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Today’s plan…. Evolution of CTE and literacy Dissect Standards Review complex texts and text-dependent questioning Discuss your complex text Explore academic vocabulary instruction and there occurrence in IBA. How did we get here…. We began….
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Today’s plan… Evolution of CTE and literacy Dissect Standards Review complex texts and text-dependent questioning Discuss your complex text Explore academic vocabulary instruction and there occurrence in IBA
We began… • 10-15 years ago, portfolio for all students (CDOS driven)—Forms to fill out • About 9 years ago, Credit for English 12 started so we needed a model that incorporated more literature with CDOS. We had a prescriptive quarterly “technical communications” plan (teacher packet/student packet)—More rigor • About 5 years ago
And now with the CCLS… Our goals include… • To support students in becoming life-long literacy learners in the 21st century • To enable students to be competitors in the global economy
Shifts in ELA/Literacy Required by the Common Core Shift 1 - Balancing Informational & Literary Texts Shift 2 – Literacy Across Disciplines (6-12) Shift 3 – Text Complexity Shift 4 – Text-based questions and answers Shift 5 – Writing from Sources Shift 6 – Academic Vocabulary
FOUR STEP PROCESS Text-based questions, Tier II words, Literacy (CEI) Strategies, Complex texts, leveled texts, T-P-S, Venn Diagram • Students will find evidence in text to support their answers • Students will recognize differences among varied texts (i.e. textbook vs. article, or manual) “I do”: teacher models “We do”: teacher leads “You do it together “ “You do on your own” Teacher reads complex text aloud Teacher model “gist strategy”
Strategies are Resources Not Instructional Methods or Practices • When choosing a strategy, be purposeful and reflective • Know why • Maybe the text lends itself to a particular strategy • Maybe your students struggle with a specific skill and need a scaffold
Know When to Move on • When students become masters at utilizing a particular strategy… MOVE ON!!!!
How Do We Know That Students Have Reached Mastery? • They can successfully and independently demonstrate what you modeled (i.e. Annotating texting, responding to text-based questions, writing summaries • They do this automatically (i.e. multiplication table)
Vary Strategies • Students need a wide variety of strategies to pull from in order to create a tool box • This toolboxes affords students to access the resources they need to be successful readers and writers Would you only teach how to design one hairstyle? Would you only teach how to operate one machine? Would you only teach one recipe?
Text Complexity How can we find a complex text?
Text Complexity~ How do we know if a text is complex? • Levels of meaning: literal • vs. implied • Structure: simple vs. • sophisticated • Language: literal vs. • figurative, familiar vs. • archaic • Level of knowledge: • familiar vs. unfamiliar, • common vs. abstract Readability formulas Reading levels • Motivation, knowledge and • experiences of the reader • Purpose and complexity of questions/task • assigned to the reader
When determining if a text is suitable for YOUR students~ remember this “Such assessments are best made by the teachers employing their professional judgment, experience, and knowledge of their students and the subject.” Common Core State Standards for English, Appendix A, p. 4
Text-Dependent Questions • Cause the reader to pay careful attention to the text in order to draw evidence from the text • Can only be answered by close reading • Should be worth asking or exploring
Let’s remember to consider the process in which we will “teach” a complex text…
Watch the Gradual Release Model in Action! • http://www.sportsfeelgoodstories.com/2009/02/26/maurice-cheeks-provides-assistance-to-13-year-old-national-anthem-singer-2003
Model Please remember that students need to see good reading and writing in action!!! Show them how to be a good reader and writer…h Would you ask them to go right to the kitchen and bake without demonstrating? Would you have your students operate heavy equipment without showing them? Would you have your students cut hair without demonstrating?
Some Food for Thought… • Most children enter first grade with 6,000 words in spoken vocabulary • Students will learn 3,000 more words per year through third grade (Beck, McKeown, & Kucan, 2002)
Some Food for Thought… • Socioeconomic status has a huge impact on vocabulary: • First grade students from higher-SES groups have twice as many words as lower-SES children • High school seniors near the top of their class know 4 times as many words as lower-performing students • High-knowledge third graders have vocabularies equal to lowest-performing 12th graders With so many words to learn, and such a huge vocabulary gap, how do we know which words to teach??? (Beck, McKeown, & Kucan, 2002)
Tiers of Words Helpful lens through which to consider words for instructional attention From: Bringing Words to Life (2002) by Isabel L. Beck, Margaret G. McKeown, & Linda Kucan 3 2 1
From: Bringing Words to Life (2002) by Isabel L. Beck, Margaret G. McKeown, & Linda Kucan • Tier 1 • Most basic words • Rarely require instructional attention • (baby, happy, clock)
Tier 3 • Low frequency • Content-specific • (isotope, peninsula) From: Bringing Words to Life (2002) by Isabel L. Beck, Margaret G. McKeown, & Linda Kucan
From: Bringing Words to Life (2002) by Isabel L. Beck, Margaret G. McKeown, & Linda Kucan • Tier 2 • High frequency for mature language users • Found across a variety of domains • Have a powerful impact on verbal functioning • Mostly found in written language • (Coincidence, absurd, fortunate) **Instruction of Tier II words can be most productive.**
Tier III Words For example… “Stuart Little, the small mouse with big parents, had nothing on baby marsupials. Marsupials (“mar-SOUP-ee-ulz”) are special kinds of mammals. Even the biggest ones give birth to babies that are incredibly small. A two-hundred-pound six-foot mother kangaroo, for instance, gives birth to a baby as small as a lima bean. That’s what makes marsupials marsupials. Their babies are born so tiny that in order to survive they must live in a pouch on the mother’s tummy. The pouch is called a marsupium. (Don’t you wish you had one?)” From: Montgomery, Sy. Quest for the Tree Kangaroo: An Expedition to the Cloud Forest of New Guinea. Orlando: Houghton Mifflin, 2006.
