Academic Vocabulary
North Carolina Department of Public Instruction
English Language Arts Department
Academic Vocabulary
Participants will learn
how to identify Tier 2
words and determine
which ones to teach.
“Vocabulary” in the Standards
R.CCR.4 - Interpret words and phrases as they are used in a
text, including determining technical, connotative, and figurative
meanings, and analyze how specific word choices shape
meaning or tone.
L.CCR.3 – Apply knowledge of language to understand how
language functions in different contexts, to make effective
choices for meaning or style, and to comprehend more fully
when reading or listening.
L.CCR.4 - Determine or clarify the meaning of unknown and
multiple-meaning words and phrases by using context clues,
analyzing meaningful word parts, and consulting general and
specialized reference materials, as appropriate.
“Vocabulary” in the Standards
L.CCR.5 - Demonstrate understanding of figurative
language, word relationships, and nuances in word
meanings.
L.CCR.6 - Acquire and use accurately a range of
general academic and domain-specific words and
phrases sufficient for reading, writing, speaking, and
listening at the college and career readiness level;
demonstrate independence in gathering vocabulary
knowledge when encountering an unknown term
important to comprehension or expression.
“Vocabulary” in the Standards
SL.CCR.3 – Evaluate a speaker’s point of view,
reasoning, and use of evidence and rhetoric.
SL.CCR.6 - Adapt speech to a variety of contexts and
communicative tasks, demonstrating command of
formal English when indicated or appropriate.
Choosing Words to Teach
Three Tiers of Words
Tier 1 – most basic words of oral language and
rarely require instructional attention (80% of text)
Tier 2 – words that are more sophisticated and
used often across disciplines
Tier 3 – words that are very rare or apply to
specific domains
Identifying and Teaching Tier 2 Words
Academic Vocabulary talk by Sue Pimentel
(author of the CCSS).
What Can a Small Bird Be?
by the Character Education Teen Residency Project Participants
Which words are worthy of instruction?
 Students are likely to see the word often in other texts
and across domains.
 The word will be useful in students’ writing.
 The word relates to other words or ideas that the
students know or have been learning.
 Word choice has significance in the text.
 The context does not provide enough information for
students to infer the meaning.
Academic Vocabulary
Criteria to determine which words to
teach:
Tier 2 Words





Students are likely to see the word
often in other texts and across domains.
The word will be useful in students’
writing.
The word relates to other words or
ideas that the students know or have
been learning.
Word choice has significance in the
text.
The context does not provide enough
information for students to infer the
meaning.
Instruction
Not address
Tell
Worthy
Academic Vocabulary
Tier 2 Words
surfaced
Criteria to determine which words to
teach:
X Students are likely to see the word often
in other texts and across domains.
X The word will be useful in students’
writing.
X The word relates to other words or
ideas that the students know or have
been learning.
X Word choice has significance in the
text.
X The context does not provide enough
information for students to infer the
meaning.
Instruction
Not address
Tell
Worthy
W
Academic Vocabulary
Criteria to determine which words to
teach:
Tier 2 Words
startled

X
X
X
X
Students are likely to see the word
often in other texts and across domains.
The word will be useful in students’
writing.
The word relates to other words or
ideas that the students know or have
been learning.
Word choice has significance in the
text.
The context does not provide enough
information for students to infer the
meaning.
Instruction
Not address
Tell
Worthy
T
Academic Vocabulary
Criteria to determine which words to
teach:
Tier 2 Words
hunched

Students are likely to see the word
often in other texts and across domains.
 The word will be useful in students’
writing.
 The word relates to other words or
ideas that the students know or have
been learning.
X Word choice has significance in the
text.
 The context does not provide enough
information for students to infer the
meaning.
Instruction
Not address
Tell
Worthy
N
Your Turn
Using another chapter from What Can a
Small Bird Be?:
• Identify the words your students may not
know.
• Identify the Tier 2 words.
• Use the rubric to determine which words to
teach.
Rich Vocabulary Instruction
The goal of vocabulary instruction is for
students to know words well, be able to
explain them, and use them in multiple
contexts.
We want students to “own” the word.
RAP – Read-Aloud Project (K-2)
“The Stranger”
BAP – Basal Alignment Project (3-5)
AAP – Anthology Alignment Project (6-12)
“The Scarlet Ibis”
Writing Text-Based Questions, Activities and Tasks for
Picture and Chapter Books, Basals, and Anthologies
Council of the Great City Schools and Student
Achievement Partners
Edmodo Group Codes for:
• RAP (Read Aloud Project)
pkx52i
• BAP (Basal Alignment Project)
f4q6nm
• AAP (Anthology Alignment Project)
jsv4r7