Some students need additional assistance with written expression and receive more intensive, small-group instruction on how to write a cohesive book report with a beginning, middle, and end that cites text-based evidence. This occurs during Tier 3 instruction. A few students receive additional scaffolding by listening to a digital version of the book on Audible (www.audible.com) so they can hear the correct fluency and pronunciation modeled. This allows students the opportunity to access the text to answer the comprehension questions and write the book report. Students receive mini reading and writing lessons to sequence and understand the events. With guidance, they independently and collaboratively complete Rules activity sheets (www.cynthialord.com/pdf/rules_worksheets.pdf).
Mathematics Scenario
This scenario takes place in a tenth-grade geometry class. The teacher introduces geometric models of theorems and mathematics vocabulary, and students learn to solve a complex geometric theorem. However, all students in the class do not grasp the concepts at identical speeds.
During Tier 1 instruction, students receive step-by-step procedures, engage in mathematics journaling, participate in think-alouds, and have access to manipulatives. In Tier 2, some students require small-group instruction, practice circle theorem applications, and receive instruction to strengthen weaker computational skills. These students have extended opportunities to practice the geometry skills with daily progress monitoring.
In Tier 3, a few students need more assistance to identify shapes within other shapes, since they are missing essential prior knowledge with many skill gaps about chords, diameters, arcs, and congruency. Another small group of students requires enrichment activities instead of repetition. The teacher prepares materials for learning centers and invites students to cooperatively explore them. Pattern blocks, pegboards, compasses, rulers, solid 3-D shapes, and virtual manipulatives are available for additional student exploration, reinforcement, and enrichment. The teacher offers instruction in tiers, giving students time to practice, refine, and own the skills and concepts.
Conclusion
Teachers must continually synthesize and tweak the instructional routes they choose based on the data—student progress. Chapter 1 began this journey. Literacy and mathematics navigation requires inviting classroom dynamics where all students can learn in an accessible, nonthreatening environment as well as teacher expertise in delivering a multitiered system of supports. G. Rexlin Jose (2015) frames the learning conversation and guides the way as we continue to navigate the core curriculum: “Vocabulary is the gateway to knowledge that unlocks the doors of sublime ideas to the readers” (p. 7).
Chapter 2 follows with an exploration of the academic language—the core vocabulary.
CHAPTER 2
APPROACHING THE CORE VOCABULARY
Literacy involves applying reading, writing, language, and critical-thinking skills. Vocabulary, a building block of literacy, describes events, plots, people, and places. Vocabulary explains actions, expands thoughts, and increases conceptual understanding (Sprenger, 2013). Some students have more exposure to vocabulary at home than others, so the instruction at school must attend to that diversity in exposure.
Vocabulary instruction includes more than memorizing definitions.
Vocabulary instruction includes more than memorizing definitions. Providing graphical representations of words, transforming unknown vocabulary into a student’s own words, mapping, reading selections aloud, performing skits, and playing cooperative word games all exemplify ways to connect vocabulary to students. The evidence-based practices in this chapter help teachers assist their students to explore and embrace vocabulary as they read, speak, write, think, and interact with text and people.
Figure 2.1 (page 20) illustrates the structure of this chapter.
Academic Language
Vocabulary is an indispensable part of language, whether a student is a first or second language learner (Wangru, 2016). Students with different reading levels and vocabulary exposure have different starting points when they enter schools, in terms of their exposure to vocabulary. Some learners have home environments with families who read to them, and other students have fewer words spoken and limited literacy experiences. Research shows that developing vocabulary skills facilitates richer listening, speaking, and writing abilities (Jose, 2015). However, ways to effectively incorporate vocabulary instruction within a given class period often challenges teachers (Robb, Sinatra, & Eschenauer, 2014). Vocabulary navigation is therefore complex, but as this chapter shows, it is also very navigable when a teacher utilizes RTI and systematic strategies.
Figure 2.1: Plan for approaching the core vocabulary.
Identify Vocabulary for Students With and Without IEPs
Like RTI, vocabulary is divided into three tiers (Beck, McKeown, & Kucan, 2002); however, these are not related to tiers of intervention but instead, to content. Tier1 includes frequently used words, or basic vocabulary words that generally have one meaning. Tier 2 words are found across content areas with multiple meanings, and Tier 3 words are subject specific. Respectively, words such as book, happy, love, or friend would be considered Tier 1 words, while compare, justify, draft, and exemplify would be categorized as Tier 2 words. Finally, Tier 3 words would be discipline related, such as constitution, meiosis, circumference, and witticism.
Students require mastery of academic language to achieve literacy success (Soto & Calderón, 2016). This means teachers must select strategies that teach appropriate high-frequency and discipline-specific words across the curriculum, whether that text is informational or fiction. Vocabulary instruction is not incidental but must include explicit strategies that allow students to own the academic language in print and non-print conversations and interactions.
Vocabulary instruction is not incidental but must include explicit strategies.
Acquiring academic language is often difficult for students with and without identified differences, including those with IDEA disability and cultural diversity. Physically demonstrating a word or a visual can assist an English learner (EL) to better understand a word that may not even exist in his or her own language or have a multiple meaning (Colorín Colorado, 2015). Students with and without individualized education programs (IEPs), ELs, and those with varying language, literacy experiences, and acumens need to construct meanings for written and spoken words.
This knowledge is within all students’ reach when instruction faithfully uses evidence-based practices with multitiered instruction. RTI is a complex process involving (1) determining student levels and (2) selecting appropriate interventions.
Determine Student Levels
Responsive vocabulary interventions include whole-class, small-group, and individual instruction. Teachers can determine a student’s vocabulary knowledge through informal and formal written and oral measurements, inventories, and assessments of words in isolation
