1. The document discusses the six step process for SJSD vocabulary and provides examples of vocabulary words and concepts from various anchor texts on teaching vocabulary.
2. Some of the key ideas discussed include that vocabulary is best learned through direct instruction of specific words used in multiple contexts, the three tiers of words defined by the Common Core with Tier Two words being the focus, and criteria for selecting Tier Two words including importance, instructional potential, and conceptual understanding.
3. Participants engaged in an activity where they analyzed words from an excerpt using the criteria for Tier Two words and reflected on questions about vocabulary using shapes.
Minarets High School Curricular and Instructional ProfilesMichael Niehoff
Take a look at how Minarets High School staff profiling their curricular and instructional profiles showcasing their use of standards in the 21st century.
This document contains a lesson plan template for teaching the topic of intercultural learning. The plan includes the following:
1. An icebreaker activity where students discuss rules in their school or classroom in pairs.
2. An activity where students compare examples of rule-breaking in pairs and decide which is most serious.
3. Exercises to personalize the topic, define vocabulary, focus on grammar, transfer grammar skills, and consolidate learning.
The plan aims to introduce intercultural communication, extend discussion of rule-breaking, practice circumlocution, familiarize students with vocabulary, and apply a grammar structure around "should have + past participle." Times are allocated for each phase and activities incorporate
Brian Housand, PhD
http://brianhousand.com
SEM-R: Schoolwide Enrichment Model Reading Framework
Presentation at Olde Providence Elementary
Charlotte, NC
September 9, 2010
The document provides information about Asa Gervich's 3rd grade classroom for the 2012-13 school year. It includes an agenda for curriculum night, an overview of the classroom's curriculum including a focus on local Native American studies, field studies at Wapato Park, and project-based learning. It also outlines the classroom's approach to reading, writing, spelling and math instruction as well as behavior policies and volunteer opportunities.
This document discusses using real-world objects or "realia" in English language teaching. It defines realia as using real items from the world to help teach English. Some key benefits are that realia makes lessons more memorable by linking words to objects, stimulates the mind, grabs students' attention, and promotes speaking practice. The document provides examples of how to use realia, such as having students physically examine objects, role play with objects, or read maps. While realia makes lessons more interesting, it also requires preparation and could lose the class' focus if misused. Overall, the conclusion is that realia is worth the effort to engage students.
The document discusses teaching vocabulary in schools. It notes that schools currently do little to promote vocabulary development, especially in early elementary years. It recommends defining an essential vocabulary for high school graduates and providing direct explanations of words. A greater teacher-centered effort is needed to systematically introduce and explain new vocabulary to students from an early age to help close achievement gaps and allow most children to learn vocabulary at a normal rate.
1. The document discusses the six step process for SJSD vocabulary and provides examples of vocabulary words and concepts from various anchor texts on teaching vocabulary.
2. Some of the key ideas discussed include that vocabulary is best learned through direct instruction of specific words used in multiple contexts, the three tiers of words defined by the Common Core with Tier Two words being the focus, and criteria for selecting Tier Two words including importance, instructional potential, and conceptual understanding.
3. Participants engaged in an activity where they analyzed words from an excerpt using the criteria for Tier Two words and reflected on questions about vocabulary using shapes.
Minarets High School Curricular and Instructional ProfilesMichael Niehoff
Take a look at how Minarets High School staff profiling their curricular and instructional profiles showcasing their use of standards in the 21st century.
This document contains a lesson plan template for teaching the topic of intercultural learning. The plan includes the following:
1. An icebreaker activity where students discuss rules in their school or classroom in pairs.
2. An activity where students compare examples of rule-breaking in pairs and decide which is most serious.
3. Exercises to personalize the topic, define vocabulary, focus on grammar, transfer grammar skills, and consolidate learning.
