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Vocabulary and Close Reading

Vocabulary and Close Reading. March Early Release 2013. Norms. Pausing Paraphrasing Posing Questions Putting Ideas on the Table Providing Data Paying Attention to Self and others Presuming Positive Intentions. Agenda and Objectives. Utilize “Paint Chip” vocabulary

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Vocabulary and Close Reading

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  1. Vocabulary and Close Reading March Early Release 2013

  2. Norms • Pausing • Paraphrasing • Posing Questions • Putting Ideas on the Table • Providing Data • Paying Attention to Self and others • Presuming Positive Intentions

  3. Agenda and Objectives • Utilize “Paint Chip” vocabulary • Understand Tier 2 and Tier 3Vocabulary • Understand how to use “signposts” for close reading • Practice using “Contrasts and Contradictions” for close reading

  4. Paint Chips Vocabulary • https://www.teachingchannel.org/videos/build-student-vocabulary CCSS: • L.6/7/8.6. Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.

  5. Tiered Vocabulary Tier 1: Words students encounter everyday Tier 2: Sophisticated, in written texts, nuanced Tier 3: Domain-specific vocabulary

  6. Metacognitive Markers • Read Appendix A • Use ! to mark Ahas and areas you agree with • Use ? to mark questions and areas of confusion

  7. Steps for Teaching • Find a text that meets your needs (standards, content and language objectives) • Identify Tier 2 & 3 Words • Determine which words need to be pre-taught • Determine how and teach them • Read the text closely • Discuss the text using text-dependent questions

  8. Discuss Explain which tier of vocabulary is most important to teach explicitly.

  9. Common Core State Standards • RL.6.1 Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. • RL.7.1 Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. • RL.8.1 Cite the textual evidence that most strongly supports an analysis of what the text says explicitly as well as inference drawn from the text.

  10. Signposts by Beers and Probst

  11. Signposts by Beers and Probst

  12. Signposts by Beers and Probst

  13. Signposts Example for Soldier’s Heart

  14. Signposts Example for Soldier’s Heart

  15. Contrasts and Contradictions Anchor Chart

  16. Contrasts and Contradictions

  17. Contrasts and Contradiction • Read the rest of the story • Mark any places where you felt there was a contrast or contradiction • Discuss with your group to complete the GO

  18. Contrasts and Contradictions • How can using contrasts and contradictions or any of the signposts help you teach students to use text evidence?

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