3/14/2019

Bringing Tier II Academic

Vocabulary To Life
Mt. Healthy City Schools
Janis Bellon
School Improvement Consultant

• Review theory and research

• Discuss our current classroom
vocabulary instruction, compare
with Marzano’s Six-Step
Approach
Agenda • Review possible classroom
implementations
• Reflective debrief – What are our
opportunities and next steps?
• +/Δ Session
• Dismiss

Norms

BE PRESENT SEEK GIVE KEEP STUDENTS ASSESS

OPPORTUNITIES CONSTRUCTIVE FIRST PERSONAL
CHALLENGES NEEDS

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Vocabulary Instruction Theory –

Yo, Marzano!

Theory – Reviewing the Vocabulary Tiers

Tier I Tier II Tier III

Everyday words encountered in
everyday conversation. High
frequency usage, needs no classroom
review
Words that are needed in an
academic context, and provide access
to more complex topics and
discussions outside of the
everyday. These are words that can
also span across multiple topic and
subject areas.
Words that are relevant for specific
subjects or content-area
discourse. These are words that
could be considered jargon, being
isolated to a specific subject area.

Why focus on Tier II Vocabulary?

Subject
Mastery
Vocabulary

Descriptive Acts as a bridge between established vocabulary and

the content taught in a specific subject area – helps
Vocabulary to DESCRIBE with ACCURACY

Foundational
Vocabulary

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1.
Explain
6. 2.
Gamify Demonstrate
Understanding
Marzano’s Six-
Step Process
for Vocabulary
5. Instruction 3.
Reflect Show
and and
Refine 4. Write

Discuss

Classroom Implementation
Interactive Word Walls
• A centralized location for
employed vocabulary that
students can approach
• Continued visitation of included
vocabulary
• Enhanced with further
interaction – inclusion of visuals,
realia (if possible), cognates

Classroom Implementation
The Frayer Model
• Students begin with given vocabulary word
and definition
• Students then are given at least three other
opportunities to interact with the word itself
• Objective: student owns conceptualization of
the term.
• Several opportunities for modification

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Classroom Implementation
Shades of Vocabulary
• Students are given template and
base word (usually Tier I)
• Students then create their own
vocabulary card that enhances the
base word, either ranking words by
intensity or preciseness.
• Paint cards – great hack. Easy to
replicate on Word.
• Creates a usable visual to
encourage elevated vocabulary
usage

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Classroom Implementation
Alphabet Word Banks

• Usually identified as an elementary-level

strategy
• Very helpful for ELLs and struggling
readers/writers
• Collects vocabulary and allows for
categorization

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Classroom
Implementation
Cloze Passages

• Extended reading passages

with words intentionally
omitted
• Can be used with/without a
word bank
• Reinforces instruction of
Tier II vocabulary OR can
further reinforce
metacognition of reading
with context clues, syntax
awareness

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• Helps students create

associative relationships
with collected
vocabulary
• Easily adapted to work
with interactive word
walls
• Several online tools to
assist, including
Visuwords
Classroom Implementation
Word Webs

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Reflection

•Possible roadblocks
•Immediate implementation
•Use with special populations (ELLs, SWDs, GTs)

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+/Δ
I like… I wonder…

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References
• Ferlazzo, Larry. “Enriching Academic Vocabulary: Strategies for Teaching Tier Two Words to E.L.L. Students.” The New York Times, The New
York Times Company, 29 Nov. 2017, www.nytimes.com/2017/11/29/learning/lesson-plans/enriching-academic-vocabulary-strategies-for-
teaching-tier-two-words-to-ell-students.html.
• Marzano, Robert. “A Comprehensive Approach to Vocabulary Instruction.” Voices from the Middle, vol.20, no.1. National Council of
Teachers of English, Sept. 2012.
• Marzano, Robert. “The Art and Science of Teaching / Six Steps to Better Vocabulary Instruction.” Six Steps to Better Vocabulary Instruction -
Educational Leadership, ASCD, Sept. 2009, www.ascd.org/publications/educational-leadership/sept09/vol67/num01/Six-Steps-to-Better-
Vocabulary-Instruction.aspx.

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