What Is Academic Vocabulary? Understanding Tier 2 vs. Tier 3 Words in the Classroom

Students can talk all day long. They can tell you about their weekend, explain a game strategy, or argue passionately about which lunch is the worst.

But hand them a direction that says:

Analyze the author’s claim.
Compare the two strategies.
Justify your reasoning.

And suddenly… they freeze.

It’s not always a content issue. It’s often a language issue.

That gap is academic vocabulary.

What Is Academic Vocabulary?

Academic vocabulary is the language of school.

These are the words students hear in:

• Directions
• Assignments
• Discussions
• Assessments
• Standards

They are not typically part of everyday conversation. Students don’t casually use words like evaluate, generate, infer, or outline at recess.

But they are expected to understand and apply those words constantly in the classroom.

Some people refer to this as “testing vocabulary”, but that’s only part of the picture. Standardized assessments use academic language, yes… but so do daily lessons, rubrics, and learning targets.

If students don’t understand the language of school, they struggle to demonstrate what they actually know.

Tier 2 vs. Tier 3 Vocabulary: What’s the Difference?

When we talk about academic vocabulary, we often reference Tier 2 and Tier 3 words.

Understanding the difference matters.

Tier 2 Vocabulary

Tier 2 words are general academic words used across subject areas.

Examples:

• Analyze
• Generate
• Compare
• Infer
• Justify

These words appear in ELA, math, science, and social studies. They are high-utility, cross-curricular terms that drive higher-level thinking.

Tier 2 words are often the biggest barrier to comprehension because they show up everywhere.

Tier 3 Vocabulary

Tier 3 words are content-specific.

Examples:

• Photosynthesis
• Physical properties
• Isosceles triangle
• Reconstruction

These words are tied to a specific subject or unit of study. They are typically taught during direct content instruction.

Both tiers are important.

But Tier 2 words often go untaught because they don’t “belong” to one content area. And when those words are misunderstood, students struggle across all subjects.

How Academic Vocabulary Connects to Standards

Take a close look at any set of standards, and you’ll see it immediately.

The verbs tell students what they must do.

• Analyze
• Explain
• Summarize
• Compare
• Evaluate

If students don’t fully understand those verbs, they can’t demonstrate mastery… even if they understand the content.

This is true within the Common Core State Standards and other state standards systems. Academic language is embedded directly in the expectations.

Teaching academic vocabulary is not an “extra.”

It is directly tied to helping students meet grade-level standards.

Why Explicit Instruction in Academic Language Matters

Many schools intentionally address academic vocabulary for students identified as English Language Learners.

But here’s what we see in classrooms every year:

There are many non-ELL students who struggle with the exact same language barriers.

They may:

• Misinterpret directions
• Struggle with constructed responses
• Avoid higher-level questions
• Underperform on assessments

Not because they lack understanding…

But because they lack familiarity with academic language.

All students, especially struggling learners, benefit from explicit instruction in academic vocabulary.

When we break down these words, explore their meaning deeply, and provide repeated exposure, students begin to:

• Navigate directions more confidently
• Participate more fully in discussions
• Apply higher-order thinking skills
• Perform more consistently on assessments

Academic vocabulary builds access.

And access builds confidence.

Why Depth Matters More Than Volume

Many vocabulary programs emphasize the number of new words introduced each week.

Five words.
Ten words.
Twenty words.

But surface exposure does not equal mastery.

Research consistently supports focused, repeated practice over time. When students engage deeply with a word… revisit it… apply it… and connect it to words they already know… retention improves.

Short, intentional daily practice leads to stronger long-term understanding than large weekly word lists.

When students truly know a word, they can:

• Recognize it in context
• Use it in writing
• Apply it across subject areas

That level of ownership is what we’re aiming for.

Building Academic Language With Purpose

Academic vocabulary is not just about definitions.

It’s about giving students the tools to think, respond, and demonstrate learning with clarity.

When we intentionally teach the language of school, we remove one of the biggest hidden barriers to student success.

If you’re ready for a simple, structured system that builds academic vocabulary in just 10 minutes a day, I break down the full weekly routine here.

→ The 10-Minute Daily Academic Vocabulary Routine That Actually Works