The story would likely be of interest to third and fourth graders. 12) about a donkey who is under a magical spell that forces him to do the chores for a group of lazy servants. Below is the opening paragraph of a retelling of an old tale (Kohnke, 2001, p. To get an idea of the process of identifying Tier Two words, consider an example. Tier Two words are high-frequency words for mature language users - coincidence, absurd, industrious - and thus instruction in these words can add productively to an individual’s language ability. Tier Three includes words whose frequency of use is quite low, often being limited to specific domains - isotope, lathe, peninsula - and probably best learned when needed in a content area. Recall that Tier One consists of the most basic words - clock, baby, happy - rarely requiring instruction in school. In this regard, we have found our notion of tiers, as discussed in Chapter 1, to be one helpful lens through which to consider words for instructional attention. Useful wordsĪs a way to begin thinking about which words to teach, consider that words in the language have different levels of utility. Thus, the question remains: Why were the words selected? The purpose of this chapter is to consider what principles might be used for selecting words to teach. What about importance or usefulness? Are the selected words useful for writing or talking? Would the words be important to know because they appear in other texts with a high degree of frequency? Some - but not all - of the words might be considered useful or important. Familiarity does not seem to be the principle used to make the selection. Although cunning, endure, frolic, and stealthily are probably unfamiliar to most fourth graders, comfort, friendless, lonely, and soaked are probably not. Why do you think these words were selected? One obvious reason for selecting words to teach is that students do not know the words. The teacher’s edition for a fourth-grade anthology suggests teaching the following words before inviting students to read an excerpt from Charlotte’s Web (White, 1952): comfort, cunning, endure, friendless, frolic, lonely, soaked, and stealthily.
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