Comprehension and Vocabulary Interventions

1. Comprehension and Vocabulary Interventions Making meaning 30 min (Georgene and Kari) vocab comp Jr. Great book strategies 15 ( Kari) ELI Comp. strategies 45 total (Sherrie) ELI Vocab strategies 30 (Carrie) Reading street vocab: 60 min. (Kelly)Making meaning 30 min (Georgene and Kari) vocab comp Jr. Great book strategies 15 ( Kari) ELI Comp. strategies 45 total (Sherrie) ELI Vocab strategies 30 (Carrie) Reading street vocab: 60 min. (Kelly)

2. Clock hour Information If you �saved� your clock hour forms from the 1st intervention training (at a school building), you can add tonight�s training. Make sure to include that training date as well as tonight�s. The total clock hours will be 6 The fee will be $6 If you did not save your form, you can still get clock hours tonight. Total clock hours for tonight is 3 Total fee for tonight is $5 If you are Title 1, LAP, or a coach, please indicate next to your name on the sign in.

3. Learning targets I can explain why comprehension instruction is important. I can name specific comprehension strategies. I can create QAR questions. I can explain why vocabulary instruction is important. I can choose specific vocabulary strategies. I can plan a week�s worth of vocabulary lessons using the strategies from tonight�s work. SherrieSherrie

4. Norms Be present in your learning. For those of us on different ends of the learning continuum, please value those of us still learning. Honor the presenter by listening. Take care of your needs whenever you need them.

5. Sherrie You have already taken the initial training of diagnosing problems. You have looked at your dibels and dds data and determined vocabulary is what your kids need. Today we�re talking about Vocabulary and comprehension You should only be working on these strategies for students who are �strong readers� and above 97% accuracy for interventions. Sherrie You have already taken the initial training of diagnosing problems. You have looked at your dibels and dds data and determined vocabulary is what your kids need. Today we�re talking about Vocabulary and comprehension You should only be working on these strategies for students who are �strong readers� and above 97% accuracy for interventions.

6. Comprehension foundation notes SherrieSherrie

7. Discuss with your table group What is reading comprehension? Why is comprehension important? What instructions help students develop comprehension? How can we adopt instruction for students with special needs? How can we monitor students� progress in comprehension?

8. What is Reading Comprehension Comprehension is critically important to the development of children�s reading skills�it�s the essence of reading. It is a complex cognitive process that requires an intentional and thoughtful interaction between the reader and text. Development and application of comprehension strategies is intimately linked to student success. Lastly, comprehension is not a product of reading, but as a result of the active engagement between the reader and the text, and not the activity or the context.

9. The NRP (2000) identified the following comprehension strategies as most promising and effective for helping students improve their comprehension: Comprehension Monitoring Cooperative Learning Graphic and Semantic Organizers Story (or Text) Structure and Mapping Questioning (Answering & Generating) Summarization Multiple Strategy Approach What comprehension strategies did the nrp identify as most promising and effective?

10. Key comprehension strategiespressley 2000; rand study group, 2002 Identifying important information Inferring/predicting Monitoring/clarifying Generating and answering questions Visualizing Summarizing Synthesizing Evaluating

11. Making Meaning Strategies Georgene Good time to point out we are NOT sending Making Meaning their way. We are just sharing strategies they can use with any of their stories. Georgene Good time to point out we are NOT sending Making Meaning their way. We are just sharing strategies they can use with any of their stories.

12. The 9 Making Meaning strategies Retelling Using schema/making connections Visualizing Wondering/Questioning Making Inferences Determining important ideas Understanding text structure Summarizing Synthesizing

13. Strategies for Students Think Pair Share Visualizing during read aloud How did you picture the part where it said, �The students were squished on the bus.�? Who did you picture on slide? How is that person coming down the slide? Students connect discussion comments to those made by another reader: I agree with _______ because _________________. I disagree with ________ because _______________. In addition to what ________ said, I�d like to add __________________. When talking with a partner, help them share more: Tell me more of your thinking about ________. Let�s talk a little more about ______________. Another way to think about it might be ____________.

