Tier 2 and 3 spelling and vocabulary words are critical for academic development in Years 3 and 4, so what are they, and where can I find them?
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Looking for word lists to ensure your child’s spelling is at the right level? You’ve come to the right place. Below, you’ll find free downloadable word lists for Year 3 and 4 English. Moreover, read the full article on the NSW and Victoria Junior School Curriculum to find out exactly what you can be doing to improve your child’s Year 3 and 4 spelling!
The NSW English Syllabus identifies eight focus areas for Stage 2 (Year 3 and 4) English, while Victoria identifies three. But, if you take a closer look, you’ll find almost all of them are directly related to vocabulary. In Year 3 and 4, it is expected that your child can read, spell, pronounce, understand, and (most importantly) use a large range of complex words. While a lot of language is learned implicitly through everyday conversation, the focus in Year 3 and 4 spelling is on words that have multiple uses, as well as uncommon words. The Department of Education calls these Tier 2 and Tier 3 words.
While Tier 1 words make up your basic vocabulary (e.g. run, sad, play), Tier 2 and 3 words are where things get complicated. Like Tier 1, Tier 2 words still appear in everyday conversation, but they often have multiple meanings (for example, the word “date” can refer to the day of the month, or the sweet tropical fruit). Finally, there are your Tier 3 words. These words are much less common and often context-specific. These are the kind of words you might come across in a novel, essay, textbook, or scientific article (think economics, satire or isotope).
When trying to enhance your child’s understanding of Tier 2 and 3 words, word lists can be a good place to start. Lucky for you, a bunch of top quality ones happen to be just one click away! Below you’ll find a collection of free downloadable Tier 2 and 3 word lists. Each list not only includes ten important words and their definitions, but also examples of sentences including these words. That way, your child can easily see when and how their vocabulary words are actually used (neat, right?).
Download your Year 3 Word Lists
Boost your child's Stage 2 Spelling and Vocabulary Skills.
To begin, it is recommended that you set aside thirty minutes to sit with your child and go through the words together. Then, give your child some time over the following week to study the word list independently. When it’s quiz time, simply read each word aloud to your child before giving them a moment to spell and define it on the worksheet provided (note: their definition doesn’t have to be precise, as long as it captures the general meaning of the word). At the end of the quiz, return the word list to your child so they can mark their work and correct any errors. It is really important you let them do this themselves; self-correction is a fantastic tool for improving spelling! Finally, double check their work. Their final score should be out of twenty, one mark for every correct spelling, and one mark for every correct definition!
Download your Year 4 Word Lists
Boost your child's Stage 2 Spelling and Vocabulary Skills.
To make the quiz more engaging, consider asking your child to include each word in a sentence, or to explain what each word means aloud. This can make the task more fun and interactive for the both of you. While the worksheet includes a space for your child to write the definition of each word, we encourage you to make the quiz as conversational as possible.
If you both happen to get stuck on a particular word (don’t worry, it happens to the best of us!), here’s a handy little trick: Simply type “Define [insert word here]” into google. The first result will be an Oxford Dictionary definition of the word. This entry will include its meaning, correct usage, and a dropdown list of synonyms. Not only that, but if you click the speaker icon, you can listen to how the word is pronounced as well! Just be wary of homonyms; some words have multiple definitions!
While word lists remain a fantastic resource for improving your child’s Year 3 and 4 spelling and vocabulary, they aren’t necessarily designed to engage your child’s comprehension or critical thinking skills.
Warning! Knowing the spelling and definition of a word doesn’t guarantee you know when or how to use it.
Accordingly, Year 3 and 4 students are expected to engage with words on a more complex level. Core components of both the NSW and Victorian Curriculum require students to not only understand and respond to literature, but compose writing of their own. So while knowing a lot of Tier 2 and 3 words is great, knowing where and how to use these words is just as crucial. This distinction is exactly what NAPLAN is designed to test, and will remain the focus of your child’s English studies up until Year 12.
So how can you make sure your child’s critical literacy is up to speed?
The Year 3 and 4 English Syllabus places great emphasis on examining the different ways words can be used. It even outlines very specific questions children at this stage of learning should be asking when they come across new words. Lucky for you, we’ve synthesised these into a handy little three-step framework you and your child can use to begin analysing Tier 2 and 3 words.
When you see an adjective (or describing word), a great first question to ask yourself is if it is being used objectively or subjectively. If something is objective, it means it is scientifically true or factual. An objective truth is not based on feelings or opinion.
Example: The earth is a round planet.
Here, the word “round” is being used objectively. The earth is spherical, and that is true, no matter what. It is a factual, scientific observation, uninfluenced by feelings or personal opinion.
Objective words can give your child’s writing credibility, and are helpful when composing persuasive and informative pieces. They are often found in facts and statistics!
However, if something is subjective, it means it is based on opinion. A subjective word is the direct product of someone’s individual thoughts and feelings, so different people will use different subjective words, based on their unique perspectives.
Example: The earth is a beautiful planet.
Here, the word “beautiful” is being used subjectively. While earth is factually round, different people have different feelings about whether the earth looks beautiful. While people might have vastly different opinions on this, they are all valid, and none of them are necessarily “wrong”. Someone who loves the colour blue might think the earth is the MOST beautiful planet in the solar system. On the other hand, someone who’s favourite colour is red might prefer the look of mars.
Subjective words can highlight how the speaker uniquely thinks, feels, or sees the world. They give personal insight and emotional depth to a piece, and are helpful when composing persuasive and creative pieces.
