2 vs. 8 words a day between professional homes and welfare
Explain the three tiers of words.For instance, the facilitator might say,“Tier 1 words are not usually a challenge to the average native speaker, though English language learners will have to attend carefully to them. They are the words that most students can be expected to know at a given grade level. Many, perhaps most, of these words are acquired through conversation and without deliberate effort.Tier 2 words, in contrast, are far more likely to appear in written texts than in everyday speech. They appear in all sorts of texts, from technical to literary, are highly generalizable, and consequently have high utility both for reading and writing. They often represent subtle or precise ways to label things or convey known ideas or concepts. Unlike Tier 1 words, they usually require a more deliberate effort to acquire. Tier 3 words are specific to a domain or field of study and are key to understanding a new concept within a text or content area. Because they are closely tied to the content knowledge of the discipline, they are far more frequent in informational text than in literature. Recognized as new and ‘hard’ words for most readers (particularly student readers), they are often explicitly defined by the author of a text, used repeatedly throughout the text, and otherwise heavily scaffolded (for instance, made a part of a glossary). They are typically explicitly taught as part of the unit of study.
Explain that it is important to explicitly teach key academic words because students are unlikely to pick them up from spoken language, in contrast to Tier 1 words; and authors are unlikely to define them within the text or include them in a glossary, in contrast to Tier 3 words.For instance, the facilitator might say,“Because Tier 3 words are obviously unfamiliar to most students, contain the ideas necessary to a new topic, and are recognized as both important and specific to the subject area in which they are instructing students, teachers often define Tier 3 words prior to students encountering them in a text and then reinforce their acquisition throughout a lesson. Unfortunately, this is not typically the case with Tier 2 words, which by definition are not unique to a particular discipline and as a result are not the clear responsibility of a particular content area teacher. What is more, many Tier 2 words are far less well defined by contextual clues in the texts in which they appear and are far less likely to be defined explicitly within a text than are Tier 3 words. Yet Tier Two words are frequently encountered in complex written texts and are particularly powerful because of their wide applicability to many sorts of reading.The Catch 22 is that since most of these words are acquired through reading, struggling readers don’t acquire them at the same rate as proficient readers. Then, their lack of knowledge of these words, in turn, discourages them even more from reading grade-appropriate material.So, teachers need to be alert to the presence of key Tier 2 words and determine which ones need careful attention.”
Options include: Following the format – teaching 3-5 words each day or do all activities each day with one word
Pronounce the word – terrible -- kids repeat the word with you several timesExplain the meaning: Terrible means something unpleasant or very bad. For example, a bad storm that destroys many trees and homes is terrible. A rotten fish smells terrible. When we have a lot of snow and cold weather during the winter, some people say that the winter was terrible. Students fill in the statement using the term: When something smells bad, we might say that it smells ____ (terrible). When we watch a very bad movie, we might say that the movie was ______ (terrible). When our parents make us eat broccoli, some of us might say that it tastes _______ (terrible). When a storm is very strong and destroys trees and homes, we say that the storm was ______ (terrible). Students act out the term: Make a face that shows me what you would look like if we smelled something terrible, like rotten food. Kids make a face. Show me how you would look if you hurt your arm and it felt terrible. Ask a question using the word and have students share their responses: What is an example of something that is terrible? Turn and tell a partner or share out loud.
http://video.nationalgeographic.com/video/kids/forces-of-nature-kids/hurricanes-101-kids/Click on photo for link to video.
Select one term for the concept wheel – disasterBrainstorm what kids know about the word and its meaning (cart on paper)Write the word in the first quadrant – disasterThink of three more key ideas about the word to add to the graphic organizer
Kids write one thing they learned today.Additional Resources: http://www.weatherwizkids.com/
1. Jennifer Evans
Assistant Director ELA
St. Clair County RESA
What Effective Instructional Leaders Do:
Supporting School Improvement and
This is what we do well; these are our
challenges; and this is what we are doing to
address our challenges.
3. Introduce ELA LookFors
to Change the Face
5. Common Core
Domain 3: Instruction
3a: Communicating with students
3b: Using questioning and discussion
3c: Engaging students in learning
3d: Using assessment in instruction
3e: Demonstrating flexibility and
7. If routines and procedures are
not clearly established, that is
where you need to begin.
Once routines and
established look at:
8. Is interesting
Has real world
Relates to grade
Leads student to
look back and
reflect on answer
9. Understanding how language functions in different contexts
when writing, speaking, reading, or listening.
Determining the meaning of unknown words and phrases.
Determining understanding of figurative language, word
relationships, and nuances in word meanings.
Using grade-appropriate words and phrases.
Accountability is evident.
10. Providing explicit
aids, short video
feedback that is
students with the
time to discuss
what they notice.
Providing a rich
identify words in
students to recall
During the discussion, teammates place their chip in the
center each time they talk. They cannot talk again until all
team members have placed a chip in the middle.
All teammates pick up their chip and begin again.
Round 1: How do you engage your students?
Round 2: How do you define rigor?
Round 3: What does engaging instruction look like?
1st Grade Talking Chips Video:
With Talking Chips, where was the individual
Where was the equal participation?