14. Strategies for teachers Use sticky notes to mark the places vocabulary words appear. You might write the meaning of the word on the note to help you define it smoothly without interrupting the reading. Use sticky notes to mark stopping places in the book, remind you of questions, or other important information you want to convey. For each skill, teach explicitly, model, and practice. Discuss the story and make personal connections by asking students: What did you hear the second time reading the story that you missed the first time? What does this story tell us about ________ (theme)? What in the story makes you think that?

15. Strategies for Teachers Use Class Meeting format to discuss stories Class meeting rules One person talks at a time Listen to one another Allow people to disagree Talk respectfully to one another

16. Deeper Questioning strategies KariKari

17. Deeper Thinking Discussion �Students are encourage to think critically and deeply about the meaning of what they read, and to use evidence from the story to support their ideas�. For stories with open endings, ambiguous, stories with moral endings. For Jr. great book type stories. For stories with open endings, ambiguous, stories with moral endings. For Jr. great book type stories.

18. Student responsibilities during a discussion Read and understand the story Come prepared to discuss your answer to the questions Be an attentive listener Ask questions of others Be open to new ideas Use the text to support your thinking

19. Teacher responsibilities during a Reading discussion Choose the Question Plan ahead passages that relate to the question Only ask questions during the discussion Use a seating chart to keep track of student ideas Move the discussion along by asking clarifying questions

20. Sample Seating Chart

21. On swift siteOn swift site

23. Ways to use Deeper Questioning Strategies After reading the story, determine which higher order question you want to ask. Pose question to students Check for understanding Students write in response to question. Students discuss answers. Show student workShow student work

24. ELI Strategies SherrieSherrie

25. Cooperative Learning with Reciprocal Teaching Groups predict what they story will be about using picture clues or story title. Groups generate questions Who will the story focus on? Where will it take place? What problems might occur? Groups summarize the main parts of the story Groups determine if there predictions were correct and clarify answers to the questions they generated. Reciprocal Teaching learning steps1. Predict-purpose: to provide background knowledge and a focus for reading. Students predict what is likely to happen or to be learned. Have pairs of students work together. Pairs may share one copy of the text, or each student may use his or her own book. Preview the text. Look at illustrations and/or graphics that will give the student important information before and during the reading. Remind them of text-structure elements such as captions, headings, or pronunciation guides. Students read these elements together, discuss and make connections to the text they will be reading. Student pacing should be fast and all student-to-student interaction and discussion must keep to the topic. 2. Question Student poses a question about the content of the text to be answered by others. A good question May be answered directly from the text May require making inferences May require evaluation May involve all of the above 3. Summarize Summaries keep the same tone as the text being read. Summaries do not have an opinion. Summaries do not have a formal conclusion. A good summary Gives only the key points related to the story line or main ideas Is told in your own words 4. Clarify Students tell the process he or she used to clear up confusing parts or unknown words in the text � by rereading, looking at illustrations, analyzing unknown words, etc. A good clarification Tells how you went about clearing up a problem you had with your reading May focus on an idea, word meaning, or a word pronunciation Practice with group. Reciprocal Teaching learning steps1. Predict-purpose: to provide background knowledge and a focus for reading. Students predict what is likely to happen or to be learned. Have pairs of students work together. Pairs may share one copy of the text, or each student may use his or her own book. Preview the text. Look at illustrations and/or graphics that will give the student important information before and during the reading. Remind them of text-structure elements such as captions, headings, or pronunciation guides. Students read these elements together, discuss and make connections to the text they will be reading. Student pacing should be fast and all student-to-student interaction and discussion must keep to the topic. 2. Question Student poses a question about the content of the text to be answered by others. A good question May be answered directly from the text May require making inferences May require evaluation May involve all of the above 3. Summarize Summaries keep the same tone as the text being read. Summaries do not have an opinion. Summaries do not have a formal conclusion. A good summary Gives only the key points related to the story line or main ideas Is told in your own words 4. Clarify Students tell the process he or she used to clear up confusing parts or unknown words in the text � by rereading, looking at illustrations, analyzing unknown words, etc. A good clarification Tells how you went about clearing up a problem you had with your reading May focus on an idea, word meaning, or a word pronunciation Practice with group.

