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Margarita Guido

SDAIE: Strategy

Explicit instruction on words and word learning strategies helps English learners students develop word consciousness so that they become more aware of words, words parts and their meanings, and new words they come across.


 * Tier 1 Basic Vocabulary**


 * Tier one ** consists of the most basic words. These words rarely require direct instruction and typically do not have multiple meanings. Sight words, nouns, verbs, adjectives, and early reading words occur at this level. Examples of tier one words are: //book, girl, sad, run, dog,// and //orange//. There about 8,000 word families in English included in tier one.


 * Tier 2 High Frequency/Multiple Meanings Vocabulary **


 * Tier two ** consists of high frequency words that occur across a variety of domains. That is, these words occur often in mature language situations such as adult conversations and literature, and therefore strongly influence speaking and reading. Following is a list of standards for tier two words:

· Important for reading comprehension · Contain multiple meanings · Used across a variety of environments (generalization) · Characteristic of mature language users · Increased descriptive vocabulary (words that  allow students to describe concepts in a detailed manner


 * Tier 2 ** words are the most important words for direct instruction because they are good indicators of a student’s progress through school. Examples of tier two words are: //masterpiece, fortunate, industrious, measure,// and //benevolent//.


 * Tier 3 Low Frequency, Context specific vocabulary **


 * Tier 3 ** consists of low-frequency words that occur in specific domains. Domains include subjects in school, hobbies, occupations, geographic regions, technology, weather, etc. We usually learn these words when a specific need arises, such as learning //amino acid// during a chemistry lesson. Examples of tier three words are: //economics, isotope, asphalt,//