The plan aims to introduce intercultural communication, extend discussion of rule-breaking, practice circumlocution, familiarize students with vocabulary, and apply a grammar structure around "should have + past participle." Times are allocated for each phase and activities incorporate
Brian Housand, PhD
http://brianhousand.com
SEM-R: Schoolwide Enrichment Model Reading Framework
Presentation at Olde Providence Elementary
Charlotte, NC
September 9, 2010
The document provides information about Asa Gervich's 3rd grade classroom for the 2012-13 school year. It includes an agenda for curriculum night, an overview of the classroom's curriculum including a focus on local Native American studies, field studies at Wapato Park, and project-based learning. It also outlines the classroom's approach to reading, writing, spelling and math instruction as well as behavior policies and volunteer opportunities.
This document discusses using real-world objects or "realia" in English language teaching. It defines realia as using real items from the world to help teach English. Some key benefits are that realia makes lessons more memorable by linking words to objects, stimulates the mind, grabs students' attention, and promotes speaking practice. The document provides examples of how to use realia, such as having students physically examine objects, role play with objects, or read maps. While realia makes lessons more interesting, it also requires preparation and could lose the class' focus if misused. Overall, the conclusion is that realia is worth the effort to engage students.
The document discusses teaching vocabulary in schools. It notes that schools currently do little to promote vocabulary development, especially in early elementary years. It recommends defining an essential vocabulary for high school graduates and providing direct explanations of words. A greater teacher-centered effort is needed to systematically introduce and explain new vocabulary to students from an early age to help close achievement gaps and allow most children to learn vocabulary at a normal rate.
This document provides information about types of nonfiction books for primary grade children, including concept books, nonfiction picture books, photographic essays, identification books, life-cycle books, experiment and activity books, documents and journals, survey books, specialized books, and craft and how-to books. It then discusses how nonfiction books can be used in the curriculum to introduce topics, provide more up-to-date information than textbooks, and allow students to compare different points of view. Finally, it introduces the author Seymour Simon and provides examples of classroom connections for some of his books on dolphins, whales, sharks, and other topics.
This document provides guidance for teachers on teaching the Common Core Georgia Performance Standards for 5th grade reading literary texts. It outlines skills, concepts, strategies and tasks for each standard, along with recommended vocabulary. For standard 1, having students quote accurately from texts when explaining or drawing inferences is emphasized. Standard 2 focuses on determining theme and summarizing. Standard 3 compares and contrasts characters, settings or events. The remaining standards address determining word meanings, explaining a text's overall structure, describing a narrator's point of view, and analyzing how visual/multimedia elements contribute to meaning or beauty. Sample tasks and strategies for integrating the standards into instruction are also provided.
The document outlines an approach to direct vocabulary instruction. It begins by making the case for why direct vocabulary teaching is essential. It then discusses the neurological process of how knowledge is stored in the brain. Next, it examines the most effective target words for direct vocabulary instruction, focusing on tiered academic words. The document proposes that the most effective pedagogical approaches actively engage students and incorporate repetition, definitions, examples, and relating new words to prior knowledge. It suggests a six-step process for vocabulary instruction.
Putting wow in the classroom with common coreKeith Pruitt
This document discusses strategies for teaching literacy skills aligned with the Common Core State Standards. It emphasizes developing close reading skills through analyzing text complexity, academic vocabulary, and critical thinking. It also stresses the importance of writing instruction and process writing. The key ideas are that the CCSS focus on learning how to learn through in-depth comprehension and placing equal emphasis on both reading and writing skills.
This document provides an overview of topics covered in an education course on literacy instruction. It includes announcements about upcoming assignments and conferences. Students are instructed to submit a topic selection and rationale paper by February 16th that identifies a topic related to literacy instruction, explains its importance, and includes 2-5 relevant references. The document also previews upcoming lessons on word study, including assessing students' spelling abilities, using word sorts to group words and identify patterns, and relating words to authentic reading experiences. Read-alouds are suggested to tie in examples of word patterns.
