Leadership Pathway Building Knowledge and Vocabulary in Grades K–5 - PowerPoint Presentation

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Leadership Pathway

Building Knowledge and Vocabulary in Grades K–5

Winter 2017

Global Neutral 01001aGlobal Warm Neutrald3d1c8Global Accent On Darkffbf00Global Accent on Lightff9800Global Accent Alt97c410ELA - Coralff5147Math009f93Leadership7872bfSlide2

BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5

The Week At a Glance

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DayIdeasMonday8:30–5:00Focus and CoherenceTuesday8:30–4:30RigorObserving the Standards and Shifts Adaptations for Struggling LearnersWednesday8:30–4:30The Foundation Components of an Effective Literacy ProgramThursday8:30–4:30

Building Knowledge and Vocabulary The Juicy Language of Text

Friday

8:30–2:30

Organizational Systems and StructuresSlide3

BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5

Objectives and Agenda

Objectives:

Participants will be able toDescribe an effective curricular approach to building knowledge and vocabulary, by examining one module’s methods of teaching texts and evidence-based claimsDevelop and assess text-dependent questionsCoach knowledge- and vocabulary-building in teacher practice3Agenda: Opening and ActivatorVolume of Reading on a TopicOne Module’s Methods

TDQs

that Build Knowledge and Vocabulary

Mini-Team

TimeSlide4

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Feedback on Feedback

BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5

PlusDeltaSlide5

BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5

Norms That Support Our LearningTake responsibility for yourself as a learner.

Honor time frames (start, end, activity).Be an active and hands-on learner.

Use technology to enhance learning.Strive for equity of voice.Contribute to a learning environment in which it is “safe to not know.”Slide6

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BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5

Gallery Walk Activator

Choose one display in our “gallery” that was especially important to your learning. Discuss moments of new learning that occurred during yesterday’s keynote and learning sessions.Slide7

BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5

Volume of Reading on a TopicSlide8

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BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5

Setting the Stage

Imagine that you are 11th-grade students studying the sustainability of seafood.You are working to determine which species are sustainable sources of food. The most complex texts you will tackle in this study are authentic reports, written by scientists, that explain whether a certain species of fishshould not be fished,should be fished “with caution,”or can be widely harvested.Slide9

BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5

Initial ReadLocate the article “Pacific Cod Species Report.”

Read the article, and self-assess at the top of the page using a rating between 1 and 5:1= I don’t understand a single word of this.

3= I understand some or even many of the words, but I really don’t understand what it means.5= I understand this information completely and can use it to make a decision about whether or not it’s a good idea to fish for Pacific cod. Slide10

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BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5

Share

Please share your self-assessments at your tables. If there are any 4’s or 5’s at the table, please tell why you were able to read the passage so successfully. Slide11

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Continuing to Build Knowledge

Locate the article titled “Bycatch.” Read and discuss with a partner:What is bycatch?What kinds of animals are affected by bycatch? Slide12

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And Building...

Now locate the article “Sudden Death on the High Seas.”Read and discuss:What is longline fishing?What bycatch is created by longline methods?Slide13

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BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5

What Does It Mean?

Return to the article “Pacific Cod Species Report.”The numbers represent a scoring system.The statements in bold are “findings” for whether or not Pacific cod is fished in a sustainable way. Each bold statement is a score. The maximum score, indicating high sustainability, that any section can receive is 4.Slide14

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Reread and Discuss

Read “Pacific Cod Species Report” again.Think about what you’ve learned regarding bycatch and longline fishing. Discuss with a partner:What methods are used in Pacific cod fishing?Is bycatch a problem in Pacific cod fisheries? Why?Is it a good idea to fish for Pacific cod? Slide15

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BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5

One More

Find the report Monterey Bay Aquarium: Seafood Watch.Locate Pacific Cod in each column. Why might this pamphlet report that it’s best to avoid Pacific cod caught by other nations? Slide16

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BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5

Debrief

What did you notice about the way you read the “Pacific Cod: Bycatch” article the second time?What enabled you to make a (likely) accurate inference about the way other nations fish for Pacific cod?What do you think about the amount of knowledge you gained about fish and fishing in the past 20 minutes? Slide17

Close Reading

of Complex Text

Volume of Reading

of Texts on a TopicFewer pagesMore pagesGrade-level complex textText at different levels of complexityAll students same textStudent or teacher choice of text

Teaches students to attend to text and to words

Rapidly builds knowledge and vocabulary

BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5

Make Sure You Have Both...Slide18

Reflect

and Write

What changes would you need to make in your schools to increase knowledge and vocabulary?

What resource do you have already? What resources might you need?Who in your building could lead this work?BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5Slide19
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Close Reading of Complex TextSlide21

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Module 1A Unit 1 Lesson 3: Birth of the Haudenosaunee

Students begin this lesson with an overview of the objectives.

