Grade 2 - Early Asian Civilizations

viii Early Asian Civilizations: Supplemental Guide | Preface

Vocabulary Charts

Vocabulary Chart for [Title of Lesson]

Core Vocabulary words are in bold.

Multiple Meaning Word Activity word is underlined.

Vocabulary Instructional Activity words have an asterisk (*).

Suggested words to pre-teach are in italics.

Type of Words Tier 3

Domain-Specific Words

Tier 2

General Academic Words

Tier 1

Everyday-Speech Words

Understanding

Multiple Meaning

Phrases

Cognates

Vocabulary Charts at the beginning of each lesson categorize words into

three tiers, which are generally categorized as follows:

• Tier 1 words are words that are likely to appear in the basic repertoire
  of native English-speaking students—words such as city, river, and
  book.


• Tier 2 words are highly functional and frequently used general
  academic words that appear across various texts and content areas—
  words such as source, symbolizes, and observation.


• Tier 3 words are content-specific and difficult words that are crucial
  for comprehending the facts and ideas related to a particular
  subject—words such as Brahman, Diwali, and Yangtze River.
  English Language Learners and students with limited oral language skills
  may not necessarily know the meanings of all Tier 1 words, and they may
  find Tier 2 and Tier 3 words confusing and difficult to learn. Thus, explicit
  explanation of, exposure to, and practice using Tier 1, 2, and 3 words are
  essential to successful mastery of content for these students (National
  Governors Association Center for Best Practices, Council of Chief State
  School Officers 2010, 32–35).
  In addition, the Vocabulary Chart indicates whether the chosen words
  are vital to understanding the lesson (labeled Understanding); have
  multiple meanings or senses (labeled Multiple Meaning); are clusters of
  words that often appear together (labeled Phrases); or have a Spanish
  word that sounds similar and has a similar meaning (labeled Cognates).
  Words in the Vocabulary Chart were selected because they appear
  frequently in the text of the read-aloud or because they are words and
  phrases that span multiple grade levels and content areas. Teachers