video1.0<iframe src="https://www.loom.com/embed/2f8db344c1d14854af6470a1eb870803" frameborder="0" width="1920" height="1440" webkitallowfullscreen mozallowfullscreen allowfullscreen></iframe>14401920Loomhttps://www.loom.com14401920https://cdn.loom.com/sessions/thumbnails/2f8db344c1d14854af6470a1eb870803-8c7dedc07ed96747.jpg722.035This Loom explains how targeted vocabulary instruction supports disciplinary literacy in secondary subjects. It draws on the EEF’s Improving Literacy in Secondary Schools, focusing especially on Recommendations 1 and 2, and notes that readers need to know about 95 to 98 percent of words on a page to infer unknown meanings, with estimates of 15,000 to 20,000 words needed to access exam questions. The session recommends explicitly teaching selected Tier 2 and Tier 3 vocabulary using Alex Quigley’s Select, Explain, Explore and Consolidate model, including “direction of travel” explanations, tools like the Freya model, and morphology to help students decode words. It concludes with suggestions to try Freya, re-sequence lessons for explanation to definition, and be more explicit about Tier 2 vocabulary.