Transcript July 18th Academic Vocabulary Full Day

Academic Vocabulary
in Science & Social Studies
Good Morning!
Please sign in and sit wherever you feel comfortable.
What do you know about . . .
• Walk around the room to find a partner
• Discuss one of the four CCSS items together
– 2 minutes each person.
• Record what you know
• We’ll do three rotations
– First person is your Pike’s Place Market partner
– Second is your Space Needle Partner
– Third is your Ferry Boat partner
Introductions
• Introduce yourself
• Your school and district
• Your role/position
Today’s Agenda
• ELA CCSS Overview
• Academic Vocabulary- What is it? What are
Tier 1, 2, and 3 words?
• Lunch
• Classroom strategies for academic vocabulary
• Using discourse to foster use of academic
vocabulary
• Reflection and feedback
Learning Targets
• We will become familiar with the organization and
structure of the CCSS for English Language Arts in
Literacy, History/S.S., Science, and Technical
Subjects.
• We will understand what Tier 1, 2, and 3 words are
and can identify key academic vocabulary in a text.
• We will learn about classroom strategies for
teaching academic vocabulary.
• We will understand the role of classroom discourse
in supporting vocabulary usage by students.
Common Core State Standards
• Clear, consistent,
rigorous standards in
English language
arts/literacy and
mathematics
• Define the
knowledge and skills
students need for
college and career
success
• Developed voluntarily
and cooperatively by
states with input
from teachers and
college faculty; more
than 40 states have
adopted
Source: www.corestandards.org
CCSS Implementation Timeline
2010-11
Phase 1: CCSS Exploration
Phase 2: Build Awareness & Begin
Building Statewide Capacity
Phase 3: Build State & District
Capacity and Classroom Transitions
Phase 4: Statewide Application and
Assessment
Ongoing: Statewide Coordination
and Collaboration to Support
Implementation
2011-12
2012-13
2013-14 2014-15
Reading the INTRODUCTION
 Pg. 3 - Carefully read right-hand column only
Discuss: “What are the main points of each paragraph?”
 Pg. 4 - Quickly skim headings and first sentences.
 Pg. 5 – Review tables and read page 5 carefully.
Discuss: “What are the potential shifts in classroom practice?”
 Pg. 6 – Quickly skim first sentences.
 Pg. 7 – Quickly skim first sentences.
 Pg. 8 – Skip Overall Organization. Read Who is responsible . . . and
Key Features.
9
Current WA Standards (GLEs) – Grades K-10
Reading
Writing
Communication
(includes Speaking
and Listening)
Common Core ELA Standards – Grades K-12
Language
Media & Tech
10
Big Shifts in the ELA CCSS
ELA
• Building content knowledge
through content-rich nonfiction
• Reading, writing, and speaking
grounded in evidence from
text, both literary and
informational
• Regular practice with complex
text and its academic language
The ELA Document Structure
Introduction page 3
• K-5 page 10