How would the teacher set up the lesson to
make sure of engagement and
What ideas of engagement will you take
Turn and Talk
14. 1. Intellectual
• engaging in
to school and
out of school
◦ What is the purpose of the task?
◦ What is the purpose of a grade?
◦ What is the purpose for assessment?
45 Million Words
Estimated Cumulative Words Addressed to Child
Language Experiences by
26 Million Words
13 Million Words
(Age Child in Months)
Meaningful Differences in the Everyday Experience of Young American Children
by Betty Hart & Todd R. Risley. Paul H. Brookes Publishing Co. (1995).
18. Weekly Template
19. – Highly specialized, subject-specific; low
occurrences in texts; lacking generalization
◦ E.g., trapezoid, geosystem, carburetor, lava, tadpole
–Abstract, general academic (across
content areas); encountered in written language;
high utility across instructional areas
◦ E.g., consistent, expectation, observation, relative,
– Basic, concrete, encountered in
conversation/ oral vocabulary; words most
student will know at a particular grade level
◦ E.g., school, house, walk, eat, animal, road
Are critical to understanding academic texts
Appear in all sorts of texts and are highly
Require deliberate effort to learn, unlike Tier
Are far more likely to appear in written texts
than in speech.
Often represent subtle or precise ways to say
otherwise relatively simple things
Are seldom heavily scaffolded by authors or
teachers, unlike Tier 3 words
21. Day 1:
1. Choose word (tier II)
2. Explain Meaning
3. Repeat word several times
22. Day 2:
Students fill in the statement using the
term: When something smells bad, we
might say that it smells ____ (terrible).
When we watch a very bad movie, we might
say that the movie was ______ (terrible).
When our parents make us eat broccoli,
some of us might say that it tastes _______
(terrible). When a storm is very strong and
destroys trees and homes, we say that the
storm was ______ (terrible).
23. Day 2:
Students act out the term: Make a face that
shows me what you would look like if we
smelled something terrible, like rotten
food. Kids make a face. Show me how you
would look if you hurt your arm and it felt
24. Day 2:
25. Day 3:
Engage students in a read aloud where
students identify the vocabulary words
as they are read.
26. Day 4:
term for the
word in the
add to the
27. Day 4:
Anchor Charts or Posters - Have students created their own anchor charts based on the academic vocabulary
learned during the week.
Examples vs. Non-examples
Questioning – Have students answer questions such as ―Would you prefer to have terrible day or an ordinary
day?‖ or have students create examples from a question such as ―What is something terrible that someone
Real Life Experiences – Have students experience real life examples of the terms and respond accordingly in
writing. For example, if you are studying ―more than‖ and ―less than‖ in math, set up a center with student
weight items on a scale and respond, ―_______________ weighs more than _________________.‖ Etc.
Pantomime – Have students show how the vocabulary terms would be acted out such as ―How an eagle soars.‖
Storytelling – have students tell stories including the vocabulary terms.
Synonyms and Antonyms – Have students find synonyms and antonyms for the academic vocabulary terms
they are studying.
Illustration – Have students illustrate the academic vocabulary terms.
Word Search – Have students look through books to find the terms.
Substitution – Have students find places in their own writing or in other literature where they could substitute
the new term for one that is already there.
Hands-on Activities – provide opportunities for students to discover new understandings with hands-on
Real World – Have students find real world examples of the terms.
Problem Solving – Provide students with a real world problem involving the academic vocabulary term, and
have them work with a partner to solve it.
Transfer/Multiple Meanings – Provide students with opportunities for them to transfer their learning of the
new word so they understand what the same term may mean in math, science, social studies, reading or
Commercial – Have students create a commercial or a pamphlet of the term.
Technology – Have students use technology to create a visual representation of the vocabulary terms.
28. Day 5:
Tell what you know about the
29. Grade 2 Vocabulary Video
Dr. Anita Archer Podcasts
My Protopage with more examples
Turn and Talk:
What can be
What will you
Turn and Talk
your peers help?
your coaches help?
your administration help?
When I walk into a classroom, of course I care about what the
teacher is doing, but in some ways I care even more about what
the students are doing. What's the nature of the task? Are
students being invited, or even required, to think? Naturally,
that has implications for what the teacher is doing and what the
teacher has already done. That is, has the teacher designed
learning experiences for kids that engage them in thinking or
formulating and testing hypothesizes or challenging one
another respectfully or developing an understanding of a
concept? You really only know what a teacher is doing when you
look at what the students are doing. I also listen carefully to
how teachers question students—if they ask kids to explain
their thinking, for instance. That's very different from just
saying that's the right or wrong answer. It's a very different
mindset about wanting to understand the students' thinking
and their degree and level of understanding.
Today: Introduce ELA Look-Fors
Day 2: Co-Model Vocabulary Lesson
Day 3: Classroom Walkthroughs and
Day 4: Classroom Walkthroughs and
Day 5+: Continued Walkthroughs by
34. Select a
to be used next
2. Select 3 tier II
words to teach
3. Open the
insert pictures to
go with the
7. Determine if
you will provide
for the words.
6. Develop a
master for the
your students to
fill in the blanks
on day 2.
5. Plan how your
act out the