26. Graphic Organizers: Think Links The students read a selection The teacher asks the student to identify the main topic of the text and list words that describe the topic. The teacher asks students to give some examples or more information from the text for each one of the descriptive words that they listed. The students organize and link the information using a web. 

27. Think Links Choose a non-fiction story to practice this. Choose a non-fiction story to practice this.

28. QAR: Question Answer Relationships Asking Questions: Gives a purpose for reading Focuses attention on what must be learned Helps develop active thinking while reading Helps monitor comprehension Helps review content Relates what is learned to what is already known (connections!) Requires students to make inferences (Armbruster, Lear, & Osborn, 2001)

29. QAR: Questions Right There: You can put your finger on it. (What was the score at the end of the game?) Think and Search: You can put your finger on 2 or more answers from 2 or more paragraphs. (What are some of the things T.J. did?) Author and you: Information from the story and you. You must think about what you already know, what the author is telling you, and how both fit together. (What are some other ways Jake could have solved the problem?). On your own: Information just from you. (Have you ever been the new student and what did it feel like?)

30. QAR Types of Questions

31. Story Elements Graphic Organizer Pick a non-fiction story to do with this. Put this into a handout Pick a non-fiction story to do with this. Put this into a handout

32. Reading Street Resources SherrieSherrie

33. 10 Important Sentences Sentences are the basic means of written communication. Readers use sentences to build meaning in context from text. 10 important sentences manual Provided for each selection in the student edition. Each sentence is logical and cohesive. Each sentence provides a key idea from the selection. Ten Important Sentences � 6 Three Minute Activities 10 important sentences (Read aloud 10 bad ants) or other story of choice Take off numbers, Cut up for 10 bad ants and have folks put them in order Do this for lower level students Students with higher skills can make up their own 10 important sentences Count 10 important sentences on fingers Refer to handout in packet. If time, go through a few of the 3 minute activities 10 important sentences (Read aloud 10 bad ants) or other story of choice Take off numbers, Cut up for 10 bad ants and have folks put them in order Do this for lower level students Students with higher skills can make up their own 10 important sentences Count 10 important sentences on fingers Refer to handout in packet. If time, go through a few of the 3 minute activities

34. Graphic Organizers Graphic Organizer Manual included in teacher resource guide. 1 of the 7 most effect comprehension strategies Contents includes �GO� organizers listed numerically along with teaching pages which come after the graphic organizers Other graphic organizers not included on the SWIFT page from grades 4-6 Graphic Organizer Book Main Idea Venn Diagram Cause and Effect Time Line & Steps in a Process 3, 4, and 5-Column charts & Outline Forms A & B Show guide and highlight ones you likeShow guide and highlight ones you like

35. More Graphic Organizers from SWIFT site T-chart Story Prediction Story Prediction from Vocabulary K-W-L Question the Author Story Sequence (A,B, & C) Vocabulary Frame Web (A & B) Word Rating Story Comparison Story Elements Click on this if you�re hooked up to the internet. Offer to show people how to find it on the swift site after the training. Click on this if you�re hooked up to the internet. Offer to show people how to find it on the swift site after the training.

