AEA 267 Literacy Excellence

1. AEA 267 Literacy Excellence Professional Development Series 2007-2008 Cedar Falls, Clear Lake, Marshalltown

2. Welcome Glad you are here Excited about this opportunityWelcome Glad you are here Excited about this opportunity

3. Session 1 Outcomes To deepen participants� knowledge of explicit instruction. To increase participants� understanding of vocabulary instruction for all students in all content areas.

4. That�s Me��. That�s Me Statements I teach Kindergarten or 1st grade. I teach 2nd or 3rd grade. I teach 4th, 5th or 6th grade.

5. That�s Me��. That�s Me Statements I am an administrator. I use non-fiction with students in my classroom. I�ve attended Literacy Excellence in the past. I teach reading. I have an impact on student learning.

8. Leadership Teams Purpose(s) This initiative was designed with the distributed leadership model in mind. Districts were invited to send leadership teams to this initiative. We here at AEA 267 have set the expectation that each of the leadership teams here today will replicate this professional development back in their own district with technical assistance and coaching from us. Leadership teams are an essential and critical condition to the success of this initiative and many other initiatives here at AEA 267. It is very important that each team here today is clear on their purpose for being here individually and collectively.This initiative was designed with the distributed leadership model in mind. Districts were invited to send leadership teams to this initiative. We here at AEA 267 have set the expectation that each of the leadership teams here today will replicate this professional development back in their own district with technical assistance and coaching from us. Leadership teams are an essential and critical condition to the success of this initiative and many other initiatives here at AEA 267. It is very important that each team here today is clear on their purpose for being here individually and collectively.

9. Leadership Teams Purpose(s) Roles/Responsibilities It is also important that each team here have an important conversation around what is the purpose as well as the roles and responsibilities of your leadership team. There are probably a number of different leadership teams in each of your districts. How does this teams purpose, roles and responsibilities coordinate with the purpose/roles/responsibilities of other leadership teams? Because this is such a critical element, we are going to have each team take some time and work on developing a common understanding of your teams purpose/roles and responsibilities. Everyone should have a handout with these questions. Everyone should also have a handout with some possible purposes/roles/responsibilities. Use this sheet only as a resource.It is also important that each team here have an important conversation around what is the purpose as well as the roles and responsibilities of your leadership team. There are probably a number of different leadership teams in each of your districts. How does this teams purpose, roles and responsibilities coordinate with the purpose/roles/responsibilities of other leadership teams? Because this is such a critical element, we are going to have each team take some time and work on developing a common understanding of your teams purpose/roles and responsibilities. Everyone should have a handout with these questions. Everyone should also have a handout with some possible purposes/roles/responsibilities. Use this sheet only as a resource.

10. If it isn�t the role/responsibility of this team, whose role/responsibility is it? Are the right people at the table? What resources, skills, additional training may this team need?If it isn�t the role/responsibility of this team, whose role/responsibility is it? Are the right people at the table? What resources, skills, additional training may this team need?

11. Expectations Complete handout and bring it to Session 2 Be prepared to share out with other participants Read article - participate in online discussion

