Mount Pleasant Central School District Westlake Middle School Westlake High School

1. Mount Pleasant Central School District Westlake Middle School Westlake High School Science and Social Studies Teachers Amy Benjamin www.amybenjamin.com Day One Morning: Quick Review of the CCLS Big Skills: pp. xi-xx Academic Vocabulary Big Skills: pp. 131-150; 169 Afternoon: Reading Comprehension Practices and Strategies “White Paper” Day Two Morning: Socratic Seminar Big Skills: pp. 85-98 Afternoon: Academic Writing to Learn Framing a Writing Task Big Skills: pp. 47-80 Addressing Plagiarism

2. Buzz the Buzz: These are some buzzwords about the Common Core. Characterize them in accordance to how well you know them in the context of the Common Core: Strangers: I’ve never heard of these terms. Acquaintances: I know something about these terms. Friends: I am thoroughly versed in these terms. Formative assessment Summative assessment Staircase of text complexity EngageNY.org 3 Text Types Tiers I, II, III Anchor standards Corestandards.org Source-based writing Text-dependent questions The 6 Shifts PARCC Assessments :

3. “The Standards ________ that instruction in reading, writing, speaking, listening, and language be a shared responsibility within the school. “ a. suggest Assessment Implications: Reading comprehension questions Writing with source citation Academic vocabulary infusion Summarizing Synthesizing Analyzing Evaluating b. advise c. state d. insist

4. The grades 6-12 Standards are divided into two sections, one for ELA and the other for history, social studies, science, and technical subjects. This division reflects the unique, time-honored place of ELA teachers in developing students’ literacy skills while at the same time recognizing that teachers in other areas must have a role in this development as well. Assessment Implications: Reading comprehension questions Writing with source citation Academic vocabulary infusion Summarizing Synthesizing Analyzing Evaluating What does this “shared responsibility” look like in your classroom?

5. At-A-Glance: 32 Common Core Anchor Standards for Literacy (grades 3-12) Reading: Writing: Speaking/Listening Language Key Ideas & Details: Types & Purposes: Comprehension & Collaboration: Knowledge of Language: • Read closely. • Track themes • & summarize main • ideas. • 3. Understand and • follow progressions. • Write arguments. • Write informative/ • explanatory texts • 3. Write narratives. • Know the rules of • formal standard written • and spoken English and • apply them when your • audience expects you to do • so. Accurately perceive the • circumstances when your • audience expects you to use • a formal language tone. • 2. The above includes the • visuals of writing: spelling, • capitalization, punctuation. • 3. Understand that language • is a changing social contract. • Make effective choices. • Expand your understanding of • the language choices of • others. 1.Develop socially appropriate conversational skills. 2. Verbally summarize information that you’ve heard, read, or seen. 3. Assess the credibility of what you read and hear, based on the language used. Production & Distribution: Craft and Structure: 4.Match your style to the expectations of your audience. 5. Use the writing process 6. Use technology as a collaborative tool. 4. Know what words & phrases mean in context. 5. Analyze how the details contribute to each other and to the overall meaning. 6. Assess how point of view or purpose affects meaning. : Research: Presentation of Ideas and Knowledge: 7. Conduct short as well as more sustained research projects. 8. Gather information from multiple sources. Judge the credibility of the sources. 9. Use both literary and informational texts to support, inform, and enrich your claims 4. Present meaningful ideas and information coherently and courteously. 5. Enhance formal presentations with visuals, including digital media. 6. Know the rules of formal spoken English and apply them when appropriate to the audience. Integration of Knowledge & Ideas : Vocabulary Acquisition and Use: 7. Understand charts, graphs, and other numerical representations. 8. Judge the validity of an argument, based on the language used. 9. Compare texts on the same subject. 4. Figure out what new words & phrases mean using context, word parts, dictionaries, a 5. Understand that words can be nuanced and can have multiple meanings. 6. Understand and use an academic/businesslike level of language. 10. Write routinely; both formally and informally; write polished pieces and on-demand; write to express knowledge and to formulate it. Revise, proofread, edit. 10 Comprehend complex text independently.

