Grade 3 Reading Comprehension and Vocabulary Workshop

1. Grade 3, ELA – EJuly 18 – 22, 2016 • Reading Comprehension and Vocabulary

2. Presenter Intro

3. Do Now Turn and Talk • What was the lesson taught in “Coyote and Fire?” • What might resonate with Grade 3 students about this lesson? • What might be challenging to understand about this lesson for some Grade 3 students?

4. Objectives Participants will… • Understand the research and standards (vocabulary and reading comprehension) • Develop knowledge of standards-aligned strategies • Analyze grade-level standards and potential means for eliciting evidence of these standards through well-crafted text-dependent questions • Craft text-dependent questions and prompts, as well as give and receive feedback related to these questions and prompts • Integrate new learning with prior knowledge, the teaching-learning cycle, and the DPS literacy block

5. Agenda • The Research and Standards • Types of Vocabulary Instruction • Text-based Questions • Crafting Effective Writing Prompts • Reflection and Synthesis

6. Our Guiding Questions • What does the research tell us about the development of student reading comprehension and development of vocabulary? • What evidence of student comprehension of literary text and development of vocabulary do the standards expect? • What instructional practices and tools will support my students in mastering the standards?

7. Guiding Question 1 What does the research tell us about the development of student reading comprehension proficiency and development of vocabulary?

8. Research for All Students • One of the key indicators of students' success in school, on standardized tests, and indeed, in life, is their vocabulary. The reason for this is simply that the knowledge anyone has about a topic is based on the vocabulary of that information (Marzano & Pickering, 2005). • Classroom teachers who employ higher order questioning during discussions promote a greater rate of active participation among their students (Murphy, et. al., 2009) • Discussions promote higher levels of reading comprehension (McKeown et. al., 2009).

9. Research for ELLs “Research shows that vocabulary acquisition plays the most crucial role in ELLs’ learning of the English language as well as in school achievement.” -August, Carlo, Dressler, & Snow, 2005

10. Research for Students with IEPs • Among the population of students with learning disabilities, an estimated 80% have reading disabilities (Lerner, 1993). • Students need plenty of opportunities to practice new skills, especially when acquiring literacy skills. Children with learning disabilities need more opportunities to practice than their peers (McCormich, 1999).

11. Lighting the Fire Turn and Talk What resonates with you about this research? Stop and Jot Write down one idea from the quotes shared that resonates with your experiences as a teacher of reading.

12. Guiding Question 2 What evidence of student development of vocabulary do the standards expect?

13. Vocabulary Evidence Tables • Independently… • Review your Grade 3 Vocabulary Evidence Tables. • Circle key words and phrases that represent key Grade 3 expectations. • With a partner, discuss: • What evidence of vocabulary development do the standards expect of 3rd grade students?

14. 3rd Grade Expectations The Standards call for: • Systematic and extensive approach to teaching academic vocabulary in context • Students to learn to acquire word meanings through reading, listening, writing, and speaking • Reading that is meaning-focused, not focused on the learning of discrete skills

15. Analyze the Language and Vocabulary Progression Charts

16. What’s the Progression? Analyze the progression chart for each standard and discuss: • How does each standard in Grade 3 build on learning students did in Grade 2? What’s similar? • What is the new learning that students experience in Grade 3 for that standard? What’s new? • Which expectations may be particularly challenging for 3rd grade students? For ELLs? For students with social-emotional needs? How might you address these challenges?

17. Key Concepts: Vocabulary Standards In Grade 3, students should… • Determine the meaning of words and phrases as they are used in a text • Determine or clarify meaning of unknown and multiple-meaning words and phrases • Distinguish the literal and nonliteral meaning of words and phrases • Distinguish shades of meaning among related words that describe states of mind or degrees of certaintly

18. Let’s Cross the Divide! Classroom Practice Research and Standards

19. Guiding Question 3 What instructional practices and tools will support my students in mastering the standards?

20. Tiered Vocabulary Turn and Talk with a Partner: Share what you already know about Tier 1, Tier 2, and Tier 3 words.

21. Tiered Vocabulary Tier 1: Basic Vocabulary • Usually understood when a student hears them in the home language. • book, girl, happy Tier 2: High Frequency/Multiple Meaning Words • Words used across a variety of domains/content areas. • attention, directions, huge Tier 3: Domain-Specific (Low-Frequency, Context-Specific Words) • Words used in specific domains or contents. They are best taught when the need to understand them arises. • Hemisphere, radius

22. Tiered Vocabulary Instruction for ELLs ELLs often must receive direct instruction of Tier 1 words, and will need practice using these in speech and writing • When pre-teaching Tier 1 words to ELLs: • Provide images and labels • Provide side-by-side instruction of home and target language vocabulary (in dual language classrooms) • Highlight key phonemic differences in the context of academic vocabulary • Identify and practice nuanced differences in word meanings (when there is no exact translations)

23. Selecting Words for Vocabulary Instruction Three Considerations: • Fast Instruction • Focused Instruction • Words Needed to Talk About Text • Planning ahead for the vocabulary students will encounter in a text is essential. • Students benefit most from encountering new words in the context of the story, not in isolation.