36. Writing in response to text SherrieSherrie

37. Written Comprehension Research For active involvement of students in reading expository text, have students: Note important ideas, phrases or words in the margins or write notes While taking notes, attend to the author�s message and evaluate what information is important CONTINUED Fountas & Pinnell. Guiding Readers and Writers, 2000 Carnine, Silbert, Kame�enui, and Tarver. Direct Instruction Reading, 2004 Harvey, Stephanie & Goudvis, Anne. Strategies that Work, 2000

38. Written Comprehension Research continued From note taking, do a short summary of the content For future study Writing a paragraph summary of the content Answering written questions Writing a report Re-read or skim the passage (Reason we encourage the �Look Back Citation�) Write the response giving ideas and details Examine and evaluate written work samples to determine if students are constructing meaning

39. Structured engagement scaffolds: Critical �tools� for differentiating instruction Choral responses Partner responses Written responses A. Focused prompts increase thinking, accountability, focus B. Structured academic language Individual responses �We can�t narrow the gap unless we dramatically increase student response to instruction.� Dr. Kevin Feldman � Director of Reading and Early Intervention with Sonoma County Office of Education, CA � February, 2009 Oral language is the foundation for written language.Oral language is the foundation for written language.

40. IVF From Step Up to Writing � Summary Paragraphs � �A summary is a shortened, condensed version of an item such as an article, story, film, or chapter in a textbook. The purpose of a summary is to share the key ideas from the item with your reader. Summaries keep the same tone as the original piece and usually do not contain opinion. Summaries do not have a formal conclusion.� sec. 3-3 IVF summary includes the following: Create a topic sentence using the �burrito� topic sentence method. Copy the topic sentence into a �real� sentence. Add a Fact Outline Write the summary using your Fact Outline Refer participants to handout in packet. Use one side to work on and save the other side for their use.Refer participants to handout in packet. Use one side to work on and save the other side for their use.

41. Vocabulary foundation notes Enhancing Literacy Instruction and More CariCari

42. �Ours is the only language in which you drive in a parkway and park in a driveway and your nose can run and your feet can smell� -Richard Lederer

43. Cumulative Experiences

44. Gaining Vocabulary from Reading Books AR Football Analogy � If a football player went to practice everyday and his coach taught him how to play football (told him how to play, showed him how to play) but he never actually got to play football, he probably wouldn�t be a very good football player. That�s how it is with reading instruction at school. We have such a limited amount of time at school that we spend it with reading instruction and students do not get nearly the amount of �practice� time to read that they need. Therefore, to be successful, they really need to be reading (a lot) at home. 1 hour a day of appropriate outside school reading is, of course, preferable.AR Football Analogy � If a football player went to practice everyday and his coach taught him how to play football (told him how to play, showed him how to play) but he never actually got to play football, he probably wouldn�t be a very good football player. That�s how it is with reading instruction at school. We have such a limited amount of time at school that we spend it with reading instruction and students do not get nearly the amount of �practice� time to read that they need. Therefore, to be successful, they really need to be reading (a lot) at home. 1 hour a day of appropriate outside school reading is, of course, preferable.

45. -Children who enter school with limited vocabulary knowledge grow more discrepant over time from their peers who have a rich vocabulary knowledge (Baker, Simmons, & Kame�enui, 1997). -The number of words students learn varies greatly 2 vs. 8 words per day 750 vs. 3000 words per year -High SES first graders know twice as many words as lower SES (Graves & Slater, 1987). -ELL students learn conversation English in less than 2 years, but may require 3-5 years to catch up with monolingual peers in academic vocabulary (CALPS). Vocabulary Gap

47. Because poor readers tend to read considerably less than better readers, the gap between the good and poor readers in number of words read, and both receptive and expressive vocabulary, becomes progressively greater as the child advances through school. �The rich get richer and the poor get poorer.� Cunningham, A. & Stanovich, K. (Summer 1998) What reading does for the mind. American Educator. Matthew Effects (the gap)

49. Only 4% of English Learners� school day is spent engaging in student talk. Only 2% of English Learners� day is spent discussing focal lesson content (but not necessarily using relevant academic language). Arreaga-Mayer & Perdomo-Rivera, 1996 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.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.

