1. Jennifer Evans
Assistant Director ELA
St. Clair County RESA
Evans.jennifer@sccresa.org
http://www.protopage.com/evans.jennifer#Untitled/Home
2.
What Effective Instructional Leaders Do:
Supporting School Improvement and
Instructional Quality
This is what we do well; these are our
challenges; and this is what we are doing to
address our challenges.
8.
Domain 3: Instruction
3a: Communicating with students
3b: Using questioning and discussion
techniques
3c: Engaging students in learning
3d: Using assessment in instruction
3e: Demonstrating flexibility and
responsiveness
9.
10.
11. Professional
45 Million Words
(In Millions)
Estimated Cumulative Words Addressed to Child
Language Experiences by
Group
Workingclass
26 Million Words
Welfare
13 Million Words
12
48
24
36
(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).
12.
Only 4% of the school day is spent engaging
in student talk.
Only 2% of is spent discussing focal lesson
content (but not necessarily using relevant
academic language).
◦ Arreaga-Mayer & Perdomo-Rivera, 1996
13. If routines and procedures are
not clearly established, that is
where you need to begin.
Once routines and
procedures are
established look at:
The task
What the
student is
doing
What the
teacher is
doing
15. Is interesting
Requires
cognitive effort
Has real world
relevance
Creates
discussion
Relates to grade
level CCSS
Builds student
understanding
Engages students
Balances
Informational and
Literary texts
Leads student to
look back and
reflect on answer
16.
17.
18. 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.
19.
20. 1.
2.
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:
http://vimeo.com/65843184
21.
With Talking Chips, where was the individual
accountability?
Where was the equal participation?
How would the teacher set up the lesson to
make sure of engagement and
accountability?
What ideas of engagement will you take
away?
Turn and Talk
22. 1. Intellectual
engagement
• engaging in
active problem
solving, logic, an
d meta-cognitive
strategies
2. Emotional
engagement
• interest,
enjoyment, and
choice
3. Behavioral
engagement
•behaviors, habits
and rituals
4. Social
engagement
• attachment to
school and
community
23. Varied
Authentic,
meaningful
tasks
Connected to
students’
culture, life
out of school
Involves
active
participation
&
collaboration
Intellectually
challenging
Investigation,
problem
asking and
solving
Experimentation, s
imulation, debate,
role playing
Real World
Problems
Multiple
resources
Technology
24. Providing explicit
and precise
modeling.
Using graphic
organizers, visual
aids, short video
clips/pictures, to
support teaching
term(s).
Providing
students with
feedback that is
timely and
effective.
Providing
students with the
time to discuss
and determine
what they notice.
Providing a rich
literacy
environment.
Demonstrating
enthusiasm for
the content
subject area.
Using explicit
instruction or
Marzano’s 6-step
vocabulary model.
Incorporating
kinesthetic
movements with
vocabulary words
when possible.
Providing
opportunities for
students to
identify words in
reading.
Differentiating,
clarifying, and
providing
opportunities for
students to recall
information.
25.
Ask:
◦ What is the purpose of the task?
◦ What is the purpose of a grade?
◦ What is the purpose for assessment?
29. Day 1:
1. Choose word (tier II)
2. Explain Meaning
3. Repeat word several times
Use
illustrations or
videos to
visualize the
word
30.
31. 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).
32. 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
terrible.
34. Day 3:
Engage students in a read aloud where
students identify the vocabulary words
as they are read.
35. Day 4:
terrible
Select one
term for the
concept
wheel –
terrible
Brainstorm
what kids
know about
the word
and its
meaning.
Write the
word in the
first
quadrant.
Think of
three more
key ideas
about the
word to
add to the
graphic
organizer
36. 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
might do?‖
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
activities.
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.
41.
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.
42.
Today: Introduce ELA Look-fors
Day 2: Co-Model Vocabulary Lesson
Day 3: Classroom Walkthroughs and
Support
Day 4: Classroom Walkthroughs and
Support
43. Select a
reading passage
to be used next
week.
2. Select 3 tier II
words to teach
explicitly.
3. Open the
PowerPoint
Template, and
insert pictures to
go with the
words selected.
8. Plan
additional units.
7. Determine if
you will provide
an additional
―Menu‖ center
for the words.
6. Develop a
concept wheel
master for the
vocabulary word.
1.
4. Create
dialogue for
your students to
fill in the blanks
on day 2.
5. Plan how your
students could
act out the
words.
Editor's Notes
2 vs. 8 words a day between professional homes and welfare
These are the students who need the most practice using vocabulary in order to make those gains, but are being the least engaged. We can engage ELL and other low language students and scaffold their learning in non-threatening ways. The point is, they need to be engaged, not just have a partner that will do all the talking for them.
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/
