Common Core Training - PowerPoint Presentation

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Common Core TrainingVocabulary Acquisition and UseTest Prep in a WorkshopLooking Forward

March 29, 2013

When we know better, we do better.

~

M

aya AngelouSlide2

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

If you Instagram, follow at p

icturesque7

or visit the website at

www.instagram.com

/picturesque7Slide3

Norms . . . Be on timeCell phones on silent, vibrate, or offBe mindful of side-bar conversationsFocus on the task at handPromote a sense of inquiryFrame meaningful questionsPay attention of self and othersAssume positive intentions

Be reflective

Courtesy

CollaborativeSlide4

Today’s Schedule . . . 8:15-8:20 Welcome8:20-8:40 Where we are and where we are going –Dr. Milam8:40-10:10 Vocabulary and the CCSS10:10-10:20 Break10:20-11:00

Test Prep 11:00-11:14 Looking ForwardSlide5

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?Slide6

Today’s Goals . . .VocabularyWhat does the CCSS say about vocabulary acquisition and use?Strategies for vocabulary instruction in a workshopTest PrepPreparing for the EOGIn a workshopReleased EOG itemsResolve to do something better

Rubrics and Frameworks for 2013-2014Calendar of ImplementationPD opportunities through the summer

Opportunity for curriculum feedbackSlide7

Part 1Vocabulary Acquisition and UseHyperpolysyllabicomania is a fondness for big words.Slide8

How many definitions can you come up with for this word?RunSlide9

Language Standard 4L.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. Slide10

What we know about vocabulary-Vocabulary is connected to comprehension.Effective instruction is incremental, repeated, and in a variety of contexts.Slide11

Try it Out There are three appendixes to your Common Core State StandardsAppendix A – Research and additional InformationAppendix B – Text and task exemplarsAppendix C – Writing exemplarsClose reading of page 32 of Appendix A. Slide12

-Incremental -Repeated -In a Variety of Contexts How do we spend our entire day ensuring

that vocabulary instruction is …Slide13
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Try it Out Close reading of page 33 of Appendix A. Take away: Three tiers of vocabulary.Slide15

Three Tiers of WordsTier OneTier TwoTier ThreeSlide16

The beautiful woman walked slowly across the room. Slide17

Language Standard 4L.4 Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. Slide18

Quick Review of the 3 Tiers of WordsTier OneTier TwoTier ThreeSlide19

Tier 2 or Tier 3, that is the QuestionRealm, Enchant, Keeper of . . ., Grim, GuardianCatalyst, Divisive, Incite, Adamant, BoycottSlide20

Try it Out Step 1 - Think of all the words you can think of for enchant. -synonyms for enchantStep 2 – put the words in order from the least intense to the most intense. Be able to defend the sequence you determined. Slide21
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Language Standard 5L.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). Slide23

Vocabulary Acquisition and Use StrategiesConversationSlide24

Try it OutChoose 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.Slide25

Judy Fidler’s Classroom7th Grade WinklerSlide26

Language Acquisition StagesSlide27
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Vocabulary Acquisition and Use StrategiesRead Aloud with Accountable TalkSlide29

Try it OutFirst French Kiss and Other Traumas-By Adam BagdasarianSlide30

Language Standard 6L.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. Slide31

Vocabulary Focus Varies in Relation to Text ComplexityR/S/T: Derive the meaning of words that reflect regional or historical dialects as well as words from languages other than EnglishU/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 connotationsSlide32

Vocabulary Acquisition and Use StrategiesSeminarSlide33
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Vocabulary Acquisition and Use StrategiesStrategy GroupsSlide38

Strategy Group WorkDoesn’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

re

invent

means?Slide39

Vocabulary Acquisition and Use StrategiesIndependent ReadingSlide40

Try it Out Explicit, context free instruction(think vocabulary list) 10 words per week36 weeks a year100% retention = 360 new words learnedNow you try . . High volume of reading (30

mins/day at home and at school) = students will encounter 1,080,000 words a yearIf 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 vocabularySlide41

Vocabulary Acquisition and Use StrategiesStructuresSlide42

Domain Specific words for ELASlide43
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Homework – Task One - Due May 31 Task One = OptionalReview 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 WilliamsSlide45

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.Slide46

ReferencesBeck, 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 32-35Pinnell, 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.