Common Core Training Vocabulary Acquisition and Use Test Prep in a Workshop Looking Forward

1. When we know better, we do better. ~Maya Angelou Common Core TrainingVocabulary Acquisition and UseTest Prep in a WorkshopLooking Forward March 29, 2013

2. 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 • picturesque7 • or visit the website at www.instagram.com/picturesque7

3. Norms . . . Courtesy Collaborative • 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

4. 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

5. 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?

6. 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

7. Part 1Vocabulary Acquisition and Use Hyperpolysyllabicomania is a fondness for big words.

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

9. 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.

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

11. 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.

12. How do we spend our entire day ensuring that vocabulary instruction is … -Incremental -Repeated -In a Variety of Contexts

14. Try it Out • Close reading of page 33 of Appendix A. • Take away: Three tiers of vocabulary.

15. Three Tiers of Words • Tier One • Tier Two • Tier Three

16. The beautiful woman walked slowly across the room.

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

18. Quick Review of the 3 Tiers of Words • Tier One • Tier Two • Tier Three

19. Tier 2 or Tier 3, that is the Question • Realm, Enchant, Keeper of . . ., Grim, Guardian • Catalyst, Divisive, Incite, Adamant, Boycott

20. 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.

22. 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).

23. Conversation Vocabulary Acquisition and Use Strategies

24. 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.

25. Judy Fidler’s Classroom 7th Grade Winkler

26. Language Acquisition Stages

28. Read Aloud with Accountable Talk Vocabulary Acquisition and Use Strategies

29. Try it Out First French Kiss and Other Traumas -By Adam Bagdasarian

30. 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.

31. 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 wordroots 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

32. Seminar Vocabulary Acquisition and Use Strategies

37. Strategy Groups Vocabulary Acquisition and Use Strategies

38. 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?

39. Independent Reading Vocabulary Acquisition and Use Strategies

40. 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

41. Structures Vocabulary Acquisition and Use Strategies

42. Domain Specific words for ELA

44. 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

45. 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.

46. 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.