Source: https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-literacy-in-science-for-teachers-seneca-certified/2-1-2-word-tiers [Revision notes](https://senecalearning.com/en-gb/revision-notes.md) › [Teacher CPD](https://senecalearning.com/en-gb/revision-notes/teacher-cpd.md) › [CPD: Literacy in Science for Teachers - Seneca Certified](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-literacy-in-science-for-teachers-seneca-certified.md) › Word Tiers # Word Tiers CPD: Literacy in Science for Teachers (by Amanda Fleck), topic 2.1.2 ## Tiers of Vocabulary In their three-tiered model of vocabulary development, Beck, McKeown, and Kucan (2013) classify words in tiers. ### Tiers ![Tiers](https://image-v2.cdn.app.senecalearning.com/2019-07/39577b78-ec3b-4d61-98ea-1ede0e4ba4de/numbers-1990109_1920.jpg) - Tier 1: common, everyday words that most children enter school knowing already. - E.g. apple, bird, mouse, shoe. - Tier 2: high-frequency words that are used across the different subject areas and are important for students to know and understand. - E.g. evaluate, yield, limiting. - Tier 3: subject-specific vocabulary. The words that are often defined in textbooks or glossaries. - E.g. electromagnetism, endothermic, chloroplast. ### Science-specific examples ![Science-specific examples](https://image-v2.cdn.app.senecalearning.com/courseImages/biology/Edexcel/1%20Cells/egg_cell.jpg) - Cell structure and function are usually taught in two to three lessons in Year 7 science. Consider the key terms used: - cell, cell surface membrane, cell wall (cellulose), chlorophyll, chloroplast, cytoplasm, mitochondria (respiration), nucleus and vacuole. - Students have to recognise the structures listed, be able to name them and understand the functions of the structures within a cell. ### More science-specific examples ![More science-specific examples](https://image-v2.cdn.app.senecalearning.com/2019-06/2eb4aa45-a450-4cd1-bdfc-b48f19760c26/3-three-number-.jpg) - This vocabulary is known as tier 3 vocabulary, low-frequency domain-specific words. - The number of keywords related to science is vast, for example in a published resource for the GCSE topic of photosynthesis there are 68 science-specific keywords. ### Tier 1/3 vocabulary ![Tier 1/3 vocabulary](https://image-v2.cdn.app.senecalearning.com/2018-09/a19a317e-7bee-47e8-b092-e270d829d995/number-13-.jpg) - Consider the word **tissue**. In biology, it defines a group of similar cells working together for a specific function. In this case, it is an example of tier 3 vocabulary, a domain-specific word. - However, the vast majority of Year 7 students will be familiar with the everyday meaning of **tissue**: a thin piece of a paper-like material that you blow your nose on. In this case, it is a tier 1 word. - This is an example of how confusion in science can arise due to the scientific meaning of words being different from their everyday meaning. ### Tier 2 vocabulary ![Tier 2 vocabulary](https://image-v2.cdn.app.senecalearning.com/2018-11/e74981c0-3bec-4d09-804f-30eaebb6775d/2-two-number-.jpg) - If a student does not have secure knowledge and understanding of tier 2 vocabulary, reading scientific text or assessment materials can be challenging. To read text effectively it is said that students must know 95% of the vocabulary in the text. - Tier 2 words can be problematic for students if there is not a clear understanding of the word. ### Examples ![Examples](https://image-v2.cdn.app.senecalearning.com/2019-05/da613fca-2ee2-4497-a7f4-84b2c1ac4352/example-.jpg) - Examples of words in a GCSE chemistry 2018 exam paper: - Tier 2: give, define, describe, determine, estimate, suggest, calculate, evaluate, explain, balanced, refuel, compared, experimental, trends, associated, limiting, yield, batch. - Tier 3: acids, ions, formula, compounds, protons, neutrons, electrons, atom, transition metal, electrode, alkaline, isotopes, endothermic, electrolysis, gas, oxidation. ## Taxonomy of Science Words Communicating effectively in science requires vast knowledge and understanding of science-specific keywords. ### Classification ![Classification](https://image-v2.cdn.app.senecalearning.com/2019-02/24a7145a-9741-45d7-9922-568a88aede80/steps-1081909_960_720.jpg) - Wellington & Osborne (2001) classify science-specific vocabulary using the following