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Fisher, D., & Frey, N. (2016). Improving Adolescent Literacy: Content Area Strategies at Work (4th ed.). Pearson Education.

Fisher, D., & Frey, N. (2011, February). Academic Language in the Secondary Classroom. Principal Leadership, 64-66.

Duguay, A. (2012, September). CREATE: A Comprehensive Model for Instruction of Academic Language and Literacy in the Content Areas.

Tyson, K. (2013, May 26). No Tears for Tiers: Common Core Tiered Vocabulary Made Simple [Web log post]. Retrieved September 28, 2016, from http://www.learningunlimitedllc.com/2013/05/tiered-vocabulary/

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When using tiered vocabulary instruction, it is split into three parts;
Tier 1, Tier 2, and Tier 3.

Tier 1: Tier 1 vocabulary words consist of common words that are used every day. These words are basic and very familiar to the students. Most of the words that fall into this category are learned through conversation.
Examples of Tier 1 words: book, girl, happy, run, dog

Tier 2: Tier 2 vocabulary words include high-frequency words that appear throughout all disciplines (Tyson, 2013. While these words are general, and used across all topics, they can be challenging for the students. Shift 6 is an instructional method for vocabulary that has a specific focus on Tier 2 words. This method gives students an opportunity to understand the vocabulary word, rather than simply know it.
Examples of Tier 2 words: obvious, complex, establish

Tier 3: Tier 3 vocabulary words are not frequently used, except in specific content areas. Understanding these words are essential for students when trying to understand a concept as a whole. This is similar to academic vocabulary. Without learning what the words they will be using mean, students may have a hard time understanding the information provided.
Examples of Tier 3 words: mitosis, Revolutionary War, parabola

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It is important for instruction to begin by the teacher checking for understanding of academic language. Many students often do not understand how the language in a classroom differs from the language they most commonly use (Fisher & Frey, 2011). Setting this base knowledge for the students is likely to improve their success in the classroom. "Students’ knowledge of academic language is a significant determinant of their academic success" (Duguay, 2012, pp. 2). If a teacher tries to jump into a lesson without first covering the vocabulary he/she will be using, it will be challenging for the students to grasp the information and understand the material.

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Before looking deeper into vocabulary instruction and how it is implemented, many people associate vocabulary with English, reading, or writing, when really this is not the case at all. Vocabulary should be an essential focus in all content area classrooms. With this in mind, teachers must ensure that their students are becoming actively involved in word learning, making personal connections, immersing themselves in vocabulary, and consolidating meaning through multiple information sources.  Without these skills, vocabulary instruction will not be effective. (Fisher & Frey, 2016). Looking even deeper into vocabulary, students can benefit from vocabulary instruction outside of content area classrooms as well. Including electives such as P.E. (physical education), music, or art.