This document provides content and standards for a disciplinary vocabulary lesson on story elements. It includes vocabulary words related to characters, plot, setting, and other literary elements. It also lists Common Core State Standards covering skills like describing characters, identifying details, and sequencing events. Sample stories are provided to investigate these elements, along with comprehension questions addressing similes, characters, settings, and sequencing events. Students will create a scrapbook of characters and a book report identifying vocabulary in a reading. They will also write a short play based on their book.
The document outlines goals and activities for learners to identify advocates, learn advocacy skills, and engage in advocacy through movement. It defines transliteracy and information literacy. Advocacy is described as an ongoing effort to develop support through specific and sustained efforts over time. The last section encourages advocacy for libraries and information access.
The document discusses literacy assessments and activities used in a pre-K classroom to evaluate students' literacy development levels. It describes assessments like "Marching Around the Alphabet" and Alphabet Bingo that allow students to name letters and sounds. The document also discusses selecting narrative and informational texts at different levels based on the Literacy Matrix and incorporating them into literacy lessons along with comprehension questions.
Fifty Shades of the Common Core for ELA: RevisedJennifer Jones
This is a revised version of my original Fifty Shades of the Common Core presentation. Slides 51-59 about text complexity are new based on a recent presentation I attended by Timothy Shanahan, one of the authors of the Common Core for ELA.
This presentation explores the necessity to look at authenticity in the ELT classroom and particularly the need to use real literature for teaching language.
This document discusses using effective and affective literature in English language teaching. It begins by asking questions about key concepts like what is real, authentic, effective and affective. It then discusses considerations for the Argentine context and possibilities for exploiting literature in exams. Various strategies are proposed for using literature, including keeping reading diaries, storytelling projects, drama activities and asking real questions in circle time. Websites with related resources are also listed.
This issue of Educate Your Life magazine includes articles on multiple intelligences, extrinsic motivation, decluttering the classroom, finding power at work, inclusive education, popular Halloween costumes, and handling gender bias in the classroom. It also features reader mail, a daily prize calendar, recipes, horoscopes, what kids want to be when they grow up, and information about an upcoming Educate Your Life tour.
Sara Shover created a literate environment in her classroom by getting to know her students, assessing their strengths and weaknesses, selecting engaging texts at different levels of difficulty, and creating lessons incorporating comprehension strategies and critical thinking. She chose books for individual students based on their interests and needs. Technology like online stories and games were integrated to further engage students. Lesson plans demonstrate modeling questioning strategies and having students critically examine texts. Creating a supportive literate environment helps all students become successful readers.
The document provides definitions of reading from various linguists and discusses the importance of reading. It then summarizes the Basal Reader Approach, which introduces reading skills systematically using controlled vocabulary and integrated subskills. Sample reading activities are described, including word referents, letter sounds, book references, and comprehension questions. The key provides answers to the activities. In summary, the document lays out definitions of reading, overviews the Basal Reader Approach for systematic skills development, and provides examples of reading comprehension exercises.
This document provides guidance for teaching the Common Core Georgia Performance Standards for fourth grade reading literary texts. It outlines key skills, concepts, strategies, tasks, and vocabulary for teachers to focus on in helping students comprehend stories, poems, and drama. Specific standards are addressed, such as determining theme, describing characters, and comparing point of view. Sample instructional activities are described that integrate multiple standards. The goal is for students to understand, analyze, and connect to different types of literary texts.
The document provides a weekly update from a Grade 5 teacher at CDNIS. It discusses several events from the past week, including watching an adaptation of Oliver Twist, continuing work on personal inquiries and drafting stories, and holding student-led learning reflections. It also announces upcoming dates like the beginning of the Festival of the Arts and notes for parents.
The Call of the Wild: Naturalism in Literaturekeithchrisman
This unit plan introduces 11th grade AP students to the literary movement of Naturalism through the novel "The Call of the Wild" by Jack London. Students will explore themes of humanity's relationship with nature and society's rules versus nature's rules. Activities include introducing the character Chris McCandless from "Into the Wild" to discuss living in nature, analyzing quotes about nature from literature, discussing the "Man vs. Nature" conflict, and comparing society to living in the wild. The goal is for students to better understand Naturalism and how nature influences human instincts and ambitions.