6-12 page 35

Reading

Writing
– Writing

Speaking and Listening
– Speaking and Listening

Language
– Reading
• Foundational Skills
– Language
Literacy
in History/S.S.
Science, and Technical Subjects
page 60
Appendices A, B, C
12
CCSS for English Language Arts & Literacy in
History/Social Studies, Science, and Technical Subjects
Standards
Standards
for
for
Reading
Writing
Key Ideas and Details
2.
3.
Craft and Structure
Integration of Knowledge and
Ideas
1.
Range of Reading and Level of Text
Complexity
Informative/Explanatory, Narrative
1.
Text Types and Purposes
2.
Production and Distribution of
for
Speaking and Listening
1.
Comprehension and
Language
1.
Collaboration
2.
Writing
3.
Standards
Language
Argumentative,
Literature and Informational Text
1.
Standards for
Speaking and
Listening
Research to Build and Present
Conventions of Standard
English
Presentation of Knowledge
2.
Knowledge of Language
and Ideas
3.
Vocabulary Acquisition and
Use
Knowledge
4.
Range of Writing
Foundational Skills K-5)
1. Print Concepts
2.
Phonological Awareness
Literacy in History/Social Studies, Science, and Technical
Subjects (Grades 6-12)
3. Phonics and word
Recognition
4. Fluency
13
College and Career Readiness Anchor
Standards for ELA
College and Career
Readiness (CCR)
Standards – Overarching
standards for each of four
ELA strands that are further
defined by grade-specific
standards
•
Reading - 10
•
Writing - 10
•
Speaking and
Listening - 6
•
Language - 6
14
ELA Common Core Standards Framework
“What” students
should know and be
able to do at each
grade level and
band.
Grade Level
Standards
Strands
The major areas or
disciplines of study within
each content area.
Sub-headings
The main focus of the
content within each
strand.
Grade Level
Standards
Grade Level
Standards
Reading
Strand
Grade Levels
Sub-heading
Strand
Abbreviation
The ELA CCSS Code
Reading Literature
Standard 3
RL.4.3
Grade 4
Key ELA Shifts
• Hunt Institute Video
What is ACADEMIC VOCABULARY and how does it fit
with the other key shifts in the Common Core State
Standards for ELA and Literacy in History/Social Studies,
Science, and Technical Subjects?
Break
Academic Vocabulary
Language Anchor Standard 6
• “Acquire and use accurately a range of general
academic and domain-specific words and
phrases …”
21
Back-mapping in the ELA CCSS
• Starting with college and career readiness
• Standards for each grade level are identified
• Working backward from grade 11-12 to 9-10 to 8
etc.
• Establishes a clear, aligned K-12 pathway, linking
elementary, middle, high school, and end-of-high
school college and career readiness
22
Language Standard 6
Acquisition and Use of Vocabulary
• Highlight the additions of the grade level
standard as it progresses from Kindergarten
toward College and Career Ready Anchor
Standards (CCRS)
• Underline the key concepts
important nouns or noun phrases
• Circle the verbs describing skills required of
students
23
Layers
Ice Age- Continental Drift Video
Volcanoes: Read and Think
• Circle the words that are specifically about
volcanoes
• Underline any confusing words in the passage
Vocabulary from Appendix A
Read pages 32-34 of Appendix A:
• Identify 3 key ideas in the text.
• Determine 2 things you wish to discuss
further.
• Communicate 1 question you have.
• Share your thinking with an elbow partner
Three tiers of words
Tier 3: Domainspecific words
Tier 2: General
academic words
Tier 1: Words of
everyday speech
Oregon Department of Education
27
Three tiers of words
– Highly specialized, subject-specific; low
occurrences in texts; lacking generalization
◦ E.g., oligarchy, euphemism, hydraulic, neurotransmitters
–Abstract, general academic (across content
areas); encountered in written language; high utility
across instructional areas
◦ E.g., principle, relative, innovation, function, potential, style
– Basic, concrete, encountered in conversation/
oral vocabulary; words most student will know at a
particular grade level
◦ E.g., injury, apologize, education, serious, nation
Oregon Department of Education
28
Tier 3 words are often defined in the
texts
• Plate tectonics (the study of the movement of the sections of
Earth’s crust) adds to Earth’s story….
• The top layers of solid rock are called the crust.
• Optical telescopes are designed to focus visible light. Nonoptical telescopes are designed to detect kinds of
electromagnetic radiation that are invisible to the human eye.
29
Careful selection of words to teach
• In school settings, students can be explicitly taught a deep
understanding of about 300 words each year.
• Divided by the range of content students need to know (e.g.,
math, science, history, literature), of these 300–350 words,
roughly 60 words can be taught within one subject area each
