Vocabulary refers to the words children need to know to comprehend and communicate.

Oral vocabulary are the words children recognise or use in listening and speaking, this area is a precursor to reading vocabulary.

Reading vocabulary are the words children recognise or use in reading and writing. 

Acquiring and using words in oral and written contexts is a life-long process that begins critically during the early years. It plays an important role both in learning to read and in comprehending texts. If students know the meaning of a word, they are far more likely to be able to read it and make meaning of it within the context of the text.

Children learn the meanings of many words through everyday experiences, however, explicit instruction helps students learn difficult words that represent complex concepts or are not a part of everyday experiences.

An important part of vocabulary instruction is choosing appropriate words to teach.

• Tier one words are familiar, everyday words that are not conceptually difficult (e.g. cat, happy, baby). These words are often learned through everyday experiences.

• Tier two words are more complex but are used regularly across a variety of contexts (e.g. coincidence, admire, portable). These words should be taught directly with priority given to words that students will have many opportunities to use.

• Tier three words are used less frequently in everyday conversation but are essential to engage fully with specific topics. These words should be taught when a specific lesson requires knowledge of the word and underlying concept.

As part of the professional learning, staff are using data to form small groups with specific vocabulary focuses. These groups will run during the writing session to support students vocabulary development.