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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?
WRITING STANDARDS MADE SIMPLE1. Opinion/Argument Writing
2. Informative/Expository Writing
3. Narrative Writing
WRITING STANDARDS MADE SIMPLE1. Opinion/Argument Writing
2. Informative/Expository Writing
3. Narrative Writing
4. Produce clear writing that answers the task
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
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
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
7. Conduct short research projects with focused questions
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
7. Conduct short research projects with focused questions
8. Gather information from lots of sources
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
7. Conduct short research projects with focused questions
8. Gather information from lots of sources
9. Draw evidence from the sources
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
7. Conduct short research projects with focused questions
8. Gather information from lots of sources
9. Draw evidence from the sources
10. Write lots/ write often/ write varied
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
7. Conduct short research projects with focused questions
8. Gather information from lots of sources
9. Draw evidence from the sources
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.
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?
Looking at Student Work
What words come to mind when you think of a team
of teachers looking at student work together?
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
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
• 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
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
VOCABULARY ACTIVITIES
Knowledge Rating ScaleAlpha BoxesFrayer ModelConcept MapLanguage Collection SheetOwn the Word10 Best Vocabulary Learning TipsVocabulary Cluster
VOCABULARY ACTIVITIES
Knowledge Rating ScaleAlpha BoxesFrayer ModelConcept MapLanguage Collection SheetOwn the Word10 Best Vocabulary Learning TipsVocabulary Cluster
VOCABULARY ACTIVITIES
Knowledge Rating ScaleAlpha BoxesFrayer ModelConcept MapLanguage Collection SheetOwn the Word10 Best Vocabulary Learning TipsVocabulary Cluster
VOCABULARY ACTIVITIES
Knowledge Rating ScaleAlpha BoxesFrayer ModelConcept MapLanguage Collection SheetOwn the Word10 Best Vocabulary Learning TipsVocabulary Cluster
VOCABULARY ACTIVITIES
Knowledge Rating ScaleAlpha BoxesFrayer ModelConcept MapLanguage Collection SheetOwn the Word10 Best Vocabulary Learning TipsVocabulary Cluster
VOCABULARY ACTIVITIES
Knowledge Rating ScaleAlpha BoxesFrayer ModelConcept MapLanguage Collection SheetOwn the WordVocabulary Cluster10 Best Vocabulary Learning Tips
VOCABULARY ACTIVITIES
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
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
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