We’ve gone interactive! Milestone Tool Eli asks… What has been the greatest success in your...

We’ve gone interactive!

Milestone Tool

Eli asks…What has been the greatest success

in your school with the rollout of CCLS and why?

Eli asks…What has been the frustrations or difficulties in you school with the

rollout of CCLS and why?

Eli asks…What are your plans for going

forward for the rest of the year to embed CCLS in your school?

SPEED STANDARDS

WRITING STANDARDS MADE SIMPLE

WRITING STANDARDS MADE SIMPLE1. Opinion/Argument Writing


2. Informative/Expository Writing



3. Narrative Writing




4. Produce clear writing that answers the task





5. Do the writing process






6. Use technology






6. Use technology

7. Conduct short research projects with focused questions






6. Use technology


8. Gather information from lots of sources






6. Use technology



9. Draw evidence from the sources






6. Use technology




10. Write lots/ write often/ write varied






6. Use technology




10. Write lots/ write often/ write varied

11. Make connections when you write

WCCR3Write narratives to develop real or

imagined experiences or events using effective technique, well-

chosen details, and well-structured event sequences.

Discussion and Description…

before Analysis…

before Planning.

1. Choose grade 3-5 or 6-82. Complete the data point (DP)

sheet with your team discussing how the points relate to the standard.

3. Write down what the DPs mean and what evidence you would expect to see.

1. Choose grade 3-5 or 6-82. Complete the data point (DP) sheet with

your team discussing how the points relate to the standard.

3. Write down what the DPs mean and what evidence you would expect to see.

1.Read the student writing for your grade level 5 or 8.

2.Find the evidence.3.Rank the performance. 4.Discuss your decisions with

your teams.5.How will you use this activity

back at school?

1. Read the student writing for your grade level 5 or 8.

2. Find the evidence.3. Rank the

performance. 4. Discuss your

decisions with your teams.

5. How will you use this activity back at school?

Characteristics of Effective Feedback

Wha

What comments

would you make

to the writer of

this piece of work?

After reading the article, how would you

change or revise your comments?

Looking at Student Work

What words come to mind when you think of a team

of teachers looking at student work together?

Schools are a place where independent contractors

are united by a common carpark.

-Doug Reeves

WHAT’S IT ABOUT?Looking collaboratively at student and

teacher work is a process in which teachers primarily, but also

administrators, parents, students, and members of the community, look a

student and/or teacher work with the goal of improving student learning.

HOW DOES IT HELP?

• Clarify problems• Identify evidence to support

opinions• Share perspectives• Reflect on their practice

WHAT ARE THE BENEFITS?• Everyone gains a more

comprehensive understanding of what students know and are able to do.

• It embeds professional development in teacher’s daily practices to improve student achievement

WHAT ARE THE BENEFITS?• It builds a sense of community• It fosters a culture that

collaboratively assesses the quality and rigor of teacher work

• It develops shared, public criteria to assess student work

GRAB YOUR PROTOCOL SHEET

AND JOIN A GROUP

GO AND

GET

YOUR

LUNCH!

HALF TIME

How do YOU teach vocabulary?

Brainstorm with your

colleagues for one minute.

Think about how you

presently address

vocabulary instruction

within your curriculum.

Some vocabulary practices…

Unreliable Practices Research-based PracticesAsking students, “Does

anyone know what _____ means?”

Numerous independent activities without guidance or immediate feedback

Directing students to “look it up” then use it in a sentence

Relying on context based guessing as a primary strategy

Teacher directed, explicit instruction

Provide opportunities to practice using words

Teach word meanings explicitly and systematically

Teach independent word learning strategies (i.e., contextual strategies & morphemic analysis

Vocabulary is

• Oral • Written• Expressive (speak and write)

• Receptive (see and hear)

• Direct• Indirect

Vocabulary Knowledge has a Direct Impact on Comprehension

• Children’s vocabulary as measured in PreK is directly correlated with reading comprehension in upper elementary grades (Dickinson and Tabois, 2001).

• Cunningham and Stanovich (1997) reported finding that “vocabulary as assessed in grade 1 predicts more than 30 percent of grade 11 reading comprehension.”

The Vocabulary GapGrade Average Student Bottom 25%

End of PreK 3,440 2,440

End of K 4,300 3,016

End of Grade 1 5,160 3,592

End of Grade 2 6,020 4,168

(Biemiller, 2005b)

Vocabulary GapThe vocabulary gap grows each year(Stanovich,

1986).

Beginning in the intermediate grades, the “achievement gap” between socioeconomic groups is a language gap (Hirsh, 2002).

For those students who are English Language Learners, the achievement gap is a vocabulary gap (Carlo, et al., 2004).

Actual Differences in LanguageQUANTITY OF WORDS HEARD

In a typical hour, the average child will hear:Welfare 616 words

Working Class 1,251 words

Professional 2,153 words

QUALITY OF WORDS HEARD

In a typical hour, the average child will hear:Professional 32 affirmations

& 5 prohibitions

Working Class

12 affirmations and 7 prohibitions

Welfare 5 affirmations and 11 prohibitions

So many words…

• How many words do we expect students to learn?