Tier III Words For example… “Stuart Little, the small mouse with big parents, had nothing on baby marsupials. Marsupials (“mar-SOUP-ee-ulz”) are special kinds of mammals. Even the biggest ones give birth to babies that are incredibly small. A two-hundred-pound six-foot mother kangaroo, for instance, gives birth to a baby as small as a lima bean. That’s what makes marsupials marsupials. Their babies are born so tiny that in order to survive they must live in a pouch on the mother’s tummy. The pouch is called a marsupium. (Don’t you wish you had one?)” From: Montgomery, Sy. Quest for the Tree Kangaroo: An Expedition to the Cloud Forest of New Guinea. Orlando: Houghton Mifflin, 2006.
Tier III Words Tier III words are important… …but given their limited use, how much of our instructional time should be spent on these words?
Tier II Words (Academic Vocabulary) Let’s try another example… “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.” From a retelling of an old tale (Kohnke, 2001, p. 12) **These are most likely to appear frequently in a wide variety of texts, and in both written and oral language.**
Tier III vs. Tier II Words • Marsupials • Mammals • Lima bean • Marsupium • Merchant • Required • Maintain • Performed • Fortunate • Benevolent
Criteria for Selecting Tier II Words • Importance & utility • Instructional potential • Conceptual understanding (Beck, McKeown, & Kucan, 2002)
Connections to Assessments • Get a lot of bang for your buck by systematic and purposeful teaching of vocabulary • Goal is to increase technical assessment achievement
Share… • Using the 3 criteria… • Why did you choose to use the complex text that your brought today?
Academic Vocabulary • Look closely at your selected text and think about possible vocabulary options for instruction • List all words that are likely to be unfamiliar. • Analyze your list: • Which words are Tier II? • Which words are most necessary for comprehension? • Are there other words needed for comprehension? • Which words will you teach? • Which words need only brief attention? • Which will you give more elaborate attention to?
Building Academic Vocabulary Marzano’s Six Step Process for Teaching New Terms: • Provide a description, explanation, or example of new term. • Ask students to restate the description, explanation, or example in own words. • Ask students to construct a picture, symbol, or graphic representing term. • Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks. • Periodically ask students to discuss the terms with one another. • Involve students periodically in games that allow them to play with terms. From: Building Academic Vocabulary: Teacher’s Manual by Robert J. Marzano and Debra J. Pickering
Steps 1-3: to introduce word and develop understanding Building Academic Vocabulary Marzano’s Six Step Process for Teaching New Terms: • Provide a description, explanation, or example of new term. • Ask students to restate the description, explanation, or example in own words. • Ask students to construct a picture, symbol, or graphic representing term. • Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks. • Periodically ask students to discuss the terms with one another. • Involve students periodically in games that allow them to play with terms. From: Building Academic Vocabulary: Teacher’s Manual by Robert J. Marzano and Debra J. Pickering
Steps 4-6: to provide students with multiple exposures Building Academic Vocabulary Marzano’s Six Step Process for Teaching New Terms: • Provide a description, explanation, or example of new term. • Ask students to restate the description, explanation, or example in own words. • Ask students to construct a picture, symbol, or graphic representing term. • Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks. • Periodically ask students to discuss the terms with one another. • Involve students periodically in games that allow them to play with terms. From: Building Academic Vocabulary: Teacher’s Manual by Robert J. Marzano and Debra J. Pickering
Building Academic Vocabulary 1. Provide a description, explanation, or example of new term. • Determine students’ background knowledge • Help them build an initial understanding of term • Introduce experiences that provide examples • Tell a story integrating the term • Use video or images • Use current events to make term applicable to something familiar • Describe your own mental pictures • Find or create pictures that exemplify the term • Not a definition—more natural place for learning a new term
Building Academic Vocabulary 2. Ask students to restate the description, explanation, or example in own words. • Don’t copy, but construct own descriptions, explanations, or examples • Ensure lack of major errors • Record in academic or vocabulary notebook
Building Academic Vocabulary 3. Ask students to construct a picture, symbol, or graphic representing term. • Forced to think about term in a different way
Building Academic Vocabulary 4. Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks. • Understanding deepens over time if students continuously reexamine their understanding of a given term • Provide opportunities to add to or revise academic notebook entries • Identify a synonym or antonym • Draw an additional picture or graphic • List related words • Write brief cautions or reminders of common confusions • Highlight a prefix or suffix that will help in remembering meaning
Building Academic Vocabulary 5. Periodically ask students to discuss the terms with one another. • Interacting with other people about what we learn deepens understanding for all involved • Encourage students to help each other identify and clear up misconceptions or confusion
Building Academic Vocabulary 6. Involve students periodically in games that allow them to play with terms. • Keep new terms at forefront of students’ thinking • Reexamine understanding of terms
Games for Reinforcement • WORD-O • Taboo • Word Wall • Talk a mile a minute