6. The Standards English Language Arts & Literacy in History/Social Studies, Science, Technical Subjects Mathematics “Curriculum Spiral”: Same set of standards applied to increased level of text complexity as students move up the grade levels Specific strands of math are taught at given grade levels. “Teach less, learn more”

7. “All I know is what I have words for.” Ludvig Wittgenstein 1896-1951

8. 1st exposure, one context 2nd exposure, another context 3rd exposure, another context 4th exposure, another context 5tht exposure, another context 2-3: Explicit Instruction 2-3: Reading 50 paragraphs 2-4 More Words 8 words a day

9. Tier 3: glossary word: Multisyllabic Specific to a subject area Latin or Greek-based topography, photosynthesis, isoceles triangle, sedimentary, oxygenated, cartographer Tier 2: Words of education, business, government, religion: Components: Prefix, root, suffix Latin-based elevation, formation, protrude, expansive, isolated, remote Tier 1: Basic conversational words: Friends & family 1 or 2 syllables Learned naturally, through exposure hills, grass, rocks, land, sky, clouds, fly, climb, green, high…

10. School age: Predictive capacity (number of words expected to be learned per year) Cumulative, by age 3 (collection of spoken words) Emergence: 10-18 months (words heard per hour) …by age 5: Anna 500 616 750 (2 per day) 5 affirmative 11 prohibitive 2,000 Public assistance Sophie 1,251 700 3,000 Office and Hospital Workers (not mgmt) 1500 (4 per day) 12 affirmative 7 prohibitive James 2,153 1,100 5,000 3,000 (8 per day) 32 affirmative 5 prohibitive Col. profs

12. Language Learning: 8 Words a Day (3000 per year) 1.Deliberate learning of definitions, examples, forms of specific, targeted words 2. Deliberate practice in newly learned words 10% 90% 3. Assessment on specific words Language Acquisition: 1.Unconscious growth through exposure and need to understand messages 2.Grows through “comprehensible input” 3.Use, and response to feedback Dependent on the learner being relaxed, trusting, unselfconscious

13. More Numbers: 6;30 Number of exposures to a new word during the initial lesson; Number of exposures during the ensuing month 10-15% Your chances of learning a word after a single exposure in context 2-3 Realistic number of words learned in a school day through explicit instruction 90-95% Percentage of words that need to be known for the text to be considered “instructional level” for that reader 20 Number of paragraphs of instructional level text that need to be read to add one word to your vocabulary 8-3000 Number of words that schoolchildren need to learn every day (3000 words per year) 25-1-1000 A fifth grader who spends 25 minutes a day reading will grow her vocabulary by 1,000 words in a year.

14. Some words are more important than others. Some words are essential for school and business. You are about to meet the Academic Word List: 1. The most commonly found (Tier II) words in college textbooks 2. 570 words, divided into 10 subsets; order of frequency in academic textbooks 3. Compiled by Averil Coxhead, Essentials of Teaching Academic Vocabulary (2006).

15. Academic Word List: Subset 1 analyze approach area assess assume authority available benefit concept consist context constitute contract data define derive distribute economy environment establish estimate evident factor finance formula function income indicate individual interpret involve issue labor legal legislate major method percent period principle proceed process policy require research respond role section sector significant similar source specific structure theory vary Academic Word List: Subset 2 achieve acquire administrate affect appropriate aspect assist category chapter commission community complex compute conclude conduct consequent construct consume credit culture design distinct equate element evaluate feature final focus impact injure institute invest item journal maintain normal obtain participate perceive positive potential previous primary purchase range region regulate regulate relevant reside resource restrict secure seek select site strategy survey tradition transfer Think about how these words apply to social studies. Now think about how these words apply to music. Now think about how these words apply to Home & Careers.

16. Academic Word List: Subset 3 alternative circumstance comment compensate component consent considerable constant constrain contribute convene coordinate core corporate correspond criteria deduce demonstrate document dominate emphasis ensure exclude fund framework illustrate immigrate imply initial instance interact justify layer link maximize negate outcome philosophy physical proportion publish react register rely scheme sequence shift specify sufficient technical technique valid volume Academic Word List: Subset 4 access adequacy annual apparent approximate attitude attribute civil code commit concentrate confer contrast cycle debate despite dimension domestic emerge ethnic grant hence hypothesis implement implicate impose integrate internal investigate mechanism occupy option output overall parallel parameter phrase prior principal professional project promote regime resolve retain series statistic status stress subsequent undertake Now, think about how the words apply to Physical Education. Now, think about how the words apply to the visual arts.

17. (Taking a little break from the list) 10% of the nouns, verbs, adjectives, and adverbs in academic textbooks and tests are on this list. 4.5% of the nouns, verbs, adjectives, and adverbs in newspapers are on this list. 1.4% of the nouns, verbs, adjectives, and adverbs in fiction and poetry are on this list. 80% of the words derive from Latin and Greek word components.

18. Academic Word List: Subset 5 academy adjust alter amend capacity clause compound consult decline discrete enable energy enforce entity equivalent evolve expand expose external facilitate fundamental generate liberal license logic margin modify monitor network notion objective orient perspective precise prime psychology pursue ratio reject revenue stable style substitute sustain symbol target transit trend version welfare whereas Academic Word List: Subset 6 abstract acknowledge accuracy aggregate allocate assign bond capable cite cooperate discriminate display diverse domain edit enhance estate exceed explicit federal fee flexible furthermore gender incentive incorporate incidence index inhibit initiate input interval mitigate minimum ministry motive neutral nevertheless overseas precede presume rational recover reveal scope subsidy trace transform underlie utilize Word knowledge comes incrementally. As a formative assessment, ask your students to characterize the extent to which they think they know these words. “Strangers” “Acquaintances” “Friends”

19. Academic Word List: Subset 7 adapt advocate channel classic comprehensive comprise confirm contrary convert decade deny differentiate dispose dynamic equip eliminate empirical extract finite foundation gradient guarantee hierarchy identical ideology infer innovate insert intervene isolate media mode paradigm phenomenon priority prohibit publication quote release reverse simulate sole somewhat submit successor thesis transmit ultimate unique voluntary Academic Word List: Subset 8 abandon accompany accumulate ambiguous appendix appreciate arbitrary automate bias chart clarify commodity complement conform contemporary contradict crucial currency denote detect deviate displace eventual exhibit exploit fluctuate guideline implicit induce inevitable infrastructure inspect intense manipulate minimize nuclear offset predominant prospect radical reinforce restore revise tension terminate theme thereby uniform vehicle via virtual widespread

20. Academic Word List: Subset 9 accommodate analogy anticipate assure attain behalf cease coherent coincide commence compatible concurrent confine controversy converse device devote diminish distort duration erode ethic found format inherent insight integral intermediate manual mature mediate medium military minimal mutual norm overlap passive portion preliminary protocol qualitative refine restrain revolution rigid route scenario sphere subordinate supplement suspend trigger unify violate Academic Word List: Subset 10 adjacent albeit assemble collapse colleague compile conceive convince depress encounter forthcoming incline integrity intrinsic invoke levy likewise nonetheless notwithstanding ongoing panel persist pose reluctance so-called straightforward undergo whereby There is no such thing as a hard word: Only infrequent words.

21. Effective Vocabulary Instruction Depends on the 4 E’s, anagrammed below: Eesurpxo Exposure: Elevate your language when you speak in class Explanation: Provide ample information about a word; Exceed brief definitions Ennoilaatxp Emslxpea Examples Give several examples and non-examples, especially ones that evoke a visual image Enthusiasm Demonstrate your own excitement and interest in words; model yourself as a learner Esshmaiunt

22. Stephenie Yao-Long, The Oregonian

23. Cloze Procedure and Reading Comprehension: Independent Level: at least 50% correct Instructional Level: at least 40% correct Frustration Level: less than 39% correct Source: Cloze Procedure and the Teaching of Reading. James Rye. 1982 Heinemann. Portsmouth, NH

24. Coooperative Learning Structures Comments: I have used it: yes/no/modified Name of Structure:

25. Mount Pleasant Central School District Westlake Middle School Westlake High School Science and Social Studies Teachers Amy Benjamin www.amybenjamin.com Day Two Morning: Socratic Seminar Big Skills: pp. 85-98 Afternoon: Academic Writing to Learn Framing a Writing Task Big Skills: pp. 47-80 Addressing Plagiarism

26. Traditional Classroom Dialogue (Recitation Script) Socratic Seminar Meeting-style set-up Questions are open-ended Teacher does not necessarily know the answers; leads students to clarify or extend their responses Students offering responses are asked to justify them (“How do you know?” Class experience is unpredictable; cannot be replicated; may or may not work well Lesson ends without definitive closure, encouraging students to keep thinking Like a book club Lecture-style set-up Questions have right-or-wrong answers Teacher knows the answers; leads students to say them (“guess-what- I’m-thinking”) Students offering answers receive positive or negative feedback based on the rightness of their answer Class experience is predictable, can be replicated Lesson ends with pre-planned closure Like a worksheet

28. Coooperative Learning Structures Comments: Name of Structure: Minus: Plus: fishbowl jigsaw think/pair/share panel presentations debates whiteboarding “pencils in the cup” (talk-write-talk) • Takes too long to set up • Students are distracted • One person does all the work • Grading inequalities • “I feel like I’m not teaching” • Negative peer reinforcement • Not sufficiently informative • of required content • Students are engaged • Gives teacher time to work • individually/small groups • Real life skill • Meets CCLS: Sp/List • Practice in using Tier III vocab • Communication strengthens • learning • Research-based (Marzano, • et. al.) • Positive peer reinforcement • Builds class community

29. Aristotle’s Three Appeals • Ethos:Appeal through the credibility and reputation of the • writer/speaker • Logos:Appeal through logical reasoning • Pathos:Appeal through emotional response • (These may coincide.)

30. Writing for the CCSS: • Argument: 40% • Information/Explanatory: 40% • Narrative: 10% • Unspecified: 10%

31. Sentence Frames for Argumentation Use this frames at the outset of your argument to introduce an ongoing debate: In discussions of _____________, one controversial issue has been ___________________________. People who believe____________ claim that________________________________. On the other hand, those who believe _____________________________ assert that ______________________________________________________. My own view is __________________________________________.

32. A starter kit of verbs and sentence frames that help us connect to the text: The author… In <reference to the text>, the author suggests……by implying… In <reference to the text>, the author asserts….by claiming…. In <reference to the text> the author emphasizes…by repeating… In <reference to the text> the author explains by defining… giving examples of… showing… referring to…

33. Framing the Writing Task More Effective: (Scaffolded) Minerals have certain properties that make them useful. Select a mineral and explain in a well-developed paragraphs how its properties make it useful. Suggested vocabulary: application, manufacture resistance, flexibility, withstand, strength Suggested sentence frame: Because of its________, _______ is used for_________. One property of _____ is ______, which makes it________. More Effective: (Scaffolded) • Directions: • --General focus statement • about the topic • --At least one “task verb” • delineating expectations • (select and explain… • identify and describe… • identify and analyze…) • II. Suggested vocabulary: • 3-5 useful words that the • students might not have thought of • III. Suggested sentence frame(2): • 1-2 sentence templates that • will serve as good “containers” for a key idea

34. Framing the Writing Task More Effective: (Scaffolded) Ineffective: (Vague, unscaffolded) Minerals have certain properties that make them useful. Select a mineral and explain in a well-developed paragraph how its properties make it useful. Suggested vocabulary: application, manufacture resistance, flexibility, withstand, strength Suggested sentence frame: Because of its________, _______ is used for_________. One property of _____ is ______, which makes it________. Write a report about an ecosystem. What is your opinion about President Obama? You will be required to gather information from professional journals and the Federal Reserve and write a research paper making a recommendation as to what to do with interest rates.

35. Structuring a Writing Task: 3 Parts Part One: State what you want the students to do, carefully choosing your task verb. Be sure the students understand the task verb (analyze, explain, describe, compare, tell a story…) Part Two: Provide a short word bank (list of 5-10 words) that will work well in this writing task, but that the students would probably not have thought of by themselves: Part Three: Provide 2 or 3 sentence frames that will work well in this writing task: