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Defines Tier 1 as basic, independently known words; Tier 2 as high-utility, frequently appearing written-text words learned less easily through conversation; and Tier 3 as low-frequency domain-specific terms best learned in content areas. Provides criteria for selecting Tier 2 words, including importance and utility, conceptual understanding, and instructional potential, followed by a sorting activity and an example narrative centered on learning and word precision.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/building-vocabulary-to-boost-comprehension-vocabulary-three-tiers-participant-handout/408586/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/building-vocabulary-to-boost-comprehension-vocabulary-three-tiers-participant-handout/408586.png","ImageObject",300,407,{"name":92,"@type":93},"BigDaveOnline","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-09","2026-09-28",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",14,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What are the three tiers of vocabulary, and how do they differ?","Question",{"text":113,"@type":114},"Tier 1 includes basic words or ideas students typically know and rarely need direct instruction. Tier 2 includes useful words common in written text but less likely to be learned through conversation. Tier 3 contains low-frequency, domain-specific words best learned in content areas.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How are Tier 2 words selected for instruction?",{"text":118,"@type":114},"Selection is guided by importance and utility (how broadly useful the word is across texts and subjects), conceptual understanding (precision and relationships to other learned concepts), and instructional potential (words that support multiple contexts and uses).",{"name":120,"@type":111,"acceptedAnswer":121},"Where are Tier 3 vocabulary words best learned?",{"text":122,"@type":114},"Tier 3 words are low-frequency and limited to specific domains, so they are best learned in content areas where those terms naturally occur.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},408586,1790695698,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962090896214,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Building Vocabulary to Boost Comprehension Nikki Sullivan & Sara Cooper Empowered Learner Conference 2025  \nThree Tiers of Vocabulary  \nBringing Words to Life; Beck, McKoewn,& Kucan 2013  \nTier 1  \nBasic words or ideas that are known by students  \nThese rarely require direct instruction  \nExamples: food, sleep, more  \nTier 2  \nUseful words that are likely to appear frequently in a variety of texts  \nThese words are often found in written text, but infrequently in conversation, thus students are less likely to learn them independently  \nExamples: drowsy, consequence, envious, benefit, annual, pace  \nTier 3  \nLow-frequency words, limited to specific domains  \nBest learned in content areas  \nExamples: fission, summon, botanist, porous  \nBuilding Vocabulary to Boost Comprehension Nikki Sullivan & Sara Cooper Empowered Learner Conference 2025  \nCriteria for Selection of Tier 2 Words  \nBringing Words to Life; Beck, McKoewn,& Kucan 2013  \nImportance & Utility  \nWords that characteristic of written text and appear frequently across a variety of domains  \nAsk yourself,“How generally useful is this word? Will students encounter it in a variety of texts/subjects?”  \nConceptual Understanding  \nWords for which students understand the general concept but provide precision and specificity in describing the concept  \nAsk yourself,“How does the word relate to others students know or have been learning? Will students have other ways of expressing the concepts represented by the words?”  \nInstructional Potential  \nWords that are more than one-dimensional, and offer a variety of contextsand uses to explore  \nAsk yourself,“What does the word contribute to a text or situation?”  \nBuilding Vocabulary to Boost Comprehension Nikki Sullivan & Sara Cooper Empowered Learner Conference 2025  \nSorting Activity  \nAunt  \nGrin  \nSmile Funny  \nPeninsula  \nCompute Run Photosynthesis Isosceles Impact  \nBound Mutualism Magnetism Compare  \nComputer  \nRecipe for a Name  \nby Ron Anahaw  \nchocolate chip cookies  \nSteven Giacomelli from Pixabay  \nIt was Jem's first day at his new school, and he was nervous. He wasn't sure how he should introduce himself to his classmates.  \n\"Jem\" was easier for most people than \"Janaldo Marcos.\" If he told everyone \"Janaldo Marcos,\" they might have a tough time saying his name. And if they had a tough time saying his name, they wouldn't want to hang out with him. And if they didn't want to hang out with him, he would have no friends, and would end up starting a weird YouTube channel about bugs and growing a weird mustache like his Tito Anthony and...  \nJem decided that he would introduce himself simply as \"Jem.\" Then he noticed that his teacher, Ms. Weaver, had left a nametag on his desk that said \"Janaldo Marcos.\"  \nJem hurriedly erased \"Janaldo Marcos\" on the nametag and wrote in \"Jem\"-no mustache for him today! Realizing that the boy sitting next to him was staring at the new name, Jem squirmed in his seat, feeling tense, but the other boy said nothing.  \nMs. Weaver smiled, said \"Good morning, everyone,\" and began taking attendance, reading names off the class list.  \n\"Rebecca Álvarez?\"  \n\"Here!\"  \nAs Ms. Weaver read each student's name, Jem realized that his name was still written\"Janaldo Marcos\" on the list, and not \"Jem.\" Ms. Weaver would call him \"Janaldo Marcos\" first and he'd end up with no friends. He started imagining himself with the mustache again...ohno    \n\"And our new student... Janaldo Marcos Sayo?\" Even worse, she said his first name wrong, and that made Jem feel so embarrassed. She pronounced it \"Ha-NAL-doe\" instead of \"JuhNAWL-doe.\"  \n\"Ha-NAL-doe MAR-cose Sayo?\" Ms. Weaver repeated.  \nJem raised his hand but said nothing. \"Welcome!\" Ms. Weaver said cheerily, before moving on. Soon, she finished reading the names.  \n\"All right, is everyone settled in?\"  \nJem responded \"Yes!\" with the other fourth-graders.  \nMs. Weaver took a piece of chalk and wrote the word ingredients on the board. \"For science today, we are going to ","cbCairmCeKp7xWGp","https://ap.wps.com/l/cbCairmCeKp7xWGp","pdf",1292660,"English","# Three Tiers of Vocabulary\n## Tier 1: Basic words\n## Tier 2: Useful written-text words\n## Tier 3: Low-frequency domain words\n# Criteria for Selection of Tier 2 Words\n## Importance & Utility\n## Conceptual Understanding\n## Instructional Potential\n# Sorting Activity","[{\"question\":\"What are the three tiers of vocabulary, and how do they differ?\",\"answer\":\"Tier 1 includes basic words or ideas students typically know and rarely need direct instruction. Tier 2 includes useful words common in written text but less likely to be learned through conversation. Tier 3 contains low-frequency, domain-specific words best learned in content areas.\"},{\"question\":\"How are Tier 2 words selected for instruction?\",\"answer\":\"Selection is guided by importance and utility (how broadly useful the word is across texts and subjects), conceptual understanding (precision and relationships to other learned concepts), and instructional potential (words that support multiple contexts and uses).\"},{\"question\":\"Where are Tier 3 vocabulary words best learned?\",\"answer\":\"Tier 3 words are low-frequency and limited to specific domains, so they are best learned in content areas where those terms naturally occur.\"}]","Building Vocabulary to Boost Comprehension - Vocabulary Three Tiers - Participant Handout | PDF",1790579840,48]