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Give the vocabulary list to the classroom teacher.  \n● Have the classroom teacher select around 10 vocabulary items that will be used in the classroom for the current unit or the unit that is about to begin.  \n● The majority of the selected items should fall under tier 2 vocabulary.  \n● Have the classroom teacher check off the first box next to the selected vocabulary items.  \n2. Once the classroom teacher has returned the list to you, use the Rating Checklist with the student to determine the student’s level of knowledge for each of the selected vocabulary items.  \n3. Based on the results of the Rating Checklist, focus intervention and programming towards increasing the student’s knowledge of the vocabulary items (e.g. , focusing more attention on vocabulary with a lower rating) .  \nNote: You could use evidence-based strategies included on the Strategy Checklist to help with this.  \n4. After working on the vocabulary items, you may complete the Rating Checklist again. If the student now has the knowledge of the target vocabulary, check off the second box on the vocabulary list to indicate that the student now knows these vocabulary items.  \n5. Return the vocabulary list to the classroom teacher and have them select another set of vocabulary items relevant to the current/upcoming classroom unit(s) .  \n6. Repeat the process as necessary.  \nVocabulary Instructions Benninger, Archibald and the DHH Team (2022-2024)  \nCurriculum-Based Spoken Language Assessment Western-DHH Design Project  \nInstructions for Selecting Vocabulary Items  \nThe best vocabulary to target in intervention is tier 2 vocabulary as it is made up of highfrequency words with high utility (e.g. , they are useful in many contexts) . There can be some subjectivity in determining which tier certain words fit into. Here are some guidelines to help determine which vocabulary to target.  \nTier 1 Vocabulary:  \n● This includes the most basic words that most people would know without direct instruction  \n● These words are commonly used in oral language  \n● Examples include: common nouns like cat, dog, book, table, and common words that most people would know and use such as think, run, move, create, exercise  \nTier 2 Vocabulary:  \n● This includes high-frequency words and words that can be used across multiple domains  \n● These words are found in more mature language use (e.g. , adult language, written language) and may have multiple meanings  \n● These words require instruction  \n● Examples include: goal, include, conversation, prepare, instruction, advantage, patterns  \nTier 3 Vocabulary:  \n● These are low-frequency words that are specific to a particular subject or domain (context-specific) and might only be learned by those studying that subject  \n● Examples include: photosynthesis, proton, square-based pyramid, stanza, alveoli, topographical features  \nReferences:  \nBeck, I. L. , McKeown, M. G. , & Kucan, L. (2013) . Bringing words to life : Robust vocabulary instruction. Guilford Publications.  \n*Note: Chapter 1 is especially helpful for choosing appropriate vocabulary*  \nMcGregor, K. K. , Owen Van Horne, A. , Curran, M. , ","cbCaintIehP3x0vh","https://ap.wps.com/l/cbCaintIehP3x0vh","pdf",1580180,121,"English","# Instructions\n## Vocabulary Rating Checklist\n## Vocabulary Strategy Checklist\n## Vocabulary Summary Form\n## Vocabulary Lists\n## Kindergarten\n## Grade 1\n## Grade 2\n## Grade 3\n## Grade 4\n## Grade 5\n## Grade 6\n## Grade 7\n## Grade 8\n## Grade 9\n## Grade 10\n## Grade 11\n## Grade 12\n# References","[{\"question\":\"How does the curriculum-based vocabulary item selection work?\",\"answer\":\"The classroom teacher selects about ten vocabulary items relevant to the current or soon-to-begin unit. Most selected items should be tier 2 vocabulary, and the teacher checks the first box next to selected items.\"},{\"question\":\"How is a student’s knowledge level determined in the Vocabulary Rating Checklist?\",\"answer\":\"With the student, review each vocabulary item one at a time. Ask whether the student has ever heard the word; if no, mark rating accordingly, and if yes, ask follow-up questions to understand the completeness of knowledge.\"},{\"question\":\"What should be done after intervention to measure progress?\",\"answer\":\"After working on the targeted vocabulary items, use the rating checklist again. If the student now knows the target vocabulary, check the second box on the vocabulary list and return the list for selecting a new set of items as needed.\"}]","Western-DHH Ax Tool Vocabulary | PDF",1790588730,305]