Tier 2 Words andTier 2 Words andText TalkText Talk

Robust Vocabulary InstructionRobust Vocabulary Instruction

Tiers of wordsTiers of words

Tier 1 Words: Tier 1 Words: Basic words: Basic words: clock, baby, happy, walkclock, baby, happy, walk

Tier 2 Words:Tier 2 Words: Words that are of high frequency for Words that are of high frequency for

mature language users and are found mature language users and are found across a variety of domains: across a variety of domains:

coincidence, absurd, industrious, coincidence, absurd, industrious, fortunatefortunate

Tier 3 Words: Tier 3 Words: Low-use, topic specific: Low-use, topic specific: isotope, lathe, isotope, lathe,

peninsula, refinerypeninsula, refinery

Some Criteria for Tier 2 WordsSome Criteria for Tier 2 Words

Importance and UtilityImportance and Utility - Characteristic of mature - Characteristic of mature language, used across domainslanguage, used across domains

Instructional PotentialInstructional Potential - Build rich representation - Build rich representation of word, connections to other words & of word, connections to other words & conceptsconcepts

Conceptual UnderstandingConceptual Understanding - Words that develop - Words that develop into more precision and specificity in into more precision and specificity in describing the concept.describing the concept.

Repeated ExposuresRepeated Exposures

Words should be used in meaningful Words should be used in meaningful contextscontexts

10-15 times10-15 timesJanet AllenJanet Allen

ImplicationsImplications

““Because of the large role they play in a Because of the large role they play in a language user’s repertoire, rich language user’s repertoire, rich

knowledge of words in the second tier knowledge of words in the second tier can have a powerful impact on verbal can have a powerful impact on verbal

function.” This includes reading, writing, function.” This includes reading, writing, and speaking.and speaking.

Direct teaching of these words Direct teaching of these words can have the most impact on can have the most impact on

word knowledge and word knowledge and subsequent usage.subsequent usage.

Essentially wordsEssentially words

The Essential Curriculum has specific The Essential Curriculum has specific vocabulary goals and objectives for each vocabulary goals and objectives for each

grade K-5.grade K-5.

The student will be able to:The student will be able to:

increase vocabularyincrease vocabulary

develop a conceptual understanding ofdevelop a conceptual understanding of wordswords

understand and use new vocabularyunderstand and use new vocabulary

Essentially wordsEssentially words

““The student will collect ______ new The student will collect ______ new words for deeper study each week words for deeper study each week

across content areas.”across content areas.”

Kindergarten & 1st Grade = Kindergarten & 1st Grade = 5-8 new 5-8 new wordswords

2nd Grade = 2nd Grade = 8-12 new words8-12 new words

3rd -5th Grades = 3rd -5th Grades = 12-20 new words12-20 new words

EACH WEEKEACH WEEK

We Must RememberWe Must Remember A large working vocabulary is highly A large working vocabulary is highly correlated with academic correlated with academic achievement.achievement.Lower SES students come to school Lower SES students come to school with a vocabulary deficit.with a vocabulary deficit.

We have the opportunity and We have the opportunity and responsibility to increase our responsibility to increase our students’ word knowledge to enable students’ word knowledge to enable them to become highly achieving them to become highly achieving learners.learners.

How Do We Teach How Do We Teach Tier Two Words?Tier Two Words?

Text Talk…Text Talk…– outlines a process for providing outlines a process for providing

direct instruction in vocabulary direct instruction in vocabulary before or after a story has been before or after a story has been read. (1-3 words)read. (1-3 words)

– Bringing Words to LifeBringing Words to Life, Isabel Beck, Isabel Beck

Text Talk… Text Talk… – explains the meaning of words explains the meaning of words

using student–friendly definitions.using student–friendly definitions.– provides opportunities for provides opportunities for

children to use the word(s) children to use the word(s) beyond the context of the story.beyond the context of the story.

– encourages children to interact encourages children to interact with the word(s) and make with the word(s) and make connections.connections.

How Do You Develop How Do You Develop Student-Friendly Student-Friendly

Definitions?Definitions? Characterize the word and Characterize the word and

how it is typically used.how it is typically used. Explain the meaning in Explain the meaning in

everyday language.everyday language.

Characterize the word. Tamper: you mess with something, if you tamper with something it might not work anymore, tampering is of ten done secretly to trick or harm someone

_ Dict ionary: t o int er f ere in a secret or

incorrect way (lacks t he sense of messing u p somet hing in possibly a sinist er way)

_ Student Friendly: t o change somet hing

secret ly so t hat it does not work proper ly or

so t hat it could harm someone

Explain meaning in everyday language.

