## ***Practice 1 - Tier 2 Word Instruction*** Tier 2 vocabulary instruction, based on Beck, McKeown, and Kucan's tiered framework, prioritizes high-frequency academic words that appear across content areas — words like _analyze_, _perspective_, and _significant_. Teachers introduce these words in context, provide student-friendly definitions, connect them to known words, and revisit them across multiple encounters. |Pros|Cons| |---|---| |Prioritizes the most instructionally valuable words for academic success.|Choosing the right Tier 2 words requires significant teacher judgment.| |Builds academic language that transfers across subjects.|Deep word learning requires many meaningful exposures over time.| |Works naturally within read-aloud and text-based instruction.|Vocabulary growth is slow and cumulative — not visible after one lesson.| **** ## ***Practice 2 - Vocabulary Journals and Word Walls*** Students maintain vocabulary notebooks or contribute to a class word wall by recording new words with student-friendly definitions, visual representations, and example sentences. Interactive word walls are dynamic — words are added, revisited, and grouped conceptually throughout a unit. |Pros|Cons| |---|---| |Encourages student ownership of word learning.|Notebooks become rote if entries are not regularly revisited.| |Visual and spatial organization supports retention.|Word walls lose effectiveness if they become static displays.| |Personalizing entries deepens word encoding and memory.|Students with print disabilities may need accommodations for written entries.|