The subjective words we choose often reflect who we are more than the things we are detailing. For example, if an artist discovers a tree branch obstructing their path, they might focus on the intricate patterns carved into the bark. When describing the branch to a friend later that day, they might call it gorgeous. On the other hand, an ER surgeon might stumble across the same branch and immediately see it as a tripping hazard. In discussion with their colleagues, they might opt for a more negative word like sharp or dangerous.
Ultimately, while Year 3 and 4 spelling lists are helpful, they don’t cover everything. When the time comes to compose a NAPLAN or HSC imaginative response, knowing how to manipulate subjective words will be crucial. Will the protagonist of your child’s story describe their campfire as bright and warm, or blinding and scorching? Careful! There’s a difference.
Another useful question you can ask when analysing a word is if it is being used literally or figuratively. If a word is literal, it is being used in its most basic sense, without exaggeration or metaphor. Basically, if something is literal, it means EXACTLY what it says.
Example: The tree was on fire.
Here, the word “fire” is being used literally; we are supposed to believe that the tree is actually burning. The writing speaks for itself.
However, if a word is used figuratively, it means the writer hasn’t used it with the original definition in mind. Instead, they are actually trying to say something a bit more abstract.
Example: Bimansa just hit three baseballs in a row! She’s on fire!
Here, the word “fire” is being used figuratively; we aren’t supposed to believe Bimansa is actually on fire. Rather, in this case, being “on fire” is a metaphor that suggests Bimansa is performing really well in baseball. In this case, we ignore the original definition of the word, and instead focus on the more abstract (or figurative) meaning!
Knowing the difference between figurative and literal language is fundamental. From Year 3 to the HSC, your child’s performance in English will revolve around understanding figurative language. It will crop up in virtually every text they it read, and they will be expected to use it in their own writing as well.
Clearly, while Year 3 and 4 spelling lists are great, they can’t teach your child everything. So, what will happen the next time you bring up “the elephant in the room” with your child? Will they search their cupboard for a massive tusked beast? Or will they think figuratively, and realise you’re probably talking about the fact that they haven’t made their bed in four days…?
3. Low modality VS High modality
The final distinction the Stage 2 English Syllabus makes is between low modality or high modality. Essentially, modality refers to the degree of certainty or intensity with which something is said. A low modal statement is uncertain, weak, and/or apathetic. Conversely, a high modal statement is certain, strong, and/or impassioned.
Let’s have a go at writing the a statement in low modality:
Example: Maybe you should get ice-cream.
Here, low modal words like “maybe” and “should” make this statement appear less certain. But what happens if we up the modality?
Example: You must get ice-cream.
Here, the high modal word “must” gives the statement greater certainty and authority. It transforms the statement from a suggestion into a command. While the bold words above are all examples of what we call auxiliary verbs, even nouns and adjectives make use of modality. Consider the difference in power between the words “damp” and “drenched”, “unkind” and “ruthless”, or “option” and “requirement”. While we don’t always notice, each of us uses modality every single day.
Understanding how low and high modal words contribute to the overall intensity, authority, and tone of a sentence is crucial. In NAPLAN (and indeed into the HSC), your child will be assessed on their persuasive writing. This is a form that demands a mastery of high modal language. Just make sure your child knows when high modality should (and shouldn’t) be used. “Mother, you MUST pass the butter!” just doesn’t have the same ring to it…
Overall, one thing is clear: Stage 2 English is a big step up. The NSW and Victorian Curriculum demand Year 3 and 4 students to move above and beyond the traditional “word list”. Instead, the syllabus requires students to begin asking bigger questions of the words they encounter. What makes a statement a suggestion or a command? How do you tell the difference between an opinion and a fact? Can words have deeper meanings that are separate from their normal definitions? What does someone’s choice of words tell us about who they are as a person?
While it can be overwhelming when educators throw around big words like “figurative” and “modality”, students are encouraged to start small.
To begin, make sure your child is reading widely, and most importantly, reading things that they enjoy (check out Matrix’s list of the top 10 books for Year 3 and 4 students!). If your child is a difficult reader, consider starting them on a chapter book with pictures, or a graphic novel. Encourage your child to use a pencil to underline any words they don’t understand. These words can then be looked up at the end of each chapter, or even included in a personalised word list!
Speaking of, a word list once a week can go a long way. But remember! Recent findings in psychology and neuroscience suggest that rewarding effort and perseverance is more important than rewarding good grades. So, if you really want to see real improvement, make sure your child knows you are proud of the work they are putting into improving their literacy, no matter their weekly results!
Finally, it is worth noting that a thousand word lists are no substitute for reading. While it can be tempting to focus on Year 3 and 4 spelling worksheets as the primary metric for your child’s academic development, these resources offer a narrow picture. In truth, it’s students who love stories and enjoy discussing books that become the most successful English scholars. So, if you really want to give your child’s literacy a boost, check out our free Ultimate Reading Guide. Therein, you’ll find expert tips on how to nurture your child’s love of reading. And of course, when you see a high modal word, or hear a phrase that uses a word figuratively, talk to your child about it. Before long, they’ll be joining in!
Written by Jacques Nieuwoudt
© Matrix Education and www.matrix.edu.au, 2023. Unauthorised use and/or duplication of this material without express and written permission from this site’s author and/or owner is strictly prohibited. Excerpts and links may be used, provided that full and clear credit is given to Matrix Education and www.matrix.edu.au with appropriate and specific direction to the original content.