Ally:

_ Dict ionary: one associat ed wit h anot her

(How do we com municat e t he meaning of associat ed in st udent - f r iendly t erms?)

_ Student - Friendly: someone who helps you in

what you are t rying t o do, especially when

t here are ot her people who are against you.

Who Wrote the Better Who Wrote the Better Definition?Definition?

Organization:Organization:– When you form things into a When you form things into a

coordinated whole.coordinated whole.– Random House American DictionaryRandom House American Dictionary

– What you do before you do What you do before you do something so that when you do something so that when you do it, it’s not all mixed up.it, it’s not all mixed up.

– Winnie the PoohWinnie the Pooh

Let’s Plan a “Text Let’s Plan a “Text Talk” Lesson Together!Talk” Lesson Together!

1.1. reluctantreluctant

2.2. drowsydrowsy

Sample Trade Book

Text Talk Text Talk Instructional StepsInstructional Steps

1.1. Contextualize the word for Contextualize the word for its role in the story.its role in the story.

ExampleExample

““In “A Pocket for Corduroy” In “A Pocket for Corduroy” Lisa was Lisa was reluctantreluctant to leave to leave the laundromat without the laundromat without Corduroy.”Corduroy.”

2.2. Explain the meaning of the Explain the meaning of the word.word.

3.3. Ask the children to repeat Ask the children to repeat the word so they create a the word so they create a phonological representation phonological representation of the word.of the word.

ExampleExample

““ReluctantReluctant means you are means you are not sure you want to do not sure you want to do something.”something.”

““Say the word with me – Say the word with me – reluctantreluctant.”.”

“reluctant”

4.4. Provide examples in Provide examples in contexts other than the one contexts other than the one used in the story. used in the story.

ExampleExample ““Someone might be Someone might be

reluctantreluctant to eat a food they to eat a food they never had before, or never had before, or someone might be someone might be reluctant reluctant to ride a roller coaster to ride a roller coaster because it looks scary.”because it looks scary.”

5.5. Children interact with Children interact with examples or provide their examples or provide their own examples.own examples.

ExampleExample

““Tell about something you Tell about something you would be would be reluctantreluctant to do. to do. Try to use the word Try to use the word reluctantreluctant when you tell when you tell about it. You could start by about it. You could start by saying something like: saying something like:

I would be I would be reluctantreluctant to _____.” to _____.”

6.6. Children say the word Children say the word again to reinforce its again to reinforce its phonological representation.phonological representation.

ExampleExample

““What’s the word we’ve What’s the word we’ve been talking about?”been talking about?”

“reluctant”

7.7. Encourage children to Encourage children to interact with the word(s).interact with the word(s).

ExampleExample ““We’ve talked about two words – We’ve talked about two words – reluctantreluctant and and

drowsydrowsy. Let’s think about these words some more.” . Let’s think about these words some more.”

(Choose one or more of the following activities.)(Choose one or more of the following activities.)

Making ChoicesMaking Choices– ““If any of the things I say are If any of the things I say are

examples of someone being examples of someone being reluctant say “reluctant say “reluctantreluctant”. If ”. If not, don’t say anything.”not, don’t say anything.”»““A girl is not sure she wants A girl is not sure she wants to go into a dark room.” to go into a dark room.”

»““A boy flies a kite in the A boy flies a kite in the park.”park.”

(continue with other words)(continue with other words)

Using IllustrationsUsing Illustrations– ““Which pictures show someone Which pictures show someone who might be feeling who might be feeling drowsydrowsy? ?

Tell me a sentence about each Tell me a sentence about each picture you choose. Use the picture you choose. Use the word word drowsydrowsy in each of your in each of your sentences.” sentences.”

(continue with other words)(continue with other words)

Using Facial ExpressionsUsing Facial Expressions– ““Show how you would look if Show how you would look if

you were you were reluctantreluctant about about taking your little sister to the taking your little sister to the park.”park.”

– ““Show how you would look if Show how you would look if you sat down in a comfortable you sat down in a comfortable chair and started to feel chair and started to feel drowsydrowsy.”.”

ChoicesChoices– “ “ If you stay up too late If you stay up too late

would you feel would you feel drowsydrowsy or or reluctantreluctant in the morning?” in the morning?”

– ““If you are not sure if you If you are not sure if you want to go to summer camp want to go to summer camp by yourself would you feel by yourself would you feel drowsydrowsy or or reluctantreluctant?”?”

Let’s Put It Let’s Put It All Together!All Together!

Text Talk I nstructional Worksheet Grade Level: K-2 Text: “A Pocket for Corduroy” Vocabulary: reluctant drowsy

1. Contextualize the word for its role in the story.

“I n “A Pocket f or Corduroy”, Lisa was reluct ant t o leave t he Laundromat wit hout Corduroy.”

2. Explain the meaning of the word. “Reluct ant means you are not sure you want t o do somet hing. Lis a was reluct ant or not sure if she want ed t o leave t he laundromat wit hout Corduroy.”

3. Ask the children to repeat the word so they can create a phonological representat ion of the word.

“Say t he word wit h me – reluct ant . Let ’s say it , spell it , say it - reluct ant , r – e – l - u - c - t - a – n - t , reluct ant .

4. Provide examples in contexts other than the one used in the

story. “Someone might also be reluct ant t o eat a f ood t hey never had bef ore because t hey are af raid t hat it might t ast e bad. What might you do if you were reluct ant t o eat a new f ood? Someone might also be reluct ant t o r ide a roller coast er because it looks scary. What might you look like if you were reluct ant t o r ide a roller coast er? ”

5. Children interact with examples or provide their own

examples. “Tell about somet hing you would be reluct ant t o do. Try t o use t he word reluct ant when you t ell about it . You could st ar t by saying somet hing l ike: I would be reluct ant t o… ”

6. Children say t he word again to reinforce its phonological representat ion.

“What ’s t he word we have been t alking about ? Reluct ant .” ***At this point , repeat steps 1 - 6 if the word “drowsy” is also

going to be int roduced.

7. Encourage children to interact with the word(s). “We’ve t alked about t wo words t oday – reluct ant and drowsy. Let ’s t hink about t hese words some more. ” Act ivity for I nteract ing With the Word(s). “I f any of t he t hings I say are examples of someone being reluct ant , say reluct ant and hold up your hand i n t he st op posit ion. I f t he t hings I say are examples of someone f eeling drowsy, say drowsy and t hen pret end t o yawn. Let ’s pract ice how t o respond – reluct ant (wait f or st udent response), dr owsy (wait f or st udent response). ” 1. “A gir l is not sure sh e want s t o go int o a dark room.” 2. “Your brot her is having t rouble st aying awake dur ing a movie.”

3. “Af t er eat ing a big meal, you f eel like t aking a nap.” 4. “Your f r iend is not sure she want s t o climb t he t ree in your backyard.” 5. “Your lit t le sist er is rubbing her eyes and laying her head on your shoulder .” 6. “Your f r iend is not sure if he want s t o spend t he night at your house because he is af raid t hat he will miss his parent s.”

Possible Tier 2 Possible Tier 2 WordsWords

Words from the TextWords from the Text– vainvain– gossipgossip

Sophisticated Words Representing Sophisticated Words Representing Simple Words & IdeasSimple Words & Ideas– determineddetermined– hard-workinghard-working– tiredtired

– boastfulboastful– cleverclever– spoiledspoiled

– observeobserve– calmcalm– proudproud

Text Talk I nstructional Worksheet Grade Level: _________ Text: __________________ Vocabulary: ____________________________________

1. Contextualize the word for its role in the story.

___________________________________________________________________________________________________________________________________________________

2. Explain the meaning of the word. ________________________________________________________________________________________________________________________________________ ____________________________________________________________

3. Ask the children to repeat the word so they can create

a phonological representat ion of the word. _________________________ ______________________________________________________________________ ___

4. Provide examples in contexts other than the one used in the story.

_____________________________________________ _______________________________________________________________________________________________________________________________________ ______________

5. Children interact with examples or provide their own

examples.

6. Children say the word again to reinf orce its phonological

representation.

_________________________________________________

_________________________________________________

_______________ __________________________________

7. Encourage children to interact with the word(s).

_________________________________________________

_________________________________________________

_________________________________________________

_______________________ __________________________

Activity f or I nteracting With the Word(s)

_________________________________________________

_________________________________________________

_________________________________________________

______________________________________ ___________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

_________________________________________________

In Conclusion…

“The teacher who is alert to opportunities for using sophisticated, interesting, and precise language is probably the most important element in such an environment. Teachers who revel in language are those who use words well and are eager to discover new words and word meanings. They play with words, rejoice in word lore, and model a genuine fascination for the feelings and images that words can evoke and create.” -Isabel Beck