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Examples of Tier 2 & 3 words:                 

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Examples of Tier 2 & 3 words:                 

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*Muckrakers- investigative journalists exposing *inference/infer/inferential.
*Calypso (tier 3-not reggae) *connotation - how the word is used in different contexts? Not an exactProcess- “processed foods”
*“process” “writing process” different parts of speech. *Construct- “social construct” or “Egyptians constructed __” “construct a timeline”.
*Equalities- tier 3 in math.
*Evaporation - tier 3 science
- compiled by Laura

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Our texts (passages/selections/excerpts/readings :-D ) already have 3-6 words per text (often 3) that are related words. One of our tasks (students often miss the mark here) is to explain what the words have in relation to one another. These tend to be pre-determined 3 words, but students then have to explain what the connection is. When we do a novel, like our summer reading or in the spring, I've picked the words. Maybe this spring, I'll offer for students to pick out the words they don't know. (Will they be likely to pick words they know they don't know, or will they shy away & try to keep things familiar?)

- Mr. Stoessel

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6 Strategies Article

I have students define the prescribed vocabulary terms in the textbook before reading each lesson so that they understand or at least recognize the terms as we read. I also have students draw pictures of terms (especially ones that are more difficult to illustrate).

I would like to let students choose about 3 words while reading (not part of the lesson terms) that they don't understand and find ways they can work them into conversation after finding the definition of them. For Tier 3 words I would like to challenge students to act out certain terms.

-Mr. Vicci

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Practices I already use; understanding vocabulary in multiple and various exposures. Having them understand it in context.  Being exposed to it from 2 to 10 minutes.
What I would like to do in the classroom; Challenge students to use word, in a quick essay.
Letting students choose their own words and label them if they know it, sort of know it, or don't know it at all
Michelle Miller

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Doing:
1. Leveling Vocabulary
2. Think of What It's Not

Want to Try:
1. 3-2-1 Assignment for informal tiered assessment.
2. Sing It or Rhyme It.

Ms. Martinez

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I like the idea of allowing students to read the first part of something with the intention of finding words to add to our class word list, rather than simply frontloading words based on what I think, or the curriculum thinks. I often like to involve students in future planning when applicable. Even something small like helping choose the vocab words can not only impact vocabulary but also impact classroom culture in a positive way.

Something I already use is a word wall and we revisit words regularly, like having students use any five words in a paragraph, or putting a random frame on the word wall and saying they need to use 3 words from within that frame. I do it from time to time as a Do Now for a quick little grade.
- Bober

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Strategies used: list of statements that use the word in context; revisiting words via connections to previous texts/usage; letting students choose words to explore (etymology)

Strategies to incorporate:
Singing and Rhyming
Acting Out Words
Draw It
(Kinesthetic)

Choose one strategy.
Make two attempts at charading the word.
Choose three students to guess.
Choose 2 ways to express the word.

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Something I already do- ask students to draw and act out words. Something I would like to try- from science article : I love this quote-  "Some good questions to help guide discussion might be “What would need to change to make this statement true?” and “Explain your thinking behind marking this statement as true.”

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Something I already do- ask students to draw and act out words. Something I would like to try- from science article : I love this quote-  "Some good questions to help guide discussion might be “What would need to change to make this statement true?” and “Explain your thinking behind marking this statement as true.”

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I love this idea of "what would need this to be true " as a question to ask when students are asked to make inferences about a content-specific vocabulary word or even about a character in a text.
I would try this if I asked students, "how could this character show that they are erudite? " If erudite was a vocab word and we were working on characterization... what would make it true to say that character was "erudite?"
- Laura

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I already do the "draw it" exercise.  In 8th grade, we recently finished a mini-project where students created a Visual Vocabulary Wall.  They had to summarize a vocabulary term and include pictures to enhance their understanding.  I've also been trying to have students make doodles when they take notes. They doodle all the time, just not when I ask them to.

I would like to try the "pick 3" and the "Think of what it's not."

Mr. Kopp

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Practices I am already using in the classroom are exposing them to the new concept through videos or demos before they practice the actual vocabulary terms and launching full class discussion. A lot of discussion with prompting questions to encourage critical thinking. Mosa Mack assists with that as the concept is presented first as a discovery with connection to a previous unit and vocabulary interactives come later.

A practice I would like to incorporate into my classroom is use of art work or more hands on practice of the vocabulary terms. For example students using hot plates to witness evaporation in action. - Santana

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Full class discussions are already being used in the classroom as well as small group discussions (Share with a partner or someone at your table)

Id like to incorporate drawing when teaching vocabulary.

-Tavormina