slide1 n.
Download
Skip this Video
Loading SlideShow in 5 Seconds..
We’ve gone interactive! PowerPoint Presentation
Download Presentation
We’ve gone interactive!

Loading in 2 Seconds...

play fullscreen
1 / 90

We’ve gone interactive! - PowerPoint PPT Presentation


  • 105 Views
  • Uploaded on

We’ve gone interactive!. Milestone Tool. Milestone Tool. Activity 1 Walk & Talk with Eli Manning. Eli asks… What has been the greatest success in your school with the rollout of CCLS and why?. Eli asks…

loader
I am the owner, or an agent authorized to act on behalf of the owner, of the copyrighted work described.
capcha
Download Presentation

PowerPoint Slideshow about 'We’ve gone interactive!' - brennan-greene


An Image/Link below is provided (as is) to download presentation

Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author.While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server.


- - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript
slide6

Activity 1

Walk & Talk with Eli Manning

slide7

Eli asks…

What has been the greatest success in your school with the rollout of CCLS and why?

slide8

Eli asks…

What has been the frustrations or difficulties in you school with the rollout of CCLS and why?

slide9

Eli asks…

What are your plans for going forward for the rest of the year to embed CCLS in your school?

wccr3
WCCR3

Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

slide26

Discussion and Description…

before Analysis…

before Planning.

slide27

Choose grade 3-5 or 6-8

Complete the data point (DP) sheet with your team discussing how the points relate to the standard.

Write down what the DPs mean and what evidence you would expect to see.

slide28

Choose grade 3-5 or 6-8

Complete the data point (DP) sheet with your team discussing how the points relate to the standard.

Write down what the DPs mean and what evidence you would expect to see.

slide29

Read the student writing for your grade level 5 or 8.

Find the evidence.

Rank the performance.

Discuss your decisions with your teams.

How will you use this activity back at school?

slide30

Read the student writing for your grade level 5 or 8.

Find the evidence.

Rank the performance.

Discuss your decisions with your teams.

How will you use this activity back at school?

slide33

Wha

What comments would you make to the writer of this piece of work?

looking at student work
Looking at Student Work

What words come to mind when you think of a team of teachers looking at student work together?

slide38

Schools are a place where independent contractors are united by a common carpark.

-Doug Reeves

what s it about
WHAT’S IT ABOUT?

Looking collaboratively at student and teacher work is a process in which teachers primarily, but also administrators, parents, students, and members of the community, look a student and/or teacher work with the goal of improving student learning.

how does it help
HOW DOES IT HELP?
  • Clarify problems
  • Identify evidence to support opinions
  • Share perspectives
  • Reflect on their practice
what are the benefits
WHAT ARE THE BENEFITS?
  • Everyone gains a more comprehensive understanding of what students know and are able to do.
  • It embeds professional development in teacher’s daily practices to improve student achievement
what are the benefits1
WHAT ARE THE BENEFITS?
  • It builds a sense of community
  • It fosters a culture that collaboratively assesses the quality and rigor of teacher work
  • It develops shared, public criteria to assess student work
slide49

How do YOU teach vocabulary?

Brainstorm with your colleagues for one minute. Think about how you presently address vocabulary instruction within your curriculum.

some vocabulary practices
Research-based PracticesSome vocabulary practices…

Unreliable Practices

  • Asking students, “Does anyone know what _____ means?”
  • Numerous independent activities without guidance or immediate feedback
  • Directing students to “look it up” then use it in a sentence
  • Relying on context based guessing as a primary strategy
  • Teacher directed, explicit instruction
  • Provide opportunities to practice using words
  • Teach word meanings explicitly and systematically
  • Teach independent word learning strategies (i.e., contextual strategies & morphemic analysis
vocabulary is
Vocabulary is

Oral

Written

Expressive (speak and write)

Receptive (see and hear)

Direct

Indirect

vocabulary knowledge has a direct impact on comprehension
Vocabulary Knowledge has a Direct Impact on Comprehension

Children’s vocabulary as measured in PreK is directly correlated with reading comprehension in upper elementary grades (Dickinson and Tabois, 2001).

Cunningham and Stanovich (1997) reported finding that “vocabulary as assessed in grade 1 predicts more than 30 percent of grade 11 reading comprehension.”

the vocabulary gap
The Vocabulary Gap

(Biemiller, 2005b)

vocabulary gap
Vocabulary Gap
  • The vocabulary gap grows each year(Stanovich, 1986).
  • Beginning in the intermediate grades, the “achievement gap” between socioeconomic groups is a language gap (Hirsh, 2002).
  • For those students who are English Language Learners, the achievement gap is a vocabulary gap(Carlo, et al., 2004).
slide57

How many words do we expect students to learn?

  • How many words can students actually learn and what teaching methods are most effective?
  • How can we increase student knowledge of words as well as the number of words they actually learn?
getting them all engaged
Getting Them All Engaged
  • Choral Responses
  • Partner Responses
  • Written Responses
  • Individual Responses
slide59

“It’s not what you say or do that ultimately matters…It is what you get the students to do as a result of what you said and did that counts.”

(Archer, Feldman, & Kinsella, 2008)

vocabulary casserole
Vocabulary Casserole

Adapted from When Kids Can’t Read, What Teachers