This document provides a plan for teaching students about antonyms through reading Dr. Seuss's book "The Foot Book" and having students create "Diamante" poems using opposite words related to dinosaurs. It also includes strategies for getting students to use their own voice in writing and engaging students in writing activities like "Write-Around", "Switcharoo", "Bumper Sticker", and "License Plate" for familiar stories, as well as having students draw pictures of their "plan for writing".
The document discusses strategies for using read-alouds to build vocabulary and comprehension in primary students. It emphasizes using high-quality children's literature and engaging students in discussions to teach Tier 2 words in context. Planning is important, with goals set before, during, and after reading. Fiction and nonfiction require different focuses - fiction on individual words, nonfiction on related word clusters and text structure. Multiple exposures and review are also recommended.
SJSD January 2014 Professional Development for Secondary TeachersDrDial
This is follow-up professional development for St. Joseph School District Secondary Teachers with regards to implementation of the argument writing process across content areas.
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The document outlines an approach to direct vocabulary instruction. It begins by making the case for why direct vocabulary teaching is essential. It then discusses the neurological process of how knowledge is stored in the brain. Next, it examines the most effective target words for direct vocabulary instruction, focusing on tiered academic words. The document proposes that the most effective pedagogical approaches actively engage students and incorporate repetition, definitions, examples, and relating new words to prior knowledge. It suggests a six-step process for vocabulary instruction.
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This document discusses strategies for teaching literacy skills aligned with the Common Core State Standards. It emphasizes developing close reading skills through analyzing text complexity, academic vocabulary, and critical thinking. It also stresses the importance of writing instruction and process writing. The key ideas are that the CCSS focus on learning how to learn through in-depth comprehension and placing equal emphasis on both reading and writing skills.
This document provides an overview of topics covered in an education course on literacy instruction. It includes announcements about upcoming assignments and conferences. Students are instructed to submit a topic selection and rationale paper by February 16th that identifies a topic related to literacy instruction, explains its importance, and includes 2-5 relevant references. The document also previews upcoming lessons on word study, including assessing students' spelling abilities, using word sorts to group words and identify patterns, and relating words to authentic reading experiences. Read-alouds are suggested to tie in examples of word patterns.
This document provides content and standards for a disciplinary vocabulary lesson on story elements. It includes vocabulary words related to characters, plot, setting, and other literary elements. It also lists Common Core State Standards covering skills like describing characters, identifying details, and sequencing events. Sample stories are provided to investigate these elements, along with comprehension questions addressing similes, characters, settings, and sequencing events. Students will create a scrapbook of characters and a book report identifying vocabulary in a reading. They will also write a short play based on their book.
The document outlines goals and activities for learners to identify advocates, learn advocacy skills, and engage in advocacy through movement. It defines transliteracy and information literacy. Advocacy is described as an ongoing effort to develop support through specific and sustained efforts over time. The last section encourages advocacy for libraries and information access.
The document discusses literacy assessments and activities used in a pre-K classroom to evaluate students' literacy development levels. It describes assessments like "Marching Around the Alphabet" and Alphabet Bingo that allow students to name letters and sounds. The document also discusses selecting narrative and informational texts at different levels based on the Literacy Matrix and incorporating them into literacy lessons along with comprehension questions.
Fifty Shades of the Common Core for ELA: RevisedJennifer Jones
This is a revised version of my original Fifty Shades of the Common Core presentation. Slides 51-59 about text complexity are new based on a recent presentation I attended by Timothy Shanahan, one of the authors of the Common Core for ELA.
This presentation explores the necessity to look at authenticity in the ELT classroom and particularly the need to use real literature for teaching language.
