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CPS Vocabulary Pathway

 

The CPS Vocabulary Pathway has been designed by the staff at CPS with the explicit intention of ensuring equity of opportunity and provision for all our children in order for them to acquire a sufficiently rich vocabulary, enabling them to be successful and skilled readers. This will, in turn, drive their academic achievement and their increasing cultural literacy.

 

It is designed in line with the principles contained within Bringing Words to Life (Beck, et al., 2013), which uses a system of categorising words according to the frequency and utility.

 

Consequently, Tier 1 words are the most basic type, which typically appear in oral conversations, so that children are exposed to them at high frequency from a very early age. As they rarely require instruction and attention to their meanings in school, they will not feature in the CPS Vocabulary Pathway.

 

Tier 2 comprises wide-ranging words of high utility for literate language users. They are words that are more characteristic of written language and not so common in conversation. Typically, in the vast majority of cases, Tier 2 words will be introduced during English lessons, and then reinforced throughout the school day. They will also be the focus of the CPS Vocabulary Pathway.

 

Tier 3 words have a frequency of use that is quite low and often limited to specific topics and domains. The instruction around Tier 3 words will, therefore, take place within domain specific lessons. They will also be identified on the relevant Knowledge Organiser.

 

The research available emphasises the need to ‘seed the environment’ with selected words in order to maximise the children’s ability to truly understand a word’s meaning. Therefore, there is a requirement for adults working with the children at CPS to promote and accurately use rich and sophisticated language across a range of contexts – with the express aim of enabling children to convey and understand ideas and concepts. This will require a whole-school approach, and also the support and involvement of key adults in the children’s lives.

Tier 2 words used in RVI sessions 2020/21

 

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

EYFS

Scatter

Grumpy

Wait

Beneath

Stumble

Cavort

caper

Under

Breeze

Wafting

Slink

Furious

Stalking

Delicious

Huff

Wicked

Ditch

Clamp

Mischief

Rumpus

Disappointment

Delighted

 

Plonked

Flinging

Delicious

Surprise

Chasing

trekking floating whisper

dainty

 bad – tempered

insist

couple

 reluctantly scrumptious

 

Thumping

Snoozing

Enormous
Tugged

Raked

Hoed

Drift

Loom

Tangled

Complained

 

Y12

Private

Terrible

Tamed

 

Transform

Freezing

Breathtaking

Delicious

Gobble

Sneaky

 

Notorious

Unusual

Disturbed

Intriguing

Exhausted

Furious

Terrible

Scatter

Temptation

Caution

Bowed

Frolic

Radiant

Darkness

Swayed

Searched

 

Tedious

Thrilled

Vast

Memorable

 

Y3

Desolate

Bleak

Insignificant

Furious

Threatening

 

Memorable

Cease

Omit

Colossal

Cautiously

Pursue

Pounce

Fascinated

 

typical

emerge

detect

original

Dire

Meticulously

Lumbered

Ventured

 

typical

emerge

detect

original Reluctant

Abandoned

Despair

 

Grasp

Innocent

Amongst

relentlessly

 

Y4

Scarcely

Scrutinise

Reluctant

Spontaneous

Declare

Nimble

immerse

plunge

submerge

compassionate

loyal

agile

lethal

fiery

putrid

Drift

Stun

triggered

 

 

Y5

Overwhelmed

Appreciate

Anticipation

Considerate

single-minded

neglect

dedicated

remote

taut

jabbed

bleak

 

motioned

tattered

taut

Sensation

Half Hearted

Potential

Assume

Captivated

 

Y6

fade

rise

patience

 

disguise

suspicious prevent

 

 

hesitated

horrified

thunderous

 

spectacular

distinctive

irritable

thoroughly

solemn

tolerable

deceitful

Hideous

Confront

Dejected

 

Responsibility

Deterrent

vulnerable

Contemplate

Exposed

Obliged

 

 


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