COMMON CORE TRAININGVOCABULARY ACQUISITION AND USETEST PREP IN A WORKSHOPLOOKING FORWARD

March 29, 2013

When we know

better, we do

better.

~Maya Angelou

Resources . . .

Power Point, materials, and handouts from today’s training are located at: dnicholls.pbworks.com/w/page/64757206/

ELAMarch

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Norms . . .

Be on time Cell phones on

silent, vibrate, or off

Be mindful of side-bar conversations

Focus on the task at hand

Promote a sense of inquiry

Frame meaningful questions

Pay attention of self and others

Assume positive intentions

Be reflective

Courtesy Collaborative

Today’s Schedule . . .

8:15-8:20 Welcome 8:20-8:40 Where we are and where we

are going –Dr. Milam 8:40-10:10 Vocabulary and the CCSS 10:10-10:20 Break 10:20-11:00 Test Prep 11:00-11:14 Looking Forward

Essential Questions . . .

What does a viable, guaranteed, and coherent curriculum mean for Cabarrus County Schools?

How do UbD, the Workshop Model, the Big Three, CFAs, and the CCSS work together to support teaching and learning?

In what ways can we utilize our given curriculum and UbD to create meaningful learning opportunities that move our students toward the standards of the Common Core?

Can innovative, rigorous teaching/learning AND data-driven decision making/common assessments exist simultaneously?

Today’s Goals . . .

Vocabulary What does the CCSS say about vocabulary acquisition

and use? Strategies for vocabulary instruction in a workshop

Test Prep Preparing for the EOG

In a workshop Released EOG items

Resolve to do something better Rubrics and Frameworks for 2013-2014 Calendar of Implementation PD opportunities through the summer Opportunity for curriculum feedback

Part 1Vocabulary Acquisition and Use

Hyperpolysyllabicomania is a fondness for big

words.

How many definitions can you come up with for this word?

Run

Language Standard 4

L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.

What we know about vocabulary-1. Vocabulary is connected to

comprehension.2. Effective instruction is incremental,

repeated, and in a variety of contexts.

Try it Out

There are three appendixes to your Common Core State Standards Appendix A – Research and

additional Information Appendix B – Text and task

exemplars Appendix C – Writing exemplars

Close reading of page 32 of Appendix A.

-Incremental -Repeated -In a Variety of Contexts

How do we spend our entire day ensuring that vocabulary instruction is …

Try it Out

Close reading of page 33 of Appendix A.

Take away: Three tiers of vocabulary.

Three Tiers of Words

Tier One

Tier Two

Tier Three

The beautiful woman walked slowly across the room.

Language Standard 4

L.4 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Quick Review of the 3 Tiers of Words

Tier One

Tier Two

Tier Three

Tier 2 or Tier 3, that is the Question

Realm, Enchant, Keeper of . . ., Grim, Guardian

Catalyst, Divisive, Incite, Adamant, Boycott

Try it Out

Step 1 - Think of all the words you can think of for enchant. -synonyms for enchant

Step 2 – put the words in order from the least intense to the most intense. Be able to defend the sequence you determined.

Language Standard 5

L.5 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

C. Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., stingy, scrimping, economical, unwasteful, thrifty).

Vocabulary Acquisition and Use Strategies

Conversation

Try it Out

Choose 5 words that you can up the ante every day.

Write them down. Make them your own so that

you can pass these along in conversation.

Judy Fidler’s Classroom7th Grade Winkler

Language Acquisition Stages

Vocabulary Acquisition and Use Strategies

Read Aloud with Accountable Talk

Try it Out

First French Kiss and Other Traumas-By Adam Bagdasarian

Language Standard 6

L.6 Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

Vocabulary Focus Varies in Relation to Text Complexity

R/S/T: Derive the meaning of words that reflect regional or historical dialects as well as words from languages other than English

U/V/W: Begin to use word roots and origins to understand meaning of words; understand the meaning of words when an author uses satire

X/Y/Z: words used figuratively or with unusual or hard-to-understand connotations

Vocabulary Acquisition and Use Strategies

Seminar

Vocabulary Acquisition and Use Strategies

Strategy Groups

Strategy Group Work

• Doesn’t know and stumbles over word . . .

• Have you heard this? Do you know what this means?

• What word caused you problems in this section?

• Reads fluently, but doesn’t know what the word means. Reinvent. “Do you know what the word reinvent means? Have you heard the word invent before? So what do you think reinvent means?

Vocabulary Acquisition and Use Strategies

Independent Reading

Try it Out

Explicit, context free instruction (think vocabulary list) 10 words per week 36 weeks a year 100% retention = 360 new words learned

Now you try . . High volume of reading (30 mins/day at home and at

school) = students will encounter 1,080,000 words a year

If the reader is matched appropriately to text, a 95% accuracy rate . . .

He/she would encounter 54,000 unknown words in a year (5% of 1,080,000)

If a student learns and retains 5% of those unknown words . .

He/she has added 2,700 new words to his/her vocabulary

Vocabulary Acquisition and Use Strategies

Structures

Domain Specific words for ELA

Homework – Task One - Due May 31

Task One = Optional Review and provide feedback on any or all of the

curriculum units from last year. On-line evaluation. Go to CCS web page, Departments,

C & I, About Us, C & I Leadership, Michael Williams

Homework – Task Two – Due April 23rd

Review Workshop Rubric Look-Fors as a PLC and individually.

Make decisions about individual and PLC strengths and areas for improvement.

Develop a focus for the remainder of this year, the summer, and the 2013-2014 school year.

Any feedback or suggestions on the Look-For documents is welcome. It should come through your Liaison at the April 23 Liaison meeting.

References

Beck, Isabel and McKeown, Margaret. Creating Robust Vocabulary.

Beers, Kylene. When Kids Can’t Read; What Teachers Can Do.

Beattie, Maggie. Vocabulary. Teachers College Reading Writing Project. Summer Institute.

Common Core State Standards. Appendix A. Pages 32-35

Pinnell, Gay Su and Fountas, Irene. The Continuum of Literacy Learning

Taranto, Anne. Using Read Aloud, Reading Workshop and Word Study to Boost Vocabulary. Teachers College Reading Writing Project. Summer Institute.