Meet the Modules: A Focus on Academic Vocabulary - PowerPoint Presentation

Slide1

Meet the Modules:A Focus on Academic VocabularyNovember 2012 Common Core AmbassadorsSlide2

About Us2Expeditionary Learning is a non-profit organization that partners with schools, districts, and states to continuously improve education for all students.Teachers and administrators from New York large urban, suburban, and small public and charter schools helped us develop this work for you. Slide3

A Team of SupportCheryl Dobbertin, Suzanne Plaut, co-directors of this project.Several EL curriculum writers here with us – they will be leading grade level breakout sessions. Additional EL teachers and leaders are available to you at all times.3Slide4

A Learning Journey

4

We consider ourselves “lead learners” in this process.

We are grateful for the deep and thoughtful guidance of expert educators at Student Achievement Partners and the New York State Department of Education.Slide5

The Origins of Hello“The great thing about collecting words is that they are free; you can borrow them, trade them, or toss them out…Words are lightweight, unbreakable, and literally everywhere. You can even make them up. Frebent, bezoncular, zurber. Someone made up the word padiddle…I call gathering words this way creating a “word pool.”

--

From

Poemcrazy

: Freeing Your Life With WordsBy Susan Goldsmith Wooldridge5Slide6

Our Work Together these Two DaysA deep focus on the sixth shift: Academic Vocabulary.Vocabulary deficiency is one of the primary causes of the achievement gap (Becker 1977, Baumann & Kameenui, 1991, Stanovich 1986).This shift requires “students constantly build the transferable vocabulary they need to access grade level complex texts. This can be done effectively by spiraling like content in increasingly complex texts.”We will learn together about the importance of this shift and examine how students learn vocabulary in the 3-5 Modules.For those of you who haven’t been with us before, we will also help you get oriented to the modules – what’s in them, where do they live, what can you expect going forward?

6Slide7

Learning TargetsGuiding Question:How can an emphasis on effective vocabulary instruction close the achievement gap and support all students to meet the demands of the Common Core Standards?Learning Targets: I can explain how the effective vocabulary practices embedded Modules 1 and 2 can close the achievement gap and support all students to meet the demands of the CCSS.I can describe the key components of effective vocabulary instruction for all students.I can analyze effective instructional strategies that build students’ vocabulary.

I

can effectively navigate the modules, units and lessons to guide my implementation

.

I can locate key sections, practices and resources at the module, unit and lesson level.I can continuously analyze and enhance my own growth mindset, as well as those of my students and colleagues.7Slide8

8Slide9

Constructing Meaning Together9

Norms of CollaborationSlide10

Where Do Your Interests Lie?Please complete “specializing” survey.Name, role, first and second choice for grade level break out groups (3rd, 4th, or 5th grade).Please give the survey to member of EL staff.10Slide11

Specifics About TodayNext – Two Differentiated Groups (experience with the modules vs. not)LunchGrade Level Work:Research Teams work together to understand key ideas through reading and discussion.Then experiencing practices from the module.Back together for whole group synthesis and closing.11Slide12

Welcome to New Folks!If you are not yet introduced to the modules, or need a refresher on the overall structure and scope of the modules, we have a session for you.If you have been implementing the modules or feel very comfortable with the structure and scope of them, we have another session for you.12Slide13

Structure of the Modules

Module =

Appx

. 8 Weeks of Linked Instruction

Culminating in a Performance Task

Guiding Questions: Big Ideas

Unit 1: Building Background

Unit 2: Extended Reading/Research

Daily Lessons

Assessments

Unit 3: Extended Writing

Performance TaskSlide14

First, “big picture” documentsCurriculum PLAN – “at-a-glance” overview of each grade level’s topics and tasks.Curriculum MAP – more in depth, year-long overview specific to each grade level.14Slide15

More Modules than You Can Use!15

The modules include a rich variety of texts, often pairing a primary source historical document with literature on the same topic.

Module topics are based in part on what content many teachers also know, but also include additional authentic texts needed to craft a coherent learning progression. Slide16

Pause for Reading and Thinking16

Which portions of the Tri-State Rubric are addressed in this document?

Which “shift” does this document most represent?Slide17

Building Content Knowledge/Informational Text17

Note, however: these modules do not replace Science or Social Studies instruction, which still need fuller treatment during other parts of the school day. Hopefully they often LINK TO and ENRICH that teaching.Slide18

The Year-Long Curriculum Map: Reading and ThinkingMultiple key portions of this document. Two I want you to especially notice.Starting on page 3 – High-level overviews of each Module. Please find the summary for Module 1 and read carefullyTurn of couple of pages -- Standards addressed in each of the modules.Examine from left to right (across the year).Use the rubric and discuss with colleagues – which of the shifts/are addressed in this document?