CCSS.ELA-LITERACY.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.CCSS.ELA-LITERACY.SL.4.4Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.I can explain what a text says using specific details from the text. I can engage effectively in a collaborative discussion. Slide22

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Then a Gallery Walk

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Vocabulary and Masterful Reading: Prepping for SuccessSlide24

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“Birth of the Haudenosaunee”

Text-Based AnswersSlide25

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“Birth of the Haudenosaunee”

Symbolism and Text-Based AnswersSlide26

Masterful Reading

(choral, partner reading)

Building fluency and confidence through modelingAccessing the text with confidence

Understanding the text at a basic levelClose ReadingCollaborative readingExamining the ideas, structures, and layers of meaning, creating a common and solid understandingIndependent ReadingSurface reading/ review/gistBuilding fluencyProjecting automaticityAccessing core understandingBUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5Approaches to ReadingSlide27

BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5

Lexile Difficulty of

“Birth of the Haudenosaunee”Slide28

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Text-Dependent Questions for RI.4.2

Scaffold learning.

Guide students to identify key ideas and details.Build vocabulary.Build knowledge of syntax and structure.Help students grapple with themes and central ideas.Synthesize and analyze information.What are the key details and ideas?How can I support students to get them to see and understand these details and ideas?28Why should we ask central idea/theme-based TDQs?Guide students toward the theme. Encourage students to look to the text to support their answers. Encourage students to examine the complex layers of a rigorous text.Support comprehension. Which

words should we look at for TDQs?

Essential to understanding the textLikely to appear in future reading

More abstract words (as opposed to concrete words)Slide29

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When Creating Text-Dependent Questions…

Identify the standards that are being addressed.

Identify the core understandings and key ideas of the text.Target small but critical-to-understand passages.Target vocabulary and text structure.Tackle tough sections head-on: notice things that are confusing and ask questions about them.Create coherent sequences of text-dependent questions.Create the assessment.KnowtheTextWellSlide30

BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5

“Birth of the Haudenosaunee

”

Develop three text-dependent questions to be used with excerpts from “Birth of the Haudenosaunee.”Ensure that they are aligned to a standard, working toward the entirety of a standard. RI.4.1Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.Make sure they can be answered using evidence from the text.Place them on your group’s chart paper; write the standard on top. According to the text, why did the Peacemaker come to the nations?What can you infer about the nations when the author says, “These five nations had forgotten their ways?”If there is another standard you wish to align a question to, identify the standard with the question.Slide31

Gallery Walk with Dots and

Sticky NotesGreen:

Standards-based/advances understanding

Yellow: Almost-there questionsRed: Not standards-based and relevantBUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5Slide32

Let’s Zoom Out

BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5

What knowledge does a student need to access and examine “Birth of the

Haudenosaunee”?Slide33

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Mini-Team Time: A Standing Meeting

Download your key learning with one another.

Based on this session’s learning, come to consensus on what must be true for an ideal literacy program that develops college- and career-ready students.Slide34
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Slide

Source7–16

Adapted from EL's presentation @  http://www.standardsinstitutes.org/sites/default/files/material/s2_ppt_text_sets_elem.pptx

9–14http://blueocean.org/documents/2012/03/cod-pacific-full-species-report.pdf11http://sawfish.saveourseas.com/threats/overfishing12abcbirds.org/wp-content/uploads/2015/05/seabird_report.pdf15http://www.seafoodwatch.org/-/m/sfw/pdf/guides/mba-seafoodwatch-national-guide.pdf?la=en24https://www.youtube.com/watch?v=ZSXL33JiKLY20–

27https://

www.engageny.org/resource/grade-4-ela-module-1a-unit-1

BUILDING KNOWLEDGE AND VOCABULARY IN GRADES K–5

Reference ListSlide36

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Image Credits

Slide 6: https://commons.wikimedia.org/wiki/File:Starry-night-in-moma-gallery.jpgSlide 7: F

lickr: Atlantic Codfish Swimming by Glen BowmanSlide 11: Flickr: Entangled Sperm Whale by Lauren PackardSlide 19: https://www.flickr.com/photos/jakerust/16639995227Slide 20: https://commons.wikimedia.org/wiki/File:Flag_of_the_Iroquois_Confederacy.svgSlide 31: https://openclipart.org/detail/183333/sticky-cube-notesSlide 32: http://classroomclipart.com/clipart-view/Clipart/Science/microscope-clipart_jpg.htmSlide 33: https://pixabay.com/en/team-unity-celebration-dance-150149/ Slide 34: https://c1.staticflickr.com/3/2710/4468296467_79e1da98fb.jpg