Word

Word Family

Rationale

Material

Habitation,
habitational,
habitations,
habitats

Type of
Word
Tier 2,
contentspecific,
Latin origin
(to
have/hold)

habitat

Most
students
would not
know this
word. While
it is specific
to life
science
content,
understandin
g of it is
central to
building
further
understandin
gs in the
future (ie
animal
adaptations,
etc)

Sheltered,
shelterer,
shelterers,
sheltering,
shelterless,
shelters,

Tier 2,
generalacademic,
Old English
origin
(shield)

Most
students
would not
know this
word. It is
used in this
material as a
contentspecific
word, but
understandin
g of the word
would allow
use of it in
other
contexts and
content.

Handboo
k of Forest
Floor
Animals
by Marco
Bravo and
Kimi
Hosoume.
Seeds of
Science,
Roots of
Reading.
This book
is used as
a read-aloud and
as a
research
resource
when
learning
of forest
floor
habitats.
See above

shelter

protect

adaptation

protected,
protecting,
protection,
protectional,
protectionism,
protectionist,
protectionists,
protections,
protective,
protectively,
protectiveness
, protector,
protectoral,
protectorate,
protectorates,
protectories,
protectors,
protectory,
protectress,
protectresses,
protects,
overprotect,
unprotect
adaptabilities,
adaptability,
adaptable,
adaptableness,
adaptably,
adaptation,
adaptations,
adapted,
adapter,
adapters,
adapting,
adaption,
adaptions,
adaptive,
adaptively,
adaptiveness,
adaptivity,
adaptor,
adaptors,
adapts,

Tier 2,
generalacademic,
high
frequency,
Latin origin
(to cover)

Most
students
would not be
able to use
this word.
Some
students
would
recognize it.
It is a high
utility
academic
word used
across
contents.

See above

Tier 2,
generalacademic,
less
frequent
(Sublist 7 in
AWL), Latin
origin

Most
See above
students
would not be
able to use
this word.
Some
students
would
recognize it.
It, or a
variation of it
in its word
family, is a
high utility
academic
word used
across
contents.

predator

predate,
predated,
predates,
predating,
predation,
predations,
predator,
predatorial,
predatorily,
predatoriness,
predators,
predatory,

Tier 2,
contentspecific,
Latin origin
(to plunder)

structure

structural,
structuralism,
structuralist,
structurally,
structure,
structured,
structurer,
structures,
structuring,

Tier 2,
generalacademic,
high
frequency
(sublist 1 in
AWL), Latin
and late
Middle
English
origin (to
put
together)

exoskeleto
n

Exoskeletons,
skeleton

Tier 3,
contentspecific,
Greek origin
(out +
mummy/dry
)

Most
See above
students
would not
know this
word. While
it is contentspecific,
knowledge
of this word
allows
students to
build a
deeper
understandin
g of the
content.
Predator
can also be
used in
metaphor.
Most
See above
students
would not be
able to use
this word.
Some
students
would
recognize it.
It is a high
utility
academic
word used
across
contents.
Most
See above
students
would not
know this
word. It is
low
frequency
but
important to
support
content

understandin
g.
Segment

segmental,
segmentally,
segmentary,
segmentation,
segmentations
,
segmentectom
ies,
segmentectom
y, segmented,
segmenter,
segmenting,
segments,

Tier 2,
generalacademic,
Latin origin
(to cut)

nutrient

Nutrients,
nutritious,
nutrition,
nourish

Tier 2,
contentspecific,
Latin origin
(to feed)

decompos
er

decomposabilit
y,
decomposable,
decompose,
decomposed,
decomposer,
decomposers,
decomposes,
decomposing,
decomposition

Tier 3,
contentspecific,
French/Middl
e English
origin

Most
See above
students
would not be
able to use
this word.
Some
students
would
recognize it.
It is a high
utility
academic
word used
across
contents.
Most
See above
students
would not
know this
word. It is
used in this
material as a
contentspecific
word, but
understandin
g of the word
would allow
use of it in
other
contexts and
content.
Most
See above
students
would not
know this
word. It is
low
frequency
but
important to
support

,
decomposition
s,

content
understandin
g.
Application Assignment Week 4
Jenny Johnson-Blanchard

I chose these words from a read-a-loud text we will use for our life
sciences unit. Because I am administering the WIDA ACCESS and not
instructing for the next few weeks, I was unable to assess what
students know. I would likely use the modified fist to five
vocabulary/knowledge rating method illustrated in the NBSS reading.
My first grade ELs are very low in writing and reading in English so I
would most likely not employ one of the written self-evaluation
methods.