Teaching vocabulary is about context and repetition– what they need to know about the words they’re using, and using them multiple times. But before we get onto that, here are some key things we have to understand to teach vocabulary: For the past two decades, it has been acknowledged that there are three broad tiers of vocabulary. An awareness of these tiers is critical to assist teachers in selecting the right words to teach explicitly in their classrooms – from the first day of school to the last. These are basic words of everyday language – high frequency words. With around 8000 word families in Tier 1, including words like ‘dog’, ‘good’, ‘phone’ and ‘happy’, these words do not generally require explicit teaching for the majority of students. However, explicit teaching is required to make the most of this level of vocabulary particularly for homophones and words with more than one meaning. Tier 2 words are the words needed to understand and express complex ideas in an academic context. Tier 2 includes words like ‘formulate’, ‘specificity’, ‘calibrate’ and ‘hypothesis’. These words are useful across multiple topics and subject areas and effective use can reflect a mature understanding of academic language. Tier 3 words aren’t used often and are normally reserved for specific topics or subjects – words like ‘orthography’, ‘morphology’ and ‘etymology’ in the field of linguistics, or ‘isosceles’, ‘circumference’ and ‘quantum’ for the world of mathematics and physics. Some of these words may also exist as a Tier 1 or 2 word but have a particular use and purpose as a Tier 2 word, such as ‘substitute’, ‘similarity’ and ‘expression’ in a mathematical context. These words must be taught explicitly in the context of their meaning and purpose in a particular unit of study. Students’ communication abilities, including their vocabulary, can vary immensely. However, there are certain milestones we can expect children to reach before starting formal schooling:
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