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Tier 1 words are everyday oral terms, while Tier 3 words are highly specialized domain vocabulary often defined by teachers or texts. Between them, Tier 2 words are general, abstract, frequently appearing words from written sources and provide high instructional utility. The document aligns academic vocabulary expectations with CCSS standards and outlines how to teach words across contexts, identify Tier 2 terms in close reading, and build text-dependent questions that target word meaning, tone, and usage.","Academic Vocabulary and the CCSS  \nAcademic Vocabulary Defined  \nVocabulary can broadly be divided into three categories, or tiers, based upon the characteristics of the words in question and the stages at which children learn such words. Initially, children grasp Tier 1 words from oral conversation. These are the basic and concrete words of everyday speech like walk, said, and car. At the opposite end of the spectrum are discipline and domain specific words students acquire when studying particular subject matter. These Tier 3 words—like oligarchy, photosynthesis, and carburetor—are highly specialized vocabulary used to describe content knowledge. Their low occurrence rate typically leads to them being explicitly defined by the teacher or the text itself (e.g.“Jim Crow laws were segregation statues that ensured white supremacy”).  \nBetween everyday Tier 1 words and content specific Tier 3 words lay general academic vocabulary known as Tier 2 words. These precise and yet more abstract words like saunter, boasted, and vehicle largely stem from written sources. Because of their generality and frequent appearance across content areas—as well as their rich representational quality, multiple meanings (depending on context), and connection to other words—these Tier 2 words have high utility, and should be the focus of academic vocabulary instruction. Despite these features, they are seldom defined or sca!olded within texts.  \nAcademic Vocabulary and the CCSS  \nThe College and Career Ready Standards of the CCSS articulate a range of expectations regarding what students should be able to do with regards to academic vocabulary:  \nƀ Interpret technical, connotative, and figurative meanings of words and phrases (Reading Anchor Standard 4)  \nƀ Analyze how specific word choices shape meaning or tone (Reading Anchor Standard 4)  \nƀ Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting reference materials  \n(Language Anchor Standard 4)  \nƀ Demonstrate understanding of figurative language, word relationships, and nuances in word meanings (Language Anchor Standard 5)  \nƀ Acquire and use accurately a range of general academic and domain-specific words and phrases (Language Anchor Standard 6)  \nƀ Demonstrate independence in gathering vocabulary knowledge when encountering an unknown term (Language Anchor Standard 6)  \nKey Elements of Academic Vocabulary  \nAcademic vocabulary has been shown to be a critical element in reading comprehension and academic achievement, yet the lack of frequent and systematic instruction with academic vocabulary as its focus is a primary cause of the achievement gap. Helping students build a rich understanding of words is therefore crucial, and students must be exposed to and taught such words in multiple contexts: through direct instruction as well as in context through discussion, reading and/or being read to, and responding to what they hear or read. Teachers thus need to be alert to the presence of Tier 2 words and carefully make professional judgments about which words to devote instructional time to learning. Many of these words can be learned by helping students pay close attention to context. Teachers should use their professional judgment to determine whether or not there is su\"cient support in the text for determining meaning.  \nChecklist for Selecting Academic Vocabulary for Close Reading Instruction  \nTypically there are many Tier 2 words in a sample text, which necessitates that teachers must choose from among  \nthem which to concentrate on. Since academic vocabulary supports close reading, words should be selected for closer investigation specifically when they meet one or more of the following criteria:  \n􀂉 Does the word significantly impact the meaning of the text (e.g. shape plot, mood or point of view)?  \n􀂉 Does it illustrate nuance in an author’s choice of words (e.g. admitted versus confessed)?  \n􀂉 Will it he","cbCaivL3kz7xd64e","https://ap.wps.com/l/cbCaivL3kz7xd64e","pdf",87833,14,"English","en",105,"# Academic Vocabulary Defined\n## Tier 1, Tier 2, Tier 3 Vocabulary\n# Academic Vocabulary and the CCSS\n## CCSS Expectations\n# Key Elements of Academic Vocabulary\n# Checklist for Selecting Academic Vocabulary for Close Reading Instruction\n# Academic Vocabulary and Text Dependent Questions","[{\"question\":\"What are Tier 1, Tier 2, and Tier 3 academic vocabulary categories?\",\"answer\":\"Tier 1 words are basic everyday speech from oral conversation. Tier 3 words are highly specialized domain-specific terms. Tier 2 words are general academic vocabulary that is more abstract and frequently appears across content areas.\"},{\"question\":\"Why should Tier 2 words be the focus of academic vocabulary instruction?\",\"answer\":\"Tier 2 words have high utility because they are general, frequently occurring across subjects, often context-dependent with multiple meanings, and connect to other words and concepts.\"},{\"question\":\"How should teachers select which academic vocabulary words to study during close reading?\",\"answer\":\"Select Tier 2 words when they significantly affect meaning, show nuance in word choice, increase precision, have strong general utility, belong to high-utility word families, or are necessary to avoid confusion. Teachers should also ensure the text provides sufficient support to determine meaning.\"}]","Academic Vocabulary and the CCSS - Key Elements and Instructional Guidance | PDF",1790586872,{"code":4,"msg":81,"data":82},"ok",{"site_id":75,"language":74,"slug":83,"title":65,"keywords":84,"description":66,"schema_data":85,"social_meta":139,"head_meta":141,"extra_data":143,"updated_unix":144},"academic-vocabulary-and-the-ccss-key-elements-and-instructional-guidance","",{"@graph":86,"@context":138},[87,101,121],{"@type":88,"itemListElement":89},"BreadcrumbList",[90,94,96,99],{"item":91,"name":92,"@type":93,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":95,"name":9,"@type":93,"position":14},"https://docshare.wps.com/document/",{"item":97,"name":20,"@type":93,"position":98},"https://docshare.wps.com/document/exam/",3,{"item":100,"name":65,"@type":93,"position":19},"https://docshare.wps.com/document/academic-vocabulary-and-the-ccss-key-elements-and-instructional-guidance/410931/",{"url":100,"name":65,"@type":102,"image":103,"author":108,"headline":65,"publisher":110,"fileFormat":113,"inLanguage":74,"description":66,"dateModified":114,"datePublished":115,"encodingFormat":113,"isAccessibleForFree":116,"interactionStatistic":117},"DigitalDocument",{"url":104,"@type":105,"width":106,"height":107},"https://docshare.wps.com/thumbnails/academic-vocabulary-and-the-ccss-key-elements-and-instructional-guidance/410931.png","ImageObject",300,407,{"name":63,"@type":109},"Person",{"url":91,"name":111,"@type":112},"DocShare","Organization","application/pdf","2026-11-09","2026-09-28",true,{"@type":118,"interactionType":119,"userInteractionCount":72},"InteractionCounter",{"@type":120},"ViewAction",{"@type":122,"mainEntity":123},"FAQPage",[124,130,134],{"name":125,"@type":126,"acceptedAnswer":127},"What are Tier 1, Tier 2, and Tier 3 academic vocabulary categories?","Question",{"text":128,"@type":129},"Tier 1 words are basic everyday speech from oral conversation. Tier 3 words are highly specialized domain-specific terms. Tier 2 words are general academic vocabulary that is more abstract and frequently appears across content areas.","Answer",{"name":131,"@type":126,"acceptedAnswer":132},"Why should Tier 2 words be the focus of academic vocabulary instruction?",{"text":133,"@type":129},"Tier 2 words have high utility because they are general, frequently occurring across subjects, often context-dependent with multiple meanings, and connect to other words and concepts.",{"name":135,"@type":126,"acceptedAnswer":136},"How should teachers select which academic vocabulary words to study during close reading?",{"text":137,"@type":129},"Select Tier 2 words when they significantly affect meaning, show nuance in word choice, increase precision, have strong general utility, belong to high-utility word families, or are necessary to avoid confusion. Teachers should also ensure the text provides sufficient support to determine meaning.","https://schema.org",{"og:url":100,"og:type":140,"og:title":65,"og:site_name":111,"og:description":66},"article",{"robots":142,"canonical":100},"index,follow",{"doc_id":61,"site_id":75},1790696004]