A Framework for Middle and High School Social Studies
Chapter 3. Vocabulary Development
Why Teach Vocabulary Development?
Effective vocabulary instruction is critical for increasing students’ academic achievement.
Educational researchers have shown for years that vocabulary knowledge plays a significant
role in reading comprehension. Robert Marzano also notes the importance of vocabulary
development for building background knowledge, and thereby increasing students’
opportunities to learn new concepts. This is especially important for social studies, as 55
percent of students’ academic vocabulary comes from social studies disciplines: history,
geography, government and economics. Although wide reading increases students’ vocabulary
significantly, direct and explicit instruction in vocabulary is also an important component of
learning vocabulary.
What are the Vocabulary Tiers?
Tier 1 words are basic, common words that most students know from everyday conversation.
These are high-frequency terms and do not typically have multiple meanings.
Tier 2 words are high-frequency terms that occur across multiple content area/school subjects.
The Common Core State Standards refers to these as “general academic words.” These words
typically have multiple meanings and important for reading comprehension of informational
texts. Tier two words are important words for direct instruction.
Tier 3 words are “domain specific;” meaning they apply to a specific content area/school
subject. These words are critical to understanding key social studies concepts. It is important
for Tier 3 words not to be separated from their context.
Table 1A. Three Tiers of Vocabulary Examples
Tier 1 – Common
Words
Tier 2 – General
Academic Words
Tier 3 – Social Studies
Domain Specific Words
book
car
color
house
number
run
sad
school
street
tall
analysis
decline
defend
emerge
evaluate
function
impact
perspectives
priority
structure
appeasement
colonization
cultural diffusion
democracy
economics
environment
federalism
feudalism
imperialism
primary source
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A Framework for Middle and High School Social Studies
What Strategies Are Effective for Vocabulary Development?
Vocabulary development strategies must go beyond traditional methods of looking up
dictionary definitions, flash card drills, fill-in-the-blank worksheets, and weekly vocabulary
quizzes. In Building Background Knowledge for Academic Achievement, Marzano details a
six-step process for building students’ academic vocabulary. Steps 1-3 are used to introduce
new term to students. Steps 4-6 are designed for students to review these terms.23
1. Provide a description, explanation, or example of the new term. Student-friendly
descriptions, explanations and examples are more effective than dictionary definitions.
Teachers should connect terms to something familiar with students. Teachers can use
stories, videos, or pictures that illustrate the terms.
2. Ask students to restate the description, explanation, or example in their own words. It is
important that students use their own words instead of just copying what the teacher
has said.
3. Ask students to construct a picture, symbol, or graphic representing the term or phrase.
Pictures, symbols, and graphic representations require students to process information
in non-linguistic ways. Pictowords can be used to illustrate challenging social studies
concepts.
Table 3B. Pictoword Examples
Tier 2 – General Academic
Words
Tier 3 – Social Studies Domain Specific
Words
Marzano, Robert J., Building Background Knowledge for Academic Achievement. (Alexandria, VA: Association
for Supervision and Curriculum Development, 2004), 91-103
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A Framework for Middle and High School Social Studies
4. Engage students periodically in activities that help them add to their knowledge of the
terms in their notebook. Students can compare and contrast terms, classify terms,
identify antonyms and synonyms, and create analogies and metaphors using the terms.
5. Periodically ask students to discuss the terms with one another. Students can work in
pairs or small groups to share their descriptions or pictures, compare points of
agreement or disagreement, and share new ideas about the terms.
6. Involve students periodically in games that allow them to play with terms. Word games
can increase student engagement and provide students with multiple exposures to
terms.
Table 3C. Word Activities and Games for Steps 5 and 6
Activity Title
Vocabulary Cubes
Concept Sort
Pictionary
Password
Taboo
Scattergories
Description
Select a set of words from the word wall and place them on the board.
Students take turns rolling the cube and responding to the questions on
the cube: 1) How does this term relate to you? 2) How does this term
relate to social studies? 3) How would you teach this term to someone
else? 3) What are some synonyms? 4) What are some antonyms? 5)
What pictures or symbols help you remember the meaning of this
term? 6) What clues in the term help you remember the meaning?
Place notecards with vocabulary terms from a unit in an envelope.
Working in pairs, students take turn takes pulling out a card and giving
their description or explanation. As each card is pulled, students
identify what the term has in common with the previous terms. At the
end, students create word clusters and assign titles to each cluster.
Place notecards with vocabulary terms in a hat. Divide into two teams.