12. Explaining Reading Outcome: To deepen participants� knowledge of explicit instruction. We initially talked about the value of reading books more than once. This took place for a few minutes because we�ve got participants that had read portions of the book. We had people share out why they might read a book more than once. Then�we had them break into two teams ~ one was the team of veterans that had been through the book before. The other team was the new bunch. We paired them up and then the veterans shared some of the strands of the book that they appreciated. This took a few minutes. I might suggest that you have participants look through the table of contents and review the book a bit. We provided about 10 minutes for this activity. After the sharing of the book and looking through it a bit, we shared the templates from ECR�the handout 1 & 2 from Emily Calhoun and her work on explicit instruction. They read through these two handouts and then had sharing time at the table to process the work. After the sharing of the Emily Calhoun pages ~ we showed a short clip of Gerald Duffy. It was the top left frame of the three when this was opened up and ran from 9:00 � 13:52. You�ll notice that the final quote he notes is listed on slide # 16. After he�s done with the quote, turn off the projector. Then debrief the video and make connections to his work and the moves of EI. We finished with a discussion listed on slide # 17 regarding how his work impacts your practice. They processed at a table and then shared w/ the large group.We initially talked about the value of reading books more than once. This took place for a few minutes because we�ve got participants that had read portions of the book. We had people share out why they might read a book more than once. Then�we had them break into two teams ~ one was the team of veterans that had been through the book before. The other team was the new bunch. We paired them up and then the veterans shared some of the strands of the book that they appreciated. This took a few minutes. I might suggest that you have participants look through the table of contents and review the book a bit. We provided about 10 minutes for this activity. After the sharing of the book and looking through it a bit, we shared the templates from ECR�the handout 1 & 2 from Emily Calhoun and her work on explicit instruction. They read through these two handouts and then had sharing time at the table to process the work. After the sharing of the Emily Calhoun pages ~ we showed a short clip of Gerald Duffy. It was the top left frame of the three when this was opened up and ran from 9:00 � 13:52. You�ll notice that the final quote he notes is listed on slide # 16. After he�s done with the quote, turn off the projector. Then debrief the video and make connections to his work and the moves of EI. We finished with a discussion listed on slide # 17 regarding how his work impacts your practice. They processed at a table and then shared w/ the large group.

13. Explaining Reading Past Participants: Discuss one or two components of the Duffy book that you want to share with your new colleague New Participants: What do you hope to learn from this book?

14. Explaining Reading �Explicit teaching is simply a means to an end. The end is kids who are literate and who are going to be able to thrive in the decades ahead which will be much more complex and demand much more sophisticated kinds of literacy than what we�ve had in the past.� Gerald Duffy

15. Explaining Reading How does this impact your work as a literacy instructor?

16. Explaining Reading For next time: Read Preface and Chapter 1 Complete Structured Response Sheet

17. Vocabulary Outcome: To increase participants� understanding of vocabulary instruction for all students in all content areas. TTYP: Why is vocabulary important? Why is vocabulary instruction important? Look and review some data and research around the �why� for vocabulary instruction Build a sense of urgency Build the background for why vocabulary instruction is so important TTYP: Why is vocabulary important? Why is vocabulary instruction important? Look and review some data and research around the �why� for vocabulary instruction Build a sense of urgency Build the background for why vocabulary instruction is so important

18. Why Teach Vocabulary? If students understand the meaning of critical vocabulary in the passage, their comprehension will be enhanced Vocabulary is related to reading comprehension All goes back to our goal of comprehension To comprehend text students need fluent reading, word recognition skills, and an average or greater vocabularyAll goes back to our goal of comprehension To comprehend text students need fluent reading, word recognition skills, and an average or greater vocabulary

19. Why Teach Vocabulary? Preschool � Children�s vocabulary correlated with reading comprehension in upper elementary school. (Dickinson & Tabois, 2001) Kindergarten � Vocabulary size was an effective predictor of reading comprehension in middle elementary years. (Scarborough, 1998) Research pieces around the importance of vocabulary to reading comprehension Looked at preschoolers vocabulary and then again at the upper elementary grade. There was a close correlation between high vocabulary in preschool and comprehension at upper grades.Research pieces around the importance of vocabulary to reading comprehension Looked at preschoolers vocabulary and then again at the upper elementary grade. There was a close correlation between high vocabulary in preschool and comprehension at upper grades.

20. Why Teach Vocabulary? First Grade � Orally tested vocabulary was a significant predictor of reading comprehension ten years later (Cunningham & Stanovich, 1997) Third Grade � Children with restricted vocabulary have declining comprehension scores in the later elementary years. (Chall, Jacobs, & Baldwin, 1990) Look at first graders and then again in 11thLook at first graders and then again in 11th

21. What Does the Research Say About Vocabulary? What doesn't matter: race/ethnicity, gender, birth order. What does matter: relative economic advantage Children enter school with "meaningful differences" in vocabulary knowledge (Hart & Risley, 1995) Next few slides are Research studies pertaining to vocabulary These are not factors that matter pertaining to vocabulary development, SES is what seems to matter and the amount of words that children hear and are exposed to. Will look specifically at learning words and their meaning today. Next few slides are Research studies pertaining to vocabulary These are not factors that matter pertaining to vocabulary development, SES is what seems to matter and the amount of words that children hear and are exposed to. Will look specifically at learning words and their meaning today.