50. Leads to gains in comprehension Increases effective communication Has long term impact on powers of communication and concept development What are the Benefits of Vocabulary Instruction? Teaching vocabulary doesn�t automatically mean good comprehension will follow, but students with good comprehension generally have high vocabulary. There just is not a direct causal link found thus far. Teaching vocabulary doesn�t automatically mean good comprehension will follow, but students with good comprehension generally have high vocabulary. There just is not a direct causal link found thus far.

51. Direct Instruction Repetition and multiple exposure Words useful in many contexts Active engagement Multiple instructional methods Definition based methods are ineffective (Stahl & Fairbanks, 1986) What Does This Mean For My Teaching? Definition based methods � this refers to the dictionary being the teacher � back when you walked into your class on Monday and your job during reading was to look up and write the definitions of 20 some vocabulary words and then write each in a sentence (the whole while your teacher sat at his/her desk).Definition based methods � this refers to the dictionary being the teacher � back when you walked into your class on Monday and your job during reading was to look up and write the definitions of 20 some vocabulary words and then write each in a sentence (the whole while your teacher sat at his/her desk).

52. Word: Definition revise: to change, fix, improve redundant: repeated, boring, over and over again embolden: to empower, to make strong, gain strength celestial: heavenly seasons Student Sentence I need to revise my motorcycle. Mr. Donaldson is a very redundant science teacher. I am going to embolden my body this summer. My dad should put celestial in his pasta. Samples of Dictionary-Based Vocabulary Lessons (10th Grade)

53. Explicit Engagement in literature-rich context Repeated/Multiple exposure Word Learning Strategies Implicit Oral language engagement Reading to, with and by adults or peers Independent reading How Do We Teach It? Explicit instruction vs. inquiry/open-ended guessing to prevent misconceptions. Give example.Explicit instruction vs. inquiry/open-ended guessing to prevent misconceptions. Give example.

54. Learning from Context -Beck & McKeown (1991) Jenkins, Stein, and Wysocki (cited in Beck &McKeown, 1991) �Research spanning several decades has failed to uncover strong evidence that word meanings are routinely acquired from context� (p. 799). They conclude that some learning from context does occur, but that the effect is not very powerful. One study that showed effects of learning words in context with fifth grade students had contexts created so that a word�s meaning was either strongly implied or a synonym was provided. Researchers found that students learned the meaning of words that had been encountered six to ten times, unless exposure to meaning occurred prior to passage reading, in which case two exposures were sufficient to produce positive effects.

55. �Because of the developmental nature of reading, the later one waits to strengthen weaknesses, the more difficult it is for the children to cope with the increasing literacy demands in the later grades. Moreover, those who have reading difficulties in the intermediate grades will, most likely, have serious trouble with the study of science, social studies, literature, mathematics, and other content study that depend, in great part, on printed text.� -Chall, Jeanne S. & Jacobs, Vicki A. (Sring 2003) Poor Children�s Fourth-Grade Slump. American Educator In elementary (especially the lower grades) it is easier for kids to use context clues. In second grade, for example, one word in a sentence may be unknown and the student can use the rest of the sentence or paragraph to figure out the word meaning. Later on in middle school, a student may not understand 50% or more of the words in a sentence and then using context clues is not a good strategy. In elementary (especially the lower grades) it is easier for kids to use context clues. In second grade, for example, one word in a sentence may be unknown and the student can use the rest of the sentence or paragraph to figure out the word meaning. Later on in middle school, a student may not understand 50% or more of the words in a sentence and then using context clues is not a good strategy.

56. Integrate vocabulary with the lesson. Use explicit instruction on a limited number of new vocabulary words. Create environments where words are talked about and used in multiple ways. Use new vocabulary in other content areas. Teach independent word learning strategies. Critical Features of Effective Vocabulary Instruction

57. Encourage wide reading. Provide multiple exposure to words (at least 10). Combine definition and context approaches. Make connections with background knowledge and new vocabulary. Present words in semantically related groups. Instruction on word parts, word association and connotative meaning is important. More Critical Features of Effective Vocabulary Instruction Basically we have to give students lots of experience and exposure to words both analyzing (word parts, word meanings) and using them. Basically we have to give students lots of experience and exposure to words both analyzing (word parts, word meanings) and using them.