Teams alternate pulling terms from a hat. The drawer creates pictures
that represent the term. The pictures cannot contain any numbers or
letters. Teammates try to guess the term the drawing represents.
Place notecards with vocabulary terms in an envelope. Groups of four
students divided into pairs. The facilitator selects a card and show to
one student in each pair. The partner who knows the term gives a one
word clue. The other partner then offers one guess on the term. Game
play alternates between the two teams.
Create a set of notecards with vocabulary terms. On each card, write a
list of five words or phrases that are closely related (“taboo” words) to
the vocabulary term. Similar to Password, one partner in a pair
provides clues to the other partner. In addition to the key term, the
clue provider cannot use the additional “taboo” words on the cards.
Create a slide presentation with one category at the top of each slide.
For each category, assign a specific letter of the alphabet. As a slide is
displayed, students list vocabulary terms related to the category that
start with the assigned letter.
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A Framework for Middle and High School Social Studies
Marzano also recommends the use of student vocabulary notebooks. Students can use
vocabulary notebooks to record their descriptions from Step 2 and their pictures or symbols
from Step 3. In Step 4, students can add additional information to their notebooks as they
review, discuss, and extend their understanding. The vocabulary organizers below can be used
in conjunction with vocabulary notebooks.
In Words, Words, Words, Janet Allen discusses the importance of using Word Walls for
vocabulary development. When introducing concept-related words or topical categories, the
words should be posted so that students can see them and use them in their discussions and
writing. 24 Word walls should not be a static room decoration. They can be utilized regularly as
part of the six-step process above. Word walls should also be updated with each unit. Terms
that have been mastered can be retired to a shoe box.
Sarah Brown Wessling uses Vocabulary Paint Chips. The strategy involves using paint strips or
chips from the hardware store. Teachers write a vocabulary word on one color of the strip, then
write different “versions” of the word on the other colors, and finally, put synonyms on one of
the colors. For example, one paint chip may include illuminate, illumination, illuminating, and
the synonyms enlighten and brighten. In this teacher's class, every time a student uses one of
the paint chip words in their writing, they can add a sticker to a chart.25
Table 3D. Sample Social Studies Vocabulary Paint Chips
revolution
colony
monarch
revolution
colony
monarch
social revolution
colonization
monarchy
economic revolution
colonizer
absolute monarch
political revolution
colonized
limited monarch
radical
subject state
emperor
Allen, Janet, Words, Words, Words: Teaching Vocabulary in Grades 4-12. (Portland, Maine: Stenhouse
Publishers, 2006.), 70-71.
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Learn more about this strategy from the video here: www.teachingchannel.org/videos/build-studentvocabulary.
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A Framework for Middle and High School Social Studies
What Tools Can Teachers Use for Vocabulary Development?
Graphic Organizer 3A. Frayer Model
Definition or Explanation in Your
Own Words
Characteristics
Term
Examples
Non-Examples
Graphic Organizer 3B. Word Map
Definition in Your Words or
Synonyms
Antonyms
Term
Use It Meaningfully
in a Sentence
Draw a Picture
or Symbol
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A Framework for Middle and High School Social Studies
Graphic Organizer 3C. Concept Map
What are some examples?
What is the Meaning?
Concept
What is it like?
Graphic Organizer 3D. Concept Map – Connections
Context: I will find this concept…
World: I will connect
this concept to…
Self: I will remember
this concept by…
Concept
Description or Explanation
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A Framework for Middle and High School Social Studies
What Resources Are Available for Vocabulary Development?
Publications
Allen, Janet, Words, Words, Words: Teaching Vocabulary in Grades 4-12. Portland, Maine:
Stenhouse Publishers, 2006.
Marzano, Robert J., Building Background Knowledge for Academic Achievement. Alexandria,
VA: Association for Supervision and Curriculum Development, 2004.
Marzano, Robert J. and Lindsay Carleton, Vocabulary Games for the Classroom, Marzano
Research Laboratory, 2010.
Dugan, Christine, Strategies for Building Academic Vocabulary in Social Studies. Huntington
Beach, CA: Shell Education, 2010.
Websites
EdGames, http://people.uncw.edu/ertzbergerj/ppt_games.html
FM Teaching Ideas Vocabulary Game Blank Templates,
http://wiki.fms.k12.nm.us/groups/middleschoolteachingideas/wiki/94d30/Vocabulary_Game
s_Blank_Templates.html
Reading Quest, http://readingquest.org/strat/
Teaching Channel, https://www.teachingchannel.org/videos?q=vocabulary
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