22. Total Words Heard by Age 4 Professional Families Working Class Families Poverty Families 45 million words 26 million words 13 million words The researchers began by identifying 42 normal families; no drug, alcohol, or spouse abusers and non-transient. Three socioeconomic groups were represented: welfare, working class, and professional. Beginning when the children were seven months old, researchers visited the homes for one hour a month, and continued their visits for two and one-half years.�� During each visit, the researcher tape-recorded and transcribed by hand any conversations and actions taking place in front of the child. Through 1,300 hours of visits, they accumulated 23 million bytes of information (the equivalent of 15 books) for the project database, categorizing every word (noun, verb, adjective, etc.) said in front of the child. They also defined the kind of sentences used with the child, breaking it down to three distinct types:The researchers began by identifying 42 normal families; no drug, alcohol, or spouse abusers and non-transient. Three socioeconomic groups were represented: welfare, working class, and professional. Beginning when the children were seven months old, researchers visited the homes for one hour a month, and continued their visits for two and one-half years.

23. Affirmatives and Prohibitions Experienced Prohibitions are things like don�t do that stop it, etc. So many of the words they were hearing were not affirmations of things they were doing.Prohibitions are things like don�t do that stop it, etc. So many of the words they were hearing were not affirmations of things they were doing.

24. What Does the Research Say About Vocabulary? Linguistically �poor� first graders knew 5,000 words; linguistically �rich� first graders knew 20,000 words. (Moats, 2001) First � grade children from higher SES groups knew about twice as many words as lower SES children (Graves, Brunetti, & Slater, 1982; Graves & Slater, 1987) The difference that students come into school with based on SESThe difference that students come into school with based on SES

25. What Does the Research Say About Vocabulary? High-knowledge third graders had vocabularies about equal to lowest-performing 12th graders (Smith, 1941) Advanced High school seniors knew about four times as many words as lower-performing classmates (Smith, 1941) Once established, such differences appear difficult to ameliorate (Biemiller, 1999; Hart Risley, 1995) High-knowledge third graders had vocabularies about equal to lowest-performing 12th graders High school seniors near the top of their class knew about four times as many words as their lower-performing classmates Most chilling is the finding that once established, such differences appear difficult to ameliorate This data is from �41. What we know if is it isn�t any better, it seems to be worse. We know we can ameliorate these problems with good robust vocabulary instruction.High-knowledge third graders had vocabularies about equal to lowest-performing 12th graders High school seniors near the top of their class knew about four times as many words as their lower-performing classmates Most chilling is the finding that once established, such differences appear difficult to ameliorate This data is from �41. What we know if is it isn�t any better, it seems to be worse. We know we can ameliorate these problems with good robust vocabulary instruction.

26. What Does the Research Say About Vocabulary? In order for ELLs to catch up with native speakers, they must develop a rich vocabulary ELLS must not only close the initial gap, but keep pace with native speakers English speakers learn from 3,000 � 4,000 words per year Research pieces about ELL students and how vocabulary effects their reading comprehension and understanding of content material Think about the effect for our ELL students in addition to trying to learn the language they have learn more to close the gapResearch pieces about ELL students and how vocabulary effects their reading comprehension and understanding of content material Think about the effect for our ELL students in addition to trying to learn the language they have learn more to close the gap

27. What Does the Research Say About Vocabulary? Second language learners have an even greater vocabulary acquisition task in front of them ELLs need to learn basic survival words that English speakers begin school knowing as well as multiple meanings of these basic words (Green, 2004) House school walk eat multiple meanings of table, ring pus, etc Pitch � music (voice/musical instrument) Pitch � baseball Pitch � soccer Pitch �the trash� Multiple meaning of just one word�..think of all the complexities of ELLS learning new vocabulary words.House school walk eat multiple meanings of table, ring pus, etc Pitch � music (voice/musical instrument) Pitch � baseball Pitch � soccer Pitch �the trash� Multiple meaning of just one word�..think of all the complexities of ELLS learning new vocabulary words.