• How many words can students actually learn and what teaching methods are most effective?

• How can we increase student knowledge of words as well as the number of words they actually learn?

Getting Them All Engaged

• Choral Responses• Partner Responses• Written Responses• Individual Responses

“It’s not what you say or do that

ultimately matters…It is what you

get the students to do as a result

of what you said and did that

counts.”(Archer, Feldman, & Kinsella, 2008)

Vocabulary CasseroleIngredients Needed:

20 words no one has ever heard before in his life1 dictionary with very confusing definitions1 matching test to be distributed by Friday1 teacher who wants students to be quiet on Mondays copying words

Put 20 words on chalkboard. Have students copy then look up in dictionary. Make students write all the definitions. For a little spice, require that students write words in sentences. Leave alone all week. Top with a boring test on Friday.

Perishable. This casserole will be forgotten by Saturday afternoon.

Serves: No one.Adapted from When Kids Can’t Read, What Teachers

Can Do by Kylene Beers

Vocabulary TreatIngredients Needed:

5-10 great words that you really could use 1 thesaurusMarkers and chart paper1 game like Jeopardy or BINGO1 teacher who thinks learning is supposed to be fun

Mix 5 to 10 words into the classroom. Have students test each word for flavor. Toss with a thesaurus to find other words that mean the same. Write definitions on chart paper and let us draw pictures of words to remind us what they mean. Stir all week by a teacher who thinks learning is supposed to be fun. Top with a cool game on Fridays like jeopardy or BINGO to see who remembers the most.

Serves: Many

Adapted from When Kids Can’t Read, What Teachers

Can Do by Kylene Beers

So, which words do we teach?

Useful words (Tier 1): clock, baby, happy

High-frequency words (Tier 2): coincidence, absurd, industrious

Specific domain words(Tier 3): isotope, lathe, peninsula

From: Bringing Words to Life - Robust Vocabulary Instruction by Isabelle Beck, Margaret McKeown, & Linda Kucan

Instructional Routine for Explicit Vocabulary Instruction

Introduce the word.Introduce the meaning of the word

with a student friendly explanation.Illustrate the word with examples

and non-examples.Check for student understanding.

(Anita Archer, 2008)

What is Academic Vocabulary?

Academic vocabulary refers to the specialized, high-utility words used in the classroom

Academic vocabulary includes high-use academic words (e.g., analyze, summarize, evaluate, formula, respond, specify)

Academic language includes the vocabulary, grammar & syntax necessary to competently discuss a topic

Why Teach Academic Vocabulary?

Students need to learn the language of written text and academic content areas through direct, explicit instruction.

Most students do not come to school prepared to comprehend academic language therefore it must be taught explicitly with students having access to numerous practice opportunities

Academic Vocabulary Examples

analysis approach area assessment assume authorityavailable benefit

concept

consistent

constitutional

context

contract

create

data

definition

environment

established

estimate

evidence

export

financial

formula

function

GROWING RICH VOCABULARIES

Fostering Word Consciousness• Teach similes, metaphors and idioms.• Have fun with word play by utilizing

riddles, puns, anagrams, acronyms and tongue twisters.

• Provide students with a print rich environment.

• Engage students in activities that explore the history of words and word origins.

VOCABULARY ACTIVITIES

Knowledge Rating ScaleAplha BoxesFrayer ModelConcept MapLanguage Collection SheetOwn the Word10 Best Vocabulary Learning TipsVocabulary Cluster


Knowledge Rating ScaleAlpha BoxesFrayer ModelConcept MapLanguage Collection SheetOwn the Word10 Best Vocabulary Learning TipsVocabulary Cluster


Knowledge Rating ScaleAlpha BoxesFrayer ModelConcept MapLanguage Collection SheetOwn the WordVocabulary Cluster10 Best Vocabulary Learning Tips

Encourage Wide Reading“The best way to foster vocabulary

growth is to promote wide reading.” (Anderson, 1992)

Maximize access to reading materials and quality, authentic text.

Capture students curiosity with read alouds, book talks and author studies.

Expect reading outside of class.

Helpful Websites

www.fcrr.org practice activities for vocabulary for grades 4 and 5 can be easily adapted for older students

www.scoe.org Anita Archer’s vocabulary instruction videos & Kevin Feldman’s presentations

www.freereading.org Includes a wide variety of learning activities to develop and sharpen reading skills

www.interventioncentral.org Various reading interventions are explored and recommendations given

www.readingrockets.org Provides strategies for working with struggling readers, lessons, webcasts, techniques for teaching reading and podcasts to see it all in action

http://www.fcrr.org/

http://www.scoe.org/

http://www.freereading.org/

http://www.interventioncentral.org/

http://www.readingrockets.org/

Student-Friendly Dictionaries

Collins Cobuild Student’s Dictionary ISBN: 0007126409; www.heinle.com

Heinle’s Newbury House Dictionary of American English ISBN: 0838426573; www.heinle.com

Longman Dictionary of American English www.longman.com

http://www.heinle.com/

http://www.heinle.com/

http://www.longman.com/

PLANNING FOR…

We’ve gone interactive! Milestone Tool Eli asks… What has been the greatest success in your...

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