year.
• It is reasonable to teach thoroughly about eight to ten words
per week.
-- more at K-12 Teachers: Building Comprehension in the
Common Core
Oregon Department of Education
30
Criteria for selecting words to teach
 Think about what are the “barrier words”
◦ Does this word keep the student from understanding the text?
 Importance of the word for understanding the text
◦ What does the word choice bring to the meaning of the text? (E.g.,
precision, specificity?)
 General utility of the word
◦ Is it a word that students are likely to see often in other texts? Are there
multiple meanings?
◦ Will it be of use to students in their own writing?
 Students’ prior knowledge of the word and the concept(s) to which
it relates
◦ How does the word relate to other words, ideas, or experiences that
the students know or have been learning?
◦ Are there opportunities for grouping words together to enhance
understanding of a concept?
-- more at K-12 Teachers: Building Comprehension in the Common Core
Oregon Department of Education
31
Freedom Walkers: Read and Think
• Read Freedom Walkers and identify some Tier
1, 2, & 3 words.
• Add the words to your vocabulary table.
Vocabulary Table
Tier One
Tier Two
Tier Three
Freedom Walkers
Tier 3 Words
racial segregation
Jim Crow
White Supremacy
Discriminated
Segregation
Poll Tax
Tier 1 Words
Color
Bus
People
Race
Restaurants
Sleep
Theaters
34
Activity: Select Tier 2 words to teach
•
•
•
•
The word is central to understanding the text.
The word choice and nuance are significant.
Students are likely to see this word frequently.
Students will be able to use this word when writing in response
to the text.
• It is a more mature or precise label for concepts students
already have under control.
• The word lends itself to teaching a web of
words and concepts around it.
Oregon Department of Education
In Your Notebooks…..
Tier One
Tier Two
determined
Tier Three
Thinking About Vocabulary Lists
• Choose a set of vocabulary words
– K-2
– 3-5
– 6-8
– 9-12
• Sort the cards into Tier 1, Tier 2, and Tier 3
words.
• Compare your sort to another group that
chose the same grade band.
• Discuss your differences
Lunch
What does the research say?
• Explicit Vocabulary Teaching Strategies Video
Dr. Curtis describes explicit vocabulary
instruction & provides classroom examples, talks
about key strategies students can use, &
explains why it is important to provide explicit
vocabulary instruction in content area classes.
Sharing Vocabulary Strategies
• How can vocabulary learning be supported . . .
– by Visual Representations?
– in Classroom Discourse?
– through Games & Activities?
• On your handout and then on the poster, give
one or more examples along with a brief
explanation of the process used to implement
the strategy.
• Add new strategies you learned today beneath
the “Learning Line” on your handout
Vocabulary Strategies
Vocabulary Paint Chips Video
• Think-Pair-Share with Pike’s Place Market Partner
• Record on your handout how the Paint Chip vocabulary strategy fits
with what we presented on our posters regarding:
– Visual representations
– Games and activities
– Classroom discourse
• What elements of this strategy connect with the three categories
on our posters and how might you use this strategy in your
classroom?
Vocabulary Strategies
Kick Me- Making Vocabulary Interactive Video
• Think-Pair-Share with Space Needle Partner
• Record on your handout how the Kick Me vocabulary strategy fits
with what we presented on our posters regarding:
– Visual representations
– Games and activities
– Classroom discourse
• What elements of this strategy connect with the three categories
on our posters and how might you use this strategy in your
classroom?
Pause for a Break
Vocabulary Strategies
Academic Discourse Strategies Video
• Think-Pair-Share with Ferry Boat partner
• Record on your handout how the Academic Discourse strategies fit
with what we presented on our posters regarding:
– Visual representations
– Games and activities
– Classroom discourse
• What elements of these strategies connect with the three
categories on our posters and how might you use these strategies in
your classroom?
Vocabulary Strategies Packet
• Take a moment to look through the
vocabulary strategies packet.
• Which ones would work well for teaching
academic vocabulary?
• Put a by 1 or 2 that you would like to try
this September.
Reflection and Feedback
3
Things that you learned or have a
fresh perspective on:
2
Ideas you will share with someone
who is not here today:
1
Action you will take when you
return to your school or district:
Thank you!
Please complete the clock hour
feedback form.
COURSE NUMBER: BNB987
Place it on the table by the sign-in
sheets.