28. What Does the Research Say About Vocabulary? ELLs may have the vocabulary to hold a conversation about weekend activities, but not enough to comprehend content areas (Antunez, 2002) Academic language Willing to say that many of our lower SES students don�t have the academic languageAcademic language Willing to say that many of our lower SES students don�t have the academic language

29. The Challenge After third grade, the achievement gap with minority, second language, and low-income learners widens substantially This is the challenge that schools face and some of the reasons why. Bolded serious vocabulary deficiit��these are all things we can teachThis is the challenge that schools face and some of the reasons why. Bolded serious vocabulary deficiit��these are all things we can teach

30. The Challenge This is due to�. Incomplete beginning reading instruction Serious vocabulary deficit Very limited knowledge of text structure Misconceptions about fluency Lack of meaningful early comprehension assessment This is the challenge that schools face and some of the reasons why. Bolded serious vocabulary deficiit��these are all things we can teachThis is the challenge that schools face and some of the reasons why. Bolded serious vocabulary deficiit��these are all things we can teach

31. The Challenge �Until schools are prepared to emphasize vocabulary acquisition, especially in the primary grades, less advantaged children will continue to be handicapped even if they master reading written words.� Biemiller & Boote, 2006 So we continue to look at and study effective and robust vocabulary instruction because of the impact it can have for students. So we continue to look at and study effective and robust vocabulary instruction because of the impact it can have for students.

32. Vocabulary Vocabulary knowledge is comprehensibleknowledge. Researchers know that vocabulary knowledge impacts comprehension. It�s just that the impact differs greatly, depending upon the �true understanding� of the words.Researchers know that vocabulary knowledge impacts comprehension. It�s just that the impact differs greatly, depending upon the �true understanding� of the words.

33. Vocabulary Two kinds of word knowledge Receptive Vocabulary Productive Vocabulary

34. Receptive Vocabulary These are the words we understand or recognize when we listen and read. Yet, we don�t incorporate them when writing or speaking. Understanding these words is gateway into understanding them more deeply. But a cursory knowledge of words is not what we are hoping for in education�we are trying to move learners towards a deep understanding of words.Understanding these words is gateway into understanding them more deeply. But a cursory knowledge of words is not what we are hoping for in education�we are trying to move learners towards a deep understanding of words.

35. Productive (Expressive) Vocabulary These are the words we use when we write or speak. We express them and are part of our knowledge base. Hiebert & Kamil, 2005 Understanding a word deep enough for a learner to use in writing and in speaking is a powerfully deep knowledge. This is what we are hoping for in education�that learners �come to know� words in this manner. Think of how strong the comprehension impact would be if students understood content vocabulary at this level.Understanding a word deep enough for a learner to use in writing and in speaking is a powerfully deep knowledge. This is what we are hoping for in education�that learners �come to know� words in this manner. Think of how strong the comprehension impact would be if students understood content vocabulary at this level.

36. Two Characteristics of Vocabulary Knowledge Vocabulary breadth � the number of words whose meanings are familiar to an individual Vocabulary depth � the completeness with which an individual understands familiar words Now that we have discussed the two types of word knowledge, there is another way to look at word knowledge: breadth and depth. Breadth deals with the number or amount of words known and depth is how deeply each word is known.Now that we have discussed the two types of word knowledge, there is another way to look at word knowledge: breadth and depth. Breadth deals with the number or amount of words known and depth is how deeply each word is known.

37. Vocabulary As humans develop as readers, writers, listeners and speakers they continue to add new words to their existing receptive and productive vocabularies.

38. Vocabulary We deepen our understanding of the degree/shades of meaning, synonyms, antonyms and/or language origin for individual words depending on our exposure to words and the quality of our literacy experiences