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Sara Shover created a literate environment in her classroom by getting to know her students, assessing their strengths and weaknesses, selecting engaging texts at different levels of difficulty, and creating lessons incorporating comprehension strategies and critical thinking. She chose books for individual students based on their interests and needs. Technology like online stories and games were integrated to further engage students. Lesson plans demonstrate modeling questioning strategies and having students critically examine texts. Creating a supportive literate environment helps all students become successful readers.
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Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
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3. A Rainbow of Fruity Flavor by *Micky
I am
inspired
An adventure
by...
that you have
had in
What was your education
favorite thing
you did over
the winter
break?
If you were
stranded on an
island, what
three objects
would you take
with you?
I am
passionate
about...
6. Fiction
Stories, drama,
THEN...
poetry, realistic
fiction, historical
fiction Nonfiction
Follows an expository text structure rather
than a narrative form; often includes print
features, captions, tables of contents,
indices, diagrams, glossaries, and tables.
Biographies are NOT informational text.
7. Literary Text
Stories, drama,
NOW...
poetry, realistic
fiction, historical
fiction Informational Text
Follows an expository text structure rather
than a narrative form; often includes print
features, captions, tables of contents,
indices, diagrams, glossaries, and tables.
Biographies are NOT informational text.
8. True or False
1. Reading 14 minutes a day means
reading over 1,000,000 words a year.
2. Preschool or children’s books expose
you to more challenging vocabulary than
do prime-time adult TV shows.
3. Vocabulary can be learned through
reading and talking.
9. Why teach Vocabulary?
Research shows a
student with no
direct vocabulary
instruction, scores
in the 50th
percentile ranking.
We'll Forsake Our Ages and Pretend We Are Children by Brandon Christoper Warren
on Flickr
10. The same student…
… after specific
content-area
terms have been
taught in a
specific way,
raises his/her
comprehension
ability to the
83rd percentile.
11. Early vocabulary knowledge is a predictor of
comprehension in later years. (p. 2- Creating Robust Vocabulary)
Classic Strobist Shot by B & K Weaver on flickr
12. Background knowledge is more important
to the understanding of reading than IQ.
Read by sabeth718 on flickr
13. Baca Buku by xiangxi on Flickr
1st graders from high
SocioEconomicStatus know 2X the
words of kids from low SES.
(Bringing Word to Life p.1)
14. Did you know?
In 1st and 2nd grade,
children need to learn
800+ words per year,
about 2 per day.
For the love of books by Chocolate Geek on
In 3rd grade, children
need to learn between
2000-3000 new words
each year, about 6-8 per
day.
flickr
15. ? by atomicity on flickr
Did you know? There is a
strong
correlation
between
vocabulary
knowledge and
comprehension.
16. Words…
People’s
knowledge of any
One day this will seem like youth by Greg Gladman on Flickr
topic is
encapsulated in
the terms they
know that are
relevant to the
topic.
(Building Academic Vocabulary p.1)
17. “Carving is appropriate for most green and
blue slopes, and even some black slopes.
However, if you try to carve through moguls,
especially in packed powder or corn snow,
you’re going to face plant.”
based on “Building Vocabulary: Teacher’s Manual” by Robert J. Marzano and Debra J. Pickering.
18. Why Teach Vocabulary?
"Teaching
specific terms in
specific ways is
the strongest
action a teacher
can take to
ensure academic
background."
• (Building Academic Vocabulary p.1)
http://www.photographyblogger.net/12-interesting-question-
mark-pictures/
19. What Words to Teach
Amor de Palabra Word Love by Javier Volcan
20. Is there a
list of
grade-
specific
words
teachers
should be
teaching?
Vocabulary by Akira ASKR
21. Common Core State Standards Identify
Three Tiers of Words
Domain Specific Words
- specific to content area - key
to understanding new concept
3 within a text - common in
informational texts
General Academic Words
more likely to appear in written
text - subtle or precise ways to 2
say simple things - highly
generalizable
Everyday Speech Words
learned in the early grades
1 - not a challenge to native
speakers - not the focus of
discussion
22. Tier 1
• Words of everyday speech
• Usually learned in the early grades
• Not considered a challenge to the average
native speaker
23. Tier 2
• Tier Two (general academic words) are far
more likely to appear in written texts than in
speech.
