Building Blocks for Building Literacy

1. Analyze Compare Support Discuss Summarize Evidence Interpret Draw Conclusions Building Blocks for Building Literacy Words for All Students and All Subjects at SIS Describe Examine Professional Development February 6, 2008 SIS Literacy Team

2. The SIS Literacy Team Sue Albright, Math Michele Bonitatibus, Science Johanna Capria, Special Education Annine Crystal, Language Arts Supervisor Joan Fazo, Language Arts Lillian Hannon, UA Carolyn Ivanoff, Housemaster Shelia Persson, Social Studies Wendy Stowe, UA Dedicated to providing building based instructional literacy strategies to our teachers and students at SIS to improve student learning and performance.

3. WOW!Wall of Words The goal of this one-hour professional development program is to provide all SIS teachers, in all departments, with a school-wide Wall of Words and instructional strategies for their use. This common, school-wide, interdisciplinary vocabulary is presented to help increase student understanding of directions and enhance student ability to independently demonstrate answers correctly, and in correct format, on measured subject and department assessments and CMTs. This vocabulary is presented in Word Wall format for display in every classroom. These words should be included in on-going instruction and assessments.

4. What is a Word Wall? A word wall (Cunningham and Allington 1994) is a displayed collection of words that support ongoing teaching and learning in the classroom. Words collected on the Word Wall could be high-utility words. These are words that are used often in an individual classroom. A high-utility Word Wall in math class would consist of math terms used throughout the year. A topical Word Wall consists of words related to a theme, text, or unit of instruction; for example, the Revolutionary War. (Allen, Janet, Inside Words, Tools for Teaching Academic Vocabulary Grades 4-12, Stenhouse Publishers Portland, Maine, 2007).

5. Brief Support Evidence Justify Information Describe Mainly Discuss Summarize Evaluate Analyze Compare Contrast Similarities Differences Draw Conclusions Extend Interpret Synthesize Examine In General Analyze Compare Support Discuss Summarize Evidence Interpret Draw Conclusions Common Core VocabularyWord Wall for All Subjects & CMTs Describe These are the foundation words for SIS provided for every classroom in word wall format.

6. More Common Core Words for Following DirectionsThe ABC’s of CMTs

7. Strategy I: Concept Definition MapBEYOND THE BLUEPRINT: Literacy in Grades 4-12 and Across the Content Areas, Connecticut State Department of Education, 2007, pg. 66 USE: All Content Areas – All Grade Levels – Before Reading FOCUS: Vocabulary FOR DETAILED INFORMATION USE SEE: Schwartz and Raphael, 1984; Buehl, 2001 A word map is a diagram of a word’s meaning that includes what it is, what characterizes it and what are the examples of it. The purpose of a word map is to build personal meanings by connecting the new information with prior knowledge. It is a simple strategy that works well with content vocabulary. PROCEDURE (begin by explaining and modeling) • The teacher selects or has students select a word to be explored and places the word in the center of the word map. • The teacher asks students to determine a definition that best describes the word and write it in an appending box. • Next the students provide some words and/or synonyms. • The students then provide some specific examples of the word. • The teacher and students discuss the word map and relate it to the reading assignment. • Students read the text, revisit the map, and make modifications or additions. • The teacher closes this activity with a discussion of how students can use word maps in their own reading and learning.

8. Strategy II: Knowledge Rating ScaleBEYOND THE BLUEPRINT: Literacy in Grades 4-12 and Across the Content Areas, Connecticut State Department of Education, 2007, pg. 72 USE: All Content Areas – All Grade Levels – Before Reading FOCUS: Vocabulary FOR DETAILED INFORMATION USE SEE: Allen, 1999 This vocabulary activity introduces a list of potentially unknown content words to students. It is designed to help students become aware of how much they may already know about the subject to which the words are related. By using this activity, teachers will be able to gauge the depth of the student’s existing knowledge and note what areas need special attention during instruction. This activity can be used with fiction or non-fiction. PROCEDURE (begin by explaining and modeling) • The Teacher selects a list of important vocabulary words from the new unit, story or chapter and writes them into a knowledge rating scale chart (see below). • The teacher divides students into mixed ability groups of three or four to provide opportunities to share background knowledge. • Students consider each word in the knowledge rating scale and place and “x” in the appropriate column next to the word. The teacher should model and explain each category. For example, if they can define the word, they would place the “x” in the first column. If they have heard it or have seen it, but are unsure of the its meaning, they should place an “x” in the second column. If it is totally unfamiliar, they should place an “x” in the third column labeled “No Clue.” • After students have completed the chart, they can write definitions for the words they have marked in the “Can Define” column. • The teacher then leads the class in a discussion about the words for which students have definitions. As students read the chapter or story, the students are to add definitions for unknown words, or if appropriate, change the definitions they have written. • The teacher closes this activity with a discussion of how students can use knowledge rating scales in their own learning: SAMPLE KNOWELDGE RATING SCALE BELOW

9. Word Knowledge Rating ScaleName:_______________ Subject:_____________

10. Using Word Walls In Your Class • Have a word wall displayed in your class to help students during reading, writing and oral classroom activities and to reinforce instructions for assignments and projects. • Displayed word walls can help students spell better during academic writing assignments and help students choose words appropriately for their writing. • The words on the wall must be integrated into classroom instruction. • Portable word walls can help students doing assignments outside class (portable word wall forms attached. One with the SIS Core Words embedded that can be added to, and a blank form for subject specific, high frequency vocabulary). • Encourage students to collect and add words to their portable word walls. Students can also draw diagrams or pictures in their word walls to help them remember the meaning or usage of the word.

11. Portable Word Wall SIS Core WordsName__________________Subject_________________

12. Portable Word Wall