39. How do exemplary education programs attack vocabulary? Frequent reading aloud to children Use diverse methods to teach different kinds of words Point of contact teaching (�crimson means red�) Fine institutions have a way to teach vocabulary. They continually rate high in vocabulary and engage in certain �best practice� behaviors. All of the 6 teaching criteria, detailed on the next 3 slides, are followed, not just one or two of them. Frequent reading aloud�all children get it, not just those who can encounter the text on their own. All teachers should read aloud to their students every day, in all content areas. Not everything is read aloud, but there should be some reading aloud. Students should hear their content area teachers reading aloud, so that they see their love for their content. Diverse methods�vary your approaches�don�t bore the students. Point of contact teaching�another name for it is �Fast-Mapping� e.g.: While reading aloud to students and you come across a word they might not know, just look up and say what it means�like the example above.Fine institutions have a way to teach vocabulary. They continually rate high in vocabulary and engage in certain �best practice� behaviors. All of the 6 teaching criteria, detailed on the next 3 slides, are followed, not just one or two of them. Frequent reading aloud�all children get it, not just those who can encounter the text on their own. All teachers should read aloud to their students every day, in all content areas. Not everything is read aloud, but there should be some reading aloud. Students should hear their content area teachers reading aloud, so that they see their love for their content. Diverse methods�vary your approaches�don�t bore the students. Point of contact teaching�another name for it is �Fast-Mapping� e.g.: While reading aloud to students and you come across a word they might not know, just look up and say what it means�like the example above.

40. How do Exemplary Education Programs Attack Vocabulary? More Extensive Teaching Definitional & Contextual Information Dictionary Definitions Contextual Knowledge Generating Rich Connections Providing Multiple Exposures to a Word�s Meaning Caution on dictionary defs�do not make this common practice, since it can often be more confusing than just coming across an unknown word. Tell them about Cobuild dictionaries, but warn them that not all words are defined in them�just the most common ones.Caution on dictionary defs�do not make this common practice, since it can often be more confusing than just coming across an unknown word. Tell them about Cobuild dictionaries, but warn them that not all words are defined in them�just the most common ones.

41. How do Exemplary Education Programs Attack Vocabulary? Teaching Complex Concepts Learning About Word Origins Complex concepts�a powerful learning tools�e.gs. concept definition maps, Frayer model, etc. Word origins�structural analysis is a powerful independent tool that students can learn from�affixes and root words.Complex concepts�a powerful learning tools�e.gs. concept definition maps, Frayer model, etc. Word origins�structural analysis is a powerful independent tool that students can learn from�affixes and root words.

42. Vocabulary Continuum Point them to this handout in their packet. Show them how to fill it out. Tell them they could have the table on their computer and just quickly fill in the words they wanted students to work with, or to get a dipstick on. Have them fill out the continuum. They can work together if they want. Elicit from them as to the meanings of the words. Surreptitious- done in a secretive way, clandestine Grapnel � a device with hooks on the bottom�a tool used by mariners, and fishermen Nadir � the bottom, lowest point, the direct opposite of the zenith Zenith � the top, the highest point or state, culmination Apex � the tip, the point, the vertex, the summitPoint them to this handout in their packet. Show them how to fill it out. Tell them they could have the table on their computer and just quickly fill in the words they wanted students to work with, or to get a dipstick on. Have them fill out the continuum. They can work together if they want. Elicit from them as to the meanings of the words. Surreptitious- done in a secretive way, clandestine Grapnel � a device with hooks on the bottom�a tool used by mariners, and fishermen Nadir � the bottom, lowest point, the direct opposite of the zenith Zenith � the top, the highest point or state, culmination Apex � the tip, the point, the vertex, the summit

43. Review the Vocabulary Research Average high school graduates are estimated to know approximately 40,000 words. Seniors at the top of their class know about 4x�s as many words as their lower performing classmates. (Smith, 1941) We know that vocabulary learning and instruction needs to happen at all grade levels. In addition, reading helps to increase one�s vocabulary knowledge. Yet, we know that getting children into the habit of reading often is a struggle. We know that vocabulary learning and instruction needs to happen at all grade levels. In addition, reading helps to increase one�s vocabulary knowledge. Yet, we know that getting children into the habit of reading often is a struggle.

44. Vocabulary What can practitioners do?

45. Time to write in your learning log� In light of what we discussed today, why is effective vocabulary instruction important for all students in all content areas? And what might effective vocabulary instruction look like? Invite them to write in their professional learning log about this topic.Invite them to write in their professional learning log about this topic.

46. Final Tasks Please fill out the evaluation form that is on your table. Leave in the center of the table. Bus your table Lunch will be 45 minutes Afternoon Sessions Room A - Writing Room B - CSR Room C - PWIM Room F - Fluency