58. Morphemic Analysis of Word Parts Map See prefix and suffix sheet in packet.See prefix and suffix sheet in packet.

59. CONCEPT DEFINITION MAP 59

60. CONCEPT DEFINITION MAP

61. Tier One Words � Basic words that can be defined or associated while reading the text. Tier Two Words � High Utility words that can be specific to a content area or purpose of instruction. These should be words that define the concept or that students are likely to encounter again and again. Tier Three Words � Low Frequency words used in limited content areas that would not interrupt the flow of the concept if not defined. Choosing Vocabulary

62. Are unknown to students. Are important to understanding the text. Likely to be encountered in the future. Decide which of the words need explicit instruction, practice, and review (no more than 10 a week). Tell students the meaning of other words. Select Words That:

63. Academic Vocabulary Students will learn to speak and write like a: How? Scientist Mathematician Writer Historian Artist We explain using the vernacular and then connect to academic language Give students access and experience In addition to content vocabulary, more and more research is showing that students need to be successful with academic vocabulary as well in order to be successful in school.In addition to content vocabulary, more and more research is showing that students need to be successful with academic vocabulary as well in order to be successful in school.

64. Everyday Language figure out group guess see tell write down home clues, proof Scientific Language conclude categorize predict observe report record habitat evidence Scientific Academic Vocabulary:

65. Academic Vocabulary Examples First Grade Second Grade Genre: fiction, nonfiction, poem Text Elements: author, character, illustrate, BME, problem, solution, predicting, setting, table of contents, text Word Study: blend, consonant, vowel, word family/chunk, middle Genre: genre, biography Text Elements: compare/contrast, comprehension, main idea, sequence Word Study: abbreviation, base word, compound word, contraction, prefix, suffix, syllable Some districts or states are working on drafts of grade level academic language. This is a sample of a district in Illinois.Some districts or states are working on drafts of grade level academic language. This is a sample of a district in Illinois.

66. Academic Vocabulary Examples Third Grade Fourth Grade Genre: expository, narrative, persuasive, poetry, realistic Text Elements: captions, diagrams, example, headings, introductions, labels, plot, text features Word Study: antonym, homonym, synonym Genre: legends, mystery, tall tale, fables Text Elements: character traits, main idea, preview, strategy, synthesis, text feature Word Study: prefix, suffix, simile

67. We can�t �narrow the gap� unless we dramatically increase engagement or student response to instruction. Dr. Kevin Feldman

68. Student Engagement Saying Writing Doing

69. Tracking Progress Students self-rate how well they understand each vocabulary word at the beginning of the study and throughout the story/unit. Students (and partners) know which words they need more support in as the study continues. Ratings are: Plus (+) Check plus (x+) Check (x) Check minus (x-) Minus (-) Example: scan -, x, x, x+, + Wharf x-, x-, x, x+, + Pier -, -, -, x, x+ Journey x+, x+, +

70. ILLUSTRATE AND ASSOCIATE

71. ILLUSTRATE AND ASSOCIATE Switch to document camera and do an example together.Switch to document camera and do an example together.

73. CLUNK BUG Switch to document camera and do an example together.Switch to document camera and do an example together.

74. Least - - - - - - - - - - - - - - - - - - Most How happy would you be if . . . your mother urged you to have a second piece of candy? least happy - - - - - - - - - - - most happy everyone in your class looked glum? least happy - - - - - - - - - - - most happy there was a downpour on your class picnic? Least happy - - - - - - - - - - - most happy Sentence Stems Show sentence strip example. Show thumbs up/down. I found my students loved doing this activity and it was very engaging.Show sentence strip example. Show thumbs up/down. I found my students loved doing this activity and it was very engaging.

75. Least - - - - - - - - - - - - - - - - - -Most How much strength does it take to . . . pull a sprout out of the ground? least strength - - - - - - - - - most strength lift an enormous refrigerator? least strength - - - - - - - - - most strength kick a football a significant distance? least strength - - - - - - - - - most strength Sentence Stems

76. How precious would something be . . . if _____ if _____ if _____ How reluctant would you be . . . if _____ if _____ if _____ Sentence Stems

77. Based on what I read, I would connect _______ and _______ because ________________________ ____________________________________________. Example from Brave Irene: Based on what I read, I would connect reluctant and insisted because although her mother insisted she leave the closing laundromat, Lisa was very reluctant to listen until she found Corduroy. Connect Two

78. 2.2 �Bad Dog, Dodger!� Based on what I read, I would connect practice and treat because when Sam took time to practice good behavior with Dodger and reward Dodger with a treat, Dodger finally started behaving better. Connect Two Example

79. Grid with all 26 letters of the alphabet Helps children reflect on what they�ve read while engaging them in vocabulary expansion There are no wrong answers as long as the words can be shown to relate to the text/concept/topic Open-ended Character traits, words to describe a character??? Send home to have family continue adding to the grid??? Alphaboxes

80. Alphabox Examples Words to describe Wilbur in Charlotte�s Web: 3.2 �Fly, Eagle, Fly! An African Tale� � Words that tell about settings: adorable caring dependable panicked loving gullable proud evening riverbed, reeds, rocky cliffs valley forests muddy cattle tracks long thatch grass slopes of high mountain gully home warm kitchen

81. Other Resources http://dictionary.reference.com/ http://jc-schools.net/tutorials/vocab/TN.html

82. Rigorous Vocabulary in Reading Street KellyKelly

83. Planning Vocabulary Lessons This procedure/plan is based on the research and work of Anita Archer, Augusta Mann and the book, Bringing Words to Life: Robust Vocabulary and Creating Robust Vocabulary by Isabel Beck. The steps will be followed when introducing new vocabulary for each story. Steps 1-6 will be followed for each new vocabulary word. The process should be done at a �perky pace� and should take no more than 20 minutes to complete. Repetition is very important. Plan on using only 1 Graphic Organizer per story.

84. Identify Vocabulary Words: Review the suggested words for vocabulary instruction to determine if you need to supplement with additional words. Your children may be very familiar with a word, and you do not need to provide instruction. Your students may be unfamiliar with a word not selected by the publisher and you need to provide more instruction on this word.

85. Choosing The Words Review the suggested words and activities for vocabulary instruction to determine if you need to supplement with additional words or activities. For example, Reading Street does a nice job in 2nd grade of including strong vocabulary activities. The other grades may need to supplement. Place identified words into the 3 Tiers. Tier II words will then be placed in the lesson planner. Follow the protocol/chart with the words you have selected.

86. Here is an example of a teacher who chose the Vocabulary words:

87. Part 1: Teaching the Vocabulary: What to do for each word

88. Day 1 and 2 Introduce the word. Our first word is (vocabulary word). What word? The context in which the word appeared in the selection. Present a brief student friendly explanation. A ___________ is a _______; or To _____________ means to ____________. Connect with examples (concrete: something students can touch; visual: a visual representation; verbal: tell them) Illustrate the word with an action to represent the vocabulary word (not all words lend themselves to action). Check for understanding. This should be done using think-pair-share, cooperative groups, or individual responses such as �thumbs up or thumbs down� to get students actively engaged.

89. Here is an example of how a teacher plans to teach the vocabulary:

90. Here is an example of how a teacher plans to teach the vocabulary: Check for Understanding: Cocoon: Have students describe a cocoon that they have seen to the class. Caterpillar: Show pictures of different animals. Have students identify the caterpillar.

