal of vocabulary instruction is for
students to know words well, be able to
explain them, and use them in multiple
contexts.
We want students to “own” the word.