• They appear in all sorts of texts.
24. Tier 2
Represent
subtle or
precise ways
to say
relatively
simple things --
saunter
instead of
walk
Hanging On by Steve-h
25. Tier 3
Tier Three words
are specific to a
domain or field of
study.
lava, piano,
carburetor, legislature,
circumference, aorta
Junior Year by flickr./com/photos/amanda_munoz
Isabel L. Beck, Margaret G. McKeown, and Linda Kucan (2002, 2008)
26. Tier 3
Tier Three words are...
o key to understanding a new concept.
o far more common in informational texts than in
literary texts.
Isabel L. Beck, Margaret G. McKeown, and Linda Kucan (2002,
2008)
27. Tier 3
Often explicitly defined
by the author of a text,
repeatedly used, and
heavily scaffolded ie:
made a part of a
glossary.
New Section - Food Glossary! by LexnGer
Isabel L. Beck, Margaret G. McKeown, and Linda Kucan (2002, 2008)
32. Tier 2
• Tier 2 words are referred to in the Common Core State
Standards as “general academic” words.
• Could be words that describe more specifically or that
elevate tone, like writing mention instead of tell, or
fortune instead of luck.
• They are the words that are used to discuss, persuade,
and explain across disciplines, words like argument,
significance, characteristic, and question.
33. Tier 2 Take Aways
• Kids do not learn the same words at the same
rate
• There are no grade specific word lists
• Choosing words can be quite arbitrary
Anchor by Leo Reynolds
34. More Tier 2 Take Aways
• Chosen words need to be used in a variety of
ways
• What makes vocabulary valuable and important
is not the words themselves so much as the
understandings they afford
35. Circle, Square, Triangle
Reflect:
Circle: What question is still circling in
your mind?
Square: What are two things that square
with your beliefs about vocabulary?
Triangle: What are three points you
learned today?
http://www.flickr.com/photos/
9729909@N07/4586773090/
39. Let's practice!
Purpose: Identify Tier 2
words in Bruce Neel's
"What a Glorious Nation
We Live In"
40. Our Word List for the Day is taken
from the essay,
"What a Glorious Nation We Live In"
Author: Bruce Neel
41.
42. How Well Do I Know These Words?
instill gobble
reparations trampling
accommodate impassioned
plea stabilizing
compensation contributions
from Words, Words, Words by Janet Allen
43. A Picture Walk
lomo fisheye 2 at Chester Cathedral by Adam Foster l Codefore
48. Step 1: Typical Classroom Activities
• "How Well Do I Know These Words?"
• Picture Walk
o compensation
• Use Context Clues to Describe the Word
o accommodate
• Root Word and Affix
o impassioned
54. Step 2: Typical Classroom Activities
• Students repeat the word.
• Teacher can define it or question students about the
meaning of the word.
• Define Me!
• Teacher describes the word in context, student writes own
definition.
• Add to a Vocabulary Notebook
• Concept Circles
58. to eat hurriedly and cram, devour,
noisily gorge, gulp,
scarf, stuff
gobble
Hurry up and gobble nibble
up the cookies before peck
your mom comes pick
home!
When I am hungry I
tend to gobble up my
food.
72. Step 5: Typical Classroom Activities
• Student Interaction and Discussion about words
o Think-Pair-Share
o Clock Partners
o One Minute Review
• Games
o Pictionary
o Charades
o Jeopardy
o $25,000 Pyramid
• Other
o nGram Viewer
o Extreme Vocabulary
o Motivational Posters
o ninjawords
76. Step 6 - Typical Classroom Activities
Silent Chalk Talk
What are some
ways students can
independently apply
their knowledge of
words?
http://oceancopy.co.uk/wp-content/uploads/2011/08/1083257_44995937.jpg