91. Here�s how another teacher introduces words Brie Ellis at Sherman Elementary

92. vocabulary Home on the Range

93. city person who works on a ranch for vacation

94. dude

95. spiked wheels on boots used on horses

96. spurs

97. moving cattle in a herd; usually done on horseback

98. round up

99. Part 2: Apply the Learning: A Menu Day 3 and 4 Now that students have a basic understanding of the vocabulary words and definitions, additional practice and application should be added. Choose an activity you believe is most beneficial for your students at this time. With a partner, write a meaningful sentence for each of the tested words Teacher Guide Vocabulary Activities (see your Reading Street teacher�s guide) Graphic Organizer (choose 1) Illustrate and associate with one or two of the vocabulary words. Venn diagram Word, Definition, Picture Word, Picture, Sentence Word Parts Map Clunk bug Other graphic organizers you love

100. Part 2: Apply the Learning: A Menu ELL Poster (See Reading Street ELL guide) Have students present examples and non-examples for the vocabulary word Ask deep processing questions (Developed by Sherrie Krause, Literacy Coach): Answer questions �Would you prefer to have a festive day or an ordinary day?� Create Examples What is something that a good citizen might do? Make Choices If any of the things I name can hatch, say hatch; if not, say nothing: a train, a chicken, a jar of jam, a snake, a tadpole, a horse. Pantomime Show me how an eagle soars, a rocket, an airplane. Personal Context Some people are fond of fishing. Tell about something you are fond of. Use the word fond when you tell about it. Synonyms and Antonyms Name a word that means the opposite of genuine; name a word that means about the same as genuine.

101. Here�s how one teacher planned for application and practice:

102. Day 5: Extend and review the learning: a Menu Day 5 After students have learned, practiced, and applied the vocabulary words, they can extend the learning. This is also an opportunity to connect this week�s vocabulary to previous week�s vocabulary. Choose an activity you believe is most beneficial for your students at this time. Ask a student to pull 3 words from the word bank of previous week�s words to use in a quick write. For example, �Your words are fugitive, diplomatic, and scarce. Take 5 minutes and see if you can write a paragraph using all 3.� Pass out a few words to groups of students and ask them to think of a way they could have used the word over the past few days: �Your word is scarce. What have you thought or read about in the last few days that had anything to do with things being scarce?� Analogies are word relationships. Develop some from 2 different weeks, leaving one part for students to fill in. Students can later develop their own. For example: �A determined person is someone who is really set on something done, while a person who is wavering is�� Puzzles: provide a series of clues for a vocabulary word. Each clue should narrow the range of responses. For reliable: Baby-sitters need to be ___________. If someone is ____________, you can count on them. This word has 8 letters and starts with r. What is the word. Eventually students can create their own puzzles. Memory or Matching or �find your partner�, �dance to a partner� : vocab. word on one card, match with definition on another card Meaningful sentences: use student-generated meaningful sentences from earlier. Take out the vocabulary word and students select the vocabulary word that matches with that sentence. Word Wizards; students bring in or say examples that they�ve found or used the vocabulary word

103. Day 5: Extend and review the learning: a Menu How can these be alike: teacher picks 2 words and students must say how they�re alike. Words can be from different weeks. For example: how are rural and glacier alike? 20 questions: student picks a vocabulary word. Students ask yes or no questions and student answers while class tries to guess what the vocabulary word is. Vo-back-ulary: Students have a vocabulary word taped to their back. Kids walk around and use these to guess the word: Name synonyms and antonyms Give definitions Give meaningful sentences

104. Your Turn Use the lesson planning template and graphic organizers to plan next week�s vocabulary lessons for your reading or intervention group. Blank planning template is on the 2-5 swift site. Blank planning template is on the 2-5 swift site.

105. Exit Slip Please reflect on tonight�s learning targets as you answer the questions on the exit slip. I can explain why comprehension instruction is important. I can name specific comprehension strategies. I can create QAR questions. I can explain why vocabulary instruction is important. I can choose specific vocabulary strategies. I can plan a week�s worth of vocabulary lessons using the strategies from tonight�s work.