EY FS Vocabulary Development - Vocabulary Development Intent - Selecting Words for Robust Instruction - Beck Three-Tiers Framework

Sep 28, 2026

EY FS Vocabulary Development outlines how Wellington Eagles builds children’s spoken language through back-and-forth interactions, language-rich conversations, and frequent shared reading. It explains the rationale that early language ability strongly predicts later development, and frames vocabulary growth as a key EY FS curriculum priority. The document details Beck, McKeown and Omanson’s three-tier word framework, criteria for selecting high-utility Tier Two words, and guidance for robust instruction using read-aloud books and sustained word teaching cycles, emphasizing word knowledge as a continuum.

LanguageEnglish

CategoryHealthcare

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Vocabulary Development Intent

Communication & Language Statutory Educational Programme

Selecting Words for Robust Instruction

The Three-Tiers Framework (Beck, McKeown, & Omanson, 1987)

Vocabulary Development Implementation

Process for Vocabulary Instruction in the EYFS

2 0 2 3-2 0 2 4 EY FS VOCABULARY DEVELOPMENT VOCABULARY DEVELOPMENT INTENT COMMUNICATION & LANGUAGE STATUTORY EDUCATIONAL PROGRAMME: The development of children’s spoken language underpins all seven areas of learning and development. Children’s back-and-forth interactions from an early age form the foundations for language and cognitive development. The number and quality of the conversations they have with adults and peers throughout the day in a language-rich environment is crucial. By commenting on what children are interested in or doing, and echoing back what they say with new vocabulary added, practitioners will build children's language effectively. Reading frequently to children, and engaging them actively in stories, non-fiction, rhymes and poems, and then providing them with extensive opportunities to use and embed new words in a range of contexts, will give children the opportunity to thrive. Through conversation, storytelling and role play, where children share their ideas with support and modelling from their teacher, and sensitive questioning that invites them to elaborate, children become comfortable using a rich range of vocabulary and language structures. At Wellington Eagles, we introduce new words to children that are useful a nd meaningful. Early language ability is one of the strongest predicators of later development through school and in life. Language is essential for thinking, expressing our feelings, making friends and finding solutions. The rate of language development in the first few years of life is, like many other aspects of young children's development, dramatic. If a young child does not develop the basic skills of speech, language and communication they are likely to be disadvantaged for life. For this reason, it is a priority in our EY FS curriculum. BEC K AT A L (2 0 13 ) PRO V ID E EV ID E NC E-BA S E D G U IDA NC E , IN THE IR BO O K ' BRING ING WO RDS TO LIFE ' , THAT S ETS O UT THRE E TIE RS FO R V O C A BULA RY . THE D E FINITIO NSA RE PRO V ID E D BELO W . SELECTING WORDS FOR ROBUST INSTRUCTION The Three-Tiers Framework (Beck, McKeown, & Omanson, 1987) The first tier consists of the most basic words: warm, dog, tired, run, talk, party, swim, look, and so on. These are the words that typically appear in oral conversations, and so children are exposed to them at high frequency from avery early age. This high exposure means that children become familiar with this set of words pretty readily, and so these Tier One words rarely require instructional attention to their meanings in school. The second tier words are of high utility for literate language users and are found across a variety of domains. These words are characteristic of written text and are found only infrequently in conversation, which means that children are less likely to learn these words independently, compared with Tier One words. Because of the large role Tier Two words play in a language user’s repertoire, rich knowledge of words in the second tier can have a powerful impact on verbal functioning. Thus, planned vocabulary development is directed toward Tier Two words. The third tier of words has a frequency of use that is quite low and often limited to specific topics and domains. Some examples of Tier Three words might be filibuster, pantheon, and epidermis. In general, a rich understanding of these words would not be of high utility for most learners. These words are probably best learned when a specific need arises. A N EX C ELLENT S O URC E FO R WO RDS THAT WILL EX PA ND YO UNG C HILD REN ' S V O C A BULA RIES A RE BO O KS THAT A RE D ES IG NED TO BE REA D A LO UD TO C HILD REN . BO O KS A RE C HO C K-FULL O F TIER TWO WO RDS . A WO RD IS C O NS ID ERED A G O O DC A ND IDATE FO R A TIE R TWO WO RD IS IF IT IS LIKE LY TO BE UNFAM ILIA R TO YO UNGC HILD REN A ND BUT IS A C O NC EPT THEY C O ULD ID ENTIFY WITH A ND US E IN NO RMA LC O NV E RS ATIO N . How useful is it? Will they

FAQs

Why is vocabulary development a priority in the EY FS curriculum?

Early language ability is linked to later development through school and in life. Children who do not develop basic speech, language, and communication skills are likely to be disadvantaged, so vocabulary development is treated as a priority in the EY FS curriculum.

What are the three tiers in Beck, McKeown, and Omanson’s framework?

Tier One includes basic high-frequency words children encounter early. Tier Two includes high-utility words found in written text and less often in conversation, so planned development targets them. Tier Three contains lower-frequency words limited to specific topics and is often best taught when a need arises.

How are Tier Two words selected for instruction at Wellington Eagles?

Tier Two words are chosen by considering usefulness and likelihood of appearing often, whether children can understand and use them in normal conversation, and how the word relates to other words and adds dimension to a topic. Wellington’s criteria are referenced from Robust Vocabulary Instruction (2nd ed.).

How is vocabulary instruction implemented in EYFS practice?

The document recommends selecting a set of words to be introduced and sustained over several days. It also emphasizes using books designed to be read aloud, identifying each word in a story context, explaining meanings in child-friendly language, and teaching with a planned weekly cycle (up to around 10 words, depending on teacher judgement and classroom time).

Sep 28, 2026

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