18

LINGER HERE…Slide19

Zooming in: What is a “module?”The term comes from PARCC, the consortium that is designing our new NYS assessments. This is their recommended curriculum design. (www.parcconline.org).A module is an extended, integrated model of curriculum design in which students read multiple texts, synthesize across texts, write routinely, and develop extended pieces of writing.In service of Shift 1: Building Knowledge in the Content Areas, ours are often (but not always) about NYS social studies and science content.Slide20

Structure of the Modules

Module =

Appx

. 8 Weeks of Linked Instruction

Culminating in a Performance Task

Guiding Questions: Big Ideas

Unit 1: Building Background

Unit 2: Extended Reading/Research

Daily Lessons

Assessments

Unit 3: Extended Writing

Performance TaskSlide21

The Module OverviewThe purpose of this document is to provide an overview of the entire Module (8 weeks of instruction). It helps you understand how the texts and activities progress toward the final performance task.Module overviews describe what students will read and write and the assessments that teachers will use to measure their progress.Central texts are those used in the lessons.Alignment to standards is described in the “English Language Arts Outcomes table.”Also notice the “Calendared Curriculum Map,” which provides a sense of pace (about 1 hour per day).21Slide22

Linger Here: Use the rubric (10 minutes)22Slide23

Discussion: Headlines Style“Headlines” is discussion routine that helps the reader/thinker get to the “heart of the matter.”It’s based on the concept of a newspaper headline – catchy, pithy, yet complete and accurate. If you were to write a headline for this module that captured the most important

aspects

that should be remembered, what would that headline be

?

Write one headline for COLLEAGUES, then write one for KIDS.Do this with kids!23Slide24

Module Assessments24

There are assessments embedded in each unit (mid and end).

Excellent potential for grade level conversation, professional collaboration.

Students are practicing assessment all year long.Slide25

End-of-Module Performance Task25

Linger on the assessments and performance task. Use the rubric to analyze.

What do you notice about assessment in the module?Slide26

Claim-Support Protocol (15 minutes)Each person at the table writes silently to synthesize a “claim” about assessment in the module. (Assessment in the module is ___________________). Then add support for your claim, which is specific evidence from the texts. (One piece of evidence for my claim is _____________. Any specific piece of evidence is_____). (2 minutes).Go ‘round the table. Each person has 1 minute to state their claim and evidence.Others may agree or disagree with the presenters claim, with evidence, for 2 minutes.Complete the cycle until all have participated.Use this with kids!26Slide27

Recommended TextsA list of texts at much broader range of readability that those used for the lessons.Use for guided reading lessons, a classroom library, independent reading, read alouds.Send list home to parents with suggestions.27Slide28

Zooming in on a Unit

Module =

Appx

. 8 Weeks of Linked Instruction

Culminating in a Performance Task

Guiding Questions: Big Ideas

Unit 1: Building Background

Unit 2: Extended Reading/Research

Daily Lessons

Assessments

Unit 3: Extended Writing

Performance TaskSlide29

Unit Overview29

Goes into depth about the scope of each unit.

Helps you understand on a day-to-day basis the learning targets each lesson will address.Slide30

Unit Calendar30

The Calendared Curriculum Map in the unit provides a day to day scope and sequence.

The supporting targets are meant to be shared with kids (more on this in the lessons).Slide31

A Closer Look (15 minutes)Carefully read the Unit Overview.In your notes, keep track of what you See-Think-Wonder about your unit.31What do you see? (Especially as it relates to the Tri-State Rubric)

What do you

think about what you see?

What do you wonder about what you see?Slide32

What Questions Do You Have?32Slide33

A Tale of Two Instructional Periods1 hour per day (the Modules)Whatever else you haveCommon Core aligned reading, writing, listening and speakingLinked Informational Text/Fiction

appropriate complexity

focus on text-dependent questioning/evidence.

Deep focus on vocabulary in context.

Nearly daily “routine” writing.Extended writing aligned with core – less narrative, more informational and argument writing.Common Core aligned language and reading foundations skills.

Use assessment to determine what your students really need (vs. the list).

More differentiated…think centers-like or work folders or use technology.

(www.noredink.com)

33Slide34

Lesson Overview34

…and the teaching notes provide some coaching for teachers as they think about delivering the lesson.

The agenda shows the lesson “at a glance…Slide35

Lesson Overview35

Each lesson calls out vocabulary that should be explicitly taught as well as other words that may arise in the course of teaching the content.Slide36

Lesson Overview36

Each lesson is broken down into sections: Opening, Work Time, and Closing.Slide37

Lesson Overview37

Each lesson offers recommendations for supporting all learners.Slide38
Slide39

Myth #3:39

Myth #3: Modeling is a MistakeSlide40

40

Let the students take the

lead..they

will surprise you!Slide41

Myth #4: Differentiation is dead.

41Slide42

“The CCSS require equal outcomes for all students, but they do not require equal inputs. Vary the amounts and types of instruction provided to students to ensure high rates of success.”-- International Reading Association, “Literacy Implementation Guidance for the ELA Common Core State Standards,” available: http://www.reading.org/Libraries/association-documents/ira_ccss_guidelines.pdf