classification: - Level 1: naming words e.g. vertebrae, conical flask, oxygen. - Level 2: process words e.g. combustion, evolution, osmosis. - Level 3: concept words e.g. work, energy, pressure. - Level 4: mathematical words and symbols. ### Linking words for understanding ![Linking words for understanding](https://image-v2.cdn.app.senecalearning.com/2018-09/ec45b3a7-76a7-4149-8400-c8e18cc3ca24/mindmap-plan-planning-.png) - However, ensuring students can understand the vocabulary does not fully allow students to embed scientific concepts. - For students to ‘learn’ the science, they have to think deeply about how the key terms are conceptually linked. - For example: - **oxygen** is linked to **photosynthesis** because it is a waste product of the latter. - **glucose** is linked to **respiration** because it is broken down into CO2 and H2O. ### Strategies ![Strategies](https://image-v2.cdn.app.senecalearning.com/2018-09/e4dc28ad-27f8-4c91-8820-1dc5aed3fbcc/teach-teacher-learn-.jpg) - Strategies to teach unfamiliar scientific vocabulary: - Say the word to students using their correct pronunciation. - Write it on the board – it is vital to write it out clearly and ask students to write the word larger than usual and leave plenty of space around it. - Break the word down into its parts – you can use different colours of pens for this. - Repeat the word one more time emphasising the different parts of the word. ### Strategies ![Strategies](https://image-v2.cdn.app.senecalearning.com/2018-03/52ff45bc-f284-40bc-a16f-5e2904b2aa9f/shutterstock_309239105.jpg) - Strategies to teach unfamiliar scientific vocabulary: - Discuss the etymology of the word. It is useful if you can link the word to everyday language that the students are familiar with. - State an example sentence using the word and get students to write their own sentences using the new words learned. - Regularly reinforce the new vocabulary by revisiting using a variety of word games, bingo, hot seat, dominoes and spelling tests. ## Test yourself on Word Tiers - To which tier do these words belong? **legislature, circumference, aorta, isosceles**. - To which tier do these words belong? **dog, happy, ear, play**. - Wellington & Osborne (2001)'s classification of science-specific vocabulary. - How do Wellington and Osborne (2001) classify the following words? **vertebrae, oxygen** - How do Wellington and Osborne (2001) classify the following words? **combustion, evolution, osmosis** [Practise this topic for free](https://app.senecalearning.com/classroom/course/28e73a94-15be-44ba-b967-d3fb671c12fc/section/0b31ebb9-04b4-4523-882b-d560c6301faa/session) - Previous topic: [2.1.1 Scientific Vocabulary](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-literacy-in-science-for-teachers-seneca-certified/2-1-1-scientific-vocabulary.md) - Next topic: [3.1.1 Reading in Science](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-literacy-in-science-for-teachers-seneca-certified/3-1-1-reading-in-science.md) ## CPD: Literacy in Science for Teachers (by Amanda Fleck) contents ### 1 Why Literacy Matters in Science Education? - 1.1 Why Literacy Matters in Science Education? - [1.1.1 Why Literacy Matters in Science Education?](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-literacy-in-science-for-teachers-seneca-certified/1-1-1-why-literacy-matters-in-science-education.md) ### 2 The Language of Science - 2.1 The Language of Science - [2.1.1 Scientific Vocabulary](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-literacy-in-science-for-teachers-seneca-certified/2-1-1-scientific-vocabulary.md) - [2.1.2 Word Tiers](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-literacy-in-science-for-teachers-seneca-certified/2-1-2-word-tiers.md) ### 3 Reading in Science - 3.1 Reading in Science - [3.1.1 Reading in Science](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-literacy-in-science-for-teachers-seneca-certified/3-1-1-reading-in-science.md) - [3.1.2 Scientific Texts](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-literacy-in-science-for-teachers-seneca-certified/3-1-2-scientific-texts.md) ### 4 Writing in Science - 4.1 Writing in Science - [4.1.1 Writing in Science](https://senecalearning.com/en-gb/revision-notes/teacher-cpd/cpd-literacy-in-science-for-teachers-seneca-certified/4-1-1-writing-in-science.md)