24. Selecting Words for Instruction Fast Instruction Focused Instruction Words to include for fast instruction: • are likely to be scaffolded by the text and/or illustrations • will require only brief support from the teacher Words to include for focused instruction are those that carry meaning forward and, therefore, may require more time

25. Selecting Vocabulary for ELLs • Spend some Fast Instruction time on Tier 1 words with ELLs (showing pictures, sharing word meanings) to aid comprehension on first and second reads of a text • Provide ELLs with some Focused Instruction for Tier 1 words Example: Pre-teach important Tier 1 words prior to reading a text for the first time, and have students practice reading words in short contextual sentences.

26. Vocabulary Needed to Talk About the Text • These words do not come from the text, but from the standards that are the focus of instruction for that text • Words that will support students in understanding, speaking, and writing about the questions and tasks for the text(s) • Can be both Tier 2 and Tier 3 vocabulary 3rd Grade Examples: recount, folktale, lesson, moral, central message, characters, point of view, dialogue, setting, plot

27. Practice: Selecting Words for Instruction Work with a partner and select one to two words you would teach from the Coyote and Fire text for: • Fast Instruction • Focused Instruction • Words Needed To Talk About the Text (Hint: use the reading standards/evidences to guide your thinking)

28. Key Concepts: Words from Coyote and Fire

29. Teaching Vocabulary in Context The question that begs to be asked over and over when teaching vocabulary in context: • What is the meaning of ________ as it is used (location in the text)? What clues does the author give us to help us know the meaning of this word or phrase? • Example: What is the meaning of the phrase “storing up” as it is used in the text? What clues does the author give us to help us know the meaning of this phrase?

30. Strategy for Teaching Vocabulary in Context Memory Squares An active engagement strategy appropriate for teaching ALL tiers of vocabulary words to grab or take seize • “Quick as an arrow, Coyote raced into the open, seized a burning stick, and ran across the snowy field.”

31. Application Activity Create a memory square using a word or phrase from “Troll and Dragon.” to grab or take seize • “Quick as an arrow, Coyote raced into the open, seized a burning stick, and ran across the snowy field.”

32. Key Concepts To support our students’ mastery of the vocabulary and language standards, we must… • Engage students with vocabulary in context • Teach and design practice opportunities for words from all three tiers • Select words to target for fast instruction, for focused instruction, and that are needed to talk about the text • Be intentional about ensuring students have multiple exposures with these words in context

33. Reading Literature Creating Text-Dependent Questions using the Evidences

34. Guiding Question 2 What evidence of student comprehension of literary text do the standards expect?

35. Reading Literature Evidence Tables Independently… • Review your Grade 3 Reading Literature Evidence Table. • Circle key words and phrases that represent key Grade 3 expectations. With a partner, discuss: • What evidence of reading literature comprehension do the standards expect of 3rd grade students?

36. Reading Literature & Language and Vocabulary Progression Charts

37. What’s the Progression? Analyze the progression chart for each standard and discuss: • How does each standard in Grade 3 build on learning students did in Grade 2? What’s similar? • What is the new learning that students experience in Grade 3 for that standard? What’s new? • Which expectations may be particularly challenging for 3rd grade students? For ELLs? For students with social-emotional needs? How might you address these challenges?

38. Key Concepts: Reading Literature Standards In Grade 3, students should… • Explicitly reference the text when answering questions • Explain how a story‘s central message, lesson or moral is conveyed through key details • Explain how characters‘ actions contribute to the sequence of events • Describe how each successive part of a story builds on earlier sections • Compare and contrast themes, settings, and plots of stories

39. Let’s Cross the Divide! Classroom Practice Research and Standards

40. Guiding Question 3 What instructional practices and tools will support my students in mastering the standards?

41. Text-Based, Standards-Aligned Questions

42. Example: Using Evidence Tables to Write Text-Dependent Questions What is the lesson taught in Coyote and Fire?

43. Generating Questions using Evidence Tables Partner Practice: How could you frame a question around the third evidence statement listed for RL.3.2? What type of graphic organizer would support students in answering the question and producing this type of evidence?

44. Example Question for RL.3.2 (Evidence 3) The lesson we learn in Coyote and Fire is that problems are best solved when we work together and take the time to plan carefully. How does the author teach us that lesson? Use events and details from the story to support your answer.

45. 15 Minute Break

46. Map Questions to Standards and Evidences With a Partner: • Read each question. • Identify the standard each question is aligned to and label it. • Determine which evidence(s) each question addresses? Circle the words in the question that align to the evidence statement(s).

47. Questions Aligned to Coyote and Fire • What is the meaning of the word “swift” as it is used to describe the skookums? • Why does Coyote decide to steal Fire from the skookums? • How is Coyote able to take Fire from the skookums? • Describe how at least two of the animals were changed by the skookums. • What is the central message of the story “Coyote and Fire”? • How does the illustration help you understand how Coyote steals fire from the skookums? RL.3.4 RL.3.3 RL.3.3 RL.3.3 RL.3.2 RL.3.7

48. Questions can meet Multiple Standards Describe why the dragon and troll agree to leave at the end of the story, using details from the story. (RL.3.1 and RL 3.3) Refer to your standards and evidence tables: Which TWO standards is the question aligned to?

49. Application: Troll and Dragon Independently… • Reread Troll and Dragon. • As you read, mark or flag places where: • something is worth discussing • the text presents an opportunity to address a Grade 3 Standard

50. Application: Writing Questions Activity Remember: • A question may only address one evidence statement, or it may address multiple (even ALL) evidence statements for one standard • Questions may address more than one standard at a time With a partner… • Use your evidence tables to create as many text-dependent, standards-aligned questions as you can for Troll and Dragon • Craft at least one question that combines multiple standards/evidences together