Once ideas are shared, have participants find a partner, Give one idea (partner writes it down on the “GET ONE” side, if it is not on their sheet); both share one ideaRotate to a new partner and repeat(visit with at least 3 different partners)
Time permitting – provide each table with books to practice leveling
I will use different groupings throughout the day in order to meet the students’ needs.
Anita Archer’s version
To/With Activity – participants read the passage and identify words they believe are Tier 2 words. Discuss with partner and identify at least 1-2 words they consider to be Tier 2. Explore the vocabulary in the passage. How many vocabulary words are there in the selection? How many of these words can be seen as useful “tools” which students will confront frequently as they read at this grade level?Which words are worth investing in?
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.
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/
Share sample from Wooly Mammoth article – used the key terms from the list
Break into groups – relocate as neededReadPrepare commercial
New teacher content literacy march 2014
Importance of Explicit Instruction and Engagement
Based on your answer, think where you
would place your colored sticker in the
correct column on the class
I rarely teach
strategies to help
to help them
I often teach
strategies to help
I regularly teach
strategies to help
The number of adults that are classified as functionally
illiterate increases by about 2.25 million each year.
One child in four grows up not knowing how to read.
44 million adults in the U.S. can't read well enough to read a
simple story to a child.
21 million Americans can't read at all, 45 million are
marginally illiterate, and one-fifth of high school graduates
can't read their diplomas.
43 % of those whose
literacy skills are
lowest live in
proficiently by the
end of the 4th
grade will end up
in jail or on welfare.
90% of welfare
recipients are high
16 to 19 year old
girls at the poverty
level and below,
average skills, are 6
times more likely to
than their reading
When the State of
how many prison
beds it will need, it
factors in the
number of kids who
read well in fourth
70% of America's
prison inmates are
illiterate and 85% of
Professor Pearson finds that in many
classrooms, students spend little time actually
reading texts. Much of their instructional time is
spent on workbook-type assignments. The
skill/time ratio is typically the highest for
children of the lowest reading ability (Allington,
1983). Furthermore, the research indicates that
teachers are spending inadequate amounts of
time on direct comprehension instruction. A
study completed (Durkin) concluded that
teachers used either workbooks or textbook
questions to determine a student's
understanding of content, but rarely taught
students "how to comprehend."
Both NRP and Duke and Pearson (2002) agree
that explicit teaching, including an
explanation of what and how the strategy
should be used, teacher modeling and
thinking aloud about the strategy, guided
practice with the strategy and support for
students applying the strategy independently
are the steps needed to effectively teach any
Comprehension is what it’s all about!
Reading comprehension – and how to teach
it – is probably the area of literacy about
which we have the most knowledge and the
It is also probably the area that gets the least
attention in the classroom.
teachers are the only
element of an
Allington & Cunningham, 1997
1. 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
2. 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?
For Words Comprehension
Provide time for
choice in selecting
and text to ensure
of text (with
Provide time for
Use authentic text
Teach students to
explain things to
Establish goals for
how to collaborate
Use peer teaching
Time to Talk
students to express
their own thoughts
Use whole class,
small group, and
instruction in the
Ask literal, critical,
› Ask Questions Throughout the Reading
Join room 980994
Type response to question(s):
How will you be able to use the
Bloom’s flip chart with your students?
How will you use the flip chart to
Conversation about the
texts students read
mimic the conversations
real readers in the real
world have about real
books they really want to
Conduct discussions with
readers as conversations –
Model types of
(T-S, T-T, T-W).
Arrange for students to
conversations in small
• Opener (for
voice in the
• Sets the norm
• On the Give
One, Get One
to the question
What makes informational text difficult for students
to comprehend and for teachers to explicitly
Why Explicitly Teach Informational
Once students leave high school, 90%
of their reading will be informational
Only 10% will be reading for pleasure.
There are five text structures found in expository
These strategies need to be explicitly taught to students in
order for them to learn the strategies needed to extract the
most important information from the text.
Schools purchase a single
reading source for students –
Textbooks are often two or
more years above the
average reading level of the
students (Chall & Conard,
1991; Budiansky, 2001).
Independent Level 96%- 100% Accuracy
Instructional Level 90-95% Accuracy Students can read with
teacher support and
Frustration Level < 90% Accuracy “Too Hard”
Fountas and Pinnell’s
Procedure to Level
Modeled reading and
Independent reading and
“Most educators believe that vocabulary
instruction is critical in any classroom. The
issue is not whether we should have
vocabulary instruction, but how to make
that vocabulary instruction have meaning
beyond assigned word lists.”
Inside Words: Tools for Teaching Academic Vocabulary Grades 4-12, Janet Allen,
Language – Vocabulary Acquisition and Use
L4. Determine or clarify the meaning of unknown and
multiple-meaning words and phrases by using context
clues, analyzing meaningful word parts, and consulting
general and specialized reference materials, as
L5. Demonstrate understanding of word relationships
and nuances in word meanings.
L6. Acquire and use accurately a range of general
academic and domain-specific words and phrases
sufficient for reading, writing, speaking, and listening at
the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge
when considering a word or phrase important to
comprehension or expression.
The following vocabulary instruction is not
supported by research :
draw a line from the word to the definition (matching)
write sentences using the words
look-up the definitions in a dictionary
use context clues for unknown words when there is little
should focus on critical
Different types of words
require different types of
instruction does not rely
on definitions alone
Teaching word parts
Repeated exposure is
Not all terms are
for a given
Strategically select a relatively small number (3-10 per
reading selection) of words for explicit instruction.
Select words that:
are critical to
will likely be
in the future
Common in oral language &
mobilize, industry, naïve,
Very common (high frequency words, sight words)
Usually do not require explicit instructional attention to
car, water, walk, man…
(Beck, McKeown, Kucan, 2002)
Johnny Harrington was a kind master who
treated his servants fairly. He was also a
successful wool merchant, and his business
required that he travel often. In his
absence, his servants would tend to the
fields and cattle and maintain the upkeep of
his mansion. They performed their duties
happily, for they felt fortunate to have such a
benevolent and trusting master.
(Kohnke,2001, p. 12)
or videos to
1. Choose word (tier II)
2. Explain Meaning
3. Repeat word several times
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
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.
Engage students in a read aloud
where students identify the
vocabulary words as they are read.
term for the
the word and
word in the
word to add
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
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 writing.
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.
Grade 2 Vocabulary Video
Dr. Anita Archer Podcasts
My Protopage with more examples
Turn and Talk:
What can be
What will you
•Jigsaw Activity (Guided Highlighted
Reading, Vocabulary Book, Word Tree,
•Divides the work; Allows smaller groups
to become “experts”Why
•Each team reads their assigned activity.
•Develop a brief overview of the
activities and why use them. Share with