(1) By creating a chart to distinguish the differences between Tier 1, 2, 3 words will help to focus on words that can

be used differently in different contexts. It also helps to see which words are content (maybe even subject) specific. Fisher, D., & Frey, N. (2008). Word wise and content rich: Five essential steps to teaching academic vocabularyGrades 7-12. (pp. 12). Portsmouth, NH: Heinemann. ISBN-13:978-0-325-01382-4. ISBN-10:0-325-01382-9. (2) Word maps can help decipher the different meanings of Tier 2, 3 words so the students can have a visual representation to refer back to. Fisher, D., & Frey, N. (2008). Word wise and content rich: Five essential steps to teaching academic vocabularyGrades 7-12. (pp. 18). Portsmouth, NH: Heinemann. ISBN-13:978-0-325-01382-4. ISBN-10:0-325-01382-9. (3) The chart for word parts and morphology can help students break down unknown words into known words (parts) to help comprehension. Fisher, D., & Frey, N. (2008). Word wise and content rich: Five essential steps to teaching academic vocabularyGrades 7-12. (pp. 55). Portsmouth, NH: Heinemann. ISBN-13:978-0-325-01382-4. ISBN-10:0-325-01382-9. (4) The conversational roundtable can help students learn from each other and come up with other (maybe deeper) questions and connections. Fisher, D., & Frey, N. (2008). Word wise and content rich: Five essential steps to teaching academic vocabularyGrades 7-12. (pp. 69). Portsmouth, NH: Heinemann. ISBN-13:978-0-325-01382-4. ISBN-10:0-325-01382-9. (5) The common graphic organizers can show that there are different ways to organize thoughts and to encourage the students to find the one that works best for them. a. *Note: i. Should be able to work with all charts to be able to help students. ii. Model the ways to use the different charts. Fisher, D., & Frey, N. (2008). Word wise and content rich: Five essential steps to teaching academic vocabularyGrades 7-12. (pp. 77). Portsmouth, NH: Heinemann. ISBN-13:978-0-325-01382-4. ISBN-10:0-325-01382-9. (6) Open sorts paired with meetings helps gain an understanding of where each students knowledge with content is at. This can help with pairing, group work, and lesson planning (with various levels). Fisher, D., & Frey, N. (2008). Word wise and content rich: Five essential steps to teaching academic vocabularyGrades 7-12. (pp. 95, pp. 108). Portsmouth, NH: Heinemann. ISBN-13:978-0-325-01382-4. ISBN-10:0-325-01382-9. (7) The A-Z charts can help identify what students think they know about the content and context. (Almost like a KWL chart.) Fisher, D., & Frey, N. (2008). Word wise and content rich: Five essential steps to teaching academic vocabularyGrades 7-12. (pp. 103). Portsmouth, NH: Heinemann. ISBN-13:978-0-325-01382-4. ISBN-10:0-325-01382-9.

(8) Vocabulary journals (specialized within each content) can help students study and recognize different vocabulary terms and examples of how to use these terms. Fisher, D., & Frey, N. (2008). Word wise and content rich: Five essential steps to teaching academic vocabularyGrades 7-12. (pp. 105, pp. 107). Portsmouth, NH: Heinemann. ISBN-13:978-0-325-01382-4. ISBN-10:0-325-01382-9. (9) Vocabulary cards will be useful for studying aspects, and also for expanding comprehension for the new words. Fisher, D., & Frey, N. (2008). Word wise and content rich: Five essential steps to teaching academic vocabularyGrades 7-12. (pp. 110). Portsmouth, NH: Heinemann. ISBN-13:978-0-325-01382-4. ISBN-10:0-325-01382-9. (10) Vocabutoons can help create a better understanding. Having students create their own can make the understanding/comprehension more fun and interesting. Fisher, D., & Frey, N. (2008). Word wise and content rich: Five essential steps to teaching academic vocabularyGrades 7-12. (pp. 111). Portsmouth, NH: Heinemann. ISBN-13:978-0-325-01382-4. ISBN-10:0-325-01382-9. (11) Word walls are going to be useful to have the words that are being learned (or after) related to a picture/diagram. This can help students understand different parts of vocabulary. Fisher, D., & Frey, N. (2008). Word wise and content rich: Five essential steps to teaching academic vocabularyGrades 7-12. (pp. 127). Portsmouth, NH: Heinemann. ISBN-13:978-0-325-01382-4. ISBN-10:0-325-01382-9. (12) Using an Instructional Purpose sheet can help identify where the most problematic parts of a section/vocabulary may be. It requires the teacher to think back to a high school state of mind. It can give hints and tips to give students to encourage reading comprehension on their own. Tovani, C. (2004). Do I really have to teach reading? Content comprehension, grades 612. (pp. 55-57, pp. 128). Portland, ME: Stenhouse. ISBN 1-57110-376-7. (13) Double/Quad entry diaries will be important for students to organize material that may be confusing or difficult. It requires them to think deeper, question the reading/thinking, and organize everything for studying. Tovani, C. (2004). Do I really have to teach reading? Content comprehension, grades 612. (pp. 81-82, pp. 133). Portland, ME: Stenhouse. ISBN 1-57110-376-7. (14) Calendars may be useful to connect/stay connected with students and their mind frame. It can help explain why they may have been having a bad day and didnt do well on an assignment, raise any qualms or questions they may have with the material, or just gain background information on interests. Tovani, C. (2004). Do I really have to teach reading? Content comprehension, grades 612. (pp. 109, pp. 132). Portland, ME: Stenhouse. ISBN 1-57110-376-7. (15) The group observation form could be helpful with assessing/recognizing the good/bad aspects/things occurring. It helps keep track of the students thinking as you overhear their

out-loud thinking/discussion. It can be a good way to record questions and accumulate a few that may be similar. You can recognize where you may need to teach more/less, or expand the lesson. Tovani, C. (2004). Do I really have to teach reading? Content comprehension, grades 612. (pp. 97, pp. 135). Portland, ME: Stenhouse. ISBN 1-57110-376-7.