Assignment:

1. Assignment: • On the paper/card, please write at the top whether you are a middle school or a high school teacher. • Next, briefly write a question, issue, problem that you have in terms of teaching ELA this year. It can be about the Common Core, ideas for teaching a novel, etc. • Be ready to turn this in a moment of two!

2. Emerson (ELA) Grades 6-12 Lead Teachers November 7, 2012 Barbara Barthel, Consultant Stark County Educational Service Center

3. Agenda • State, Parcc, and other updates • Book Talk • Next Steps Work

4. NOVEMBER 19, 2012 • Vendor Showcase of Intervention Materials for Reading K-12 • R.G. Drage Career and Technical Center • Open to Teachers from 3:00 p.m. to 6:00 p.m. • Drop in and see!

5. Book Talk Teaching Basic and Advanced Vocabulary: A Framework for Direct Instruction • Robert Marzano • ASCD, 2010

6. Need for Instruction in Basic Vocabulary • Link between vocabulary knowledge and academic achievement!

7. Beck, McKeown, Kuno 2002 • Vocabulary terms are categorized into three tiers. • Tier 1: terms that are the most frequent in the English language; terms that are the most basic in the English language; terms that “rarely require instructional attention to their meaning in school.” • Who NEEDS instruction in basic terms? • Students of Poverty • ELL English Language Learners

8. Tier 2: Advanced Terms • Requires instructional attention to their meanings • Appear infrequently enough that they will probably not be learned in context • Recommended by Beck as the focus of instruction

9. Tier 3: Academic Words • Specific to the subject matter • General history has the most terms (1,311) • Greatest number of academic terms is in Grade levels 3-5 • Least in Grades K-2

10. Where to Begin? • Pre-assess to determine level to begin

11. Marzano’s Six-Step Process for Teaching Vocabulary • The teacher provides a description, explanation, or example of the new term. • Students restate the explanation of the new term in their own words. • Students create a nonlinguistic representation of the term. • Students periodically engage in activities that help them add to their knowledge of the vocabulary term. • Periodically, students are asked to discuss terms with one another. • Periodically, students are involved in games that allow them to play with the terms.

12. Introductory Phase: First Three Steps • Purpose: to help students attach meaning to new terms they are learning • Involves associating past experiences with a new term

13. Comparison Phase • Focus is on helping students develop distinctions between the meaning of the new word and other words they might know or are learning. • Semantic clusters come in to play. • Purpose: make distinctions regarding what the terms mean and do not mean

14. Review and Refinement Phase • Task is to expand students’ understanding of the term by making multiple and varied linkages. • Students can add some advanced terms to their knowledge base. • Goal: to expand the number and diversity of linkages between the target term and other terms that are closely related or tangentially related

15. Phases of Teaching a New Term

16. Strategies for the Introductory Phase • Step One: Provide descriptions, examples, anecdotes, and illustrations • Step Two: Having students develop their own descriptions, examples, and illustrations

17. Sample for Nouns 61% of the basic terms are nouns, • Teacher provides a brief description that focuses on some of the characteristics of the term. • Teacher elicits input about the term from the students. • The teacher asks follow-up questions to the get more info from the students. • The teacher tells a brief anecdote and uses the term in a sentence or two. • The teacher provides a picture that involves the new terms.

18. Sample for Verbs About 22% of the basic terms are verbs. • The teacher describes important characteristics of the verb. • The teacher may have to use the verb in a form that is more familiar to students. • The teacher would provide a brief story about a time that describes the term. • The teacher uses the word in a sentence that illustrates some of the characteristics. • The teacher provides a relevant picture.

19. ADJECTIVES About 11% of basic terms are adjectives. • The teacher provides information about the term. • The teacher gives examples of the adjective. • The teacher asks the students for examples. • The teacher provides a sentence with an example and the word. • The teacher tells a story. • The teacher provides a picture.

20. Others • The same or similar process is done with other parts of speech: • About 3% of the basic terms are adverbs. • About half of 1% are conjunctions. • About 2% are prepositions. • Less than 1% are interjections. • About 2% are pronouns.

21. Student Examples, etc. • Students find, draw, etc., pictures for the words. • Students use words to explain, describe, etc.

22. Strategies for the Comparison Phase • Put the term in groups of related terms. • Vocabulary notebook entry: • Term: with student definition • Related term: with the differences • Picture • Sentence stems: • ____ and ____ are alike because ______. • ____ and ____ are different because ______.

23. Venn Diagram Uasenaf’coeiaofjnceowahjfncoaeiwjcw

24. Double Bubble You did something nice for somoone Other people like it Thankful Courteous Someone did some-thing nice for you

25. The Comparison Matrix

26. Classifying Activities • Students organize terms into like categories. Teacher gives terms for two or more related clusters. Metaphors and Analogies

27. Strategies for Review and Refinement Phase • Give-One, Get-One Activities • Done in pairs • Use vocabulary notebooks • Examine the partner’s notebook looking for information on a specific term • Discuss and add

28. Use of Roots and Affixes Games: Talk a Mile a Minute What Is the Question? Classroom Feud Which Word Doesn’t Fit?

29. The Role of Vocabulary Notebooks

30. Organize According to Clusters

31. Remainder of Book • Test Words • Cluster Groups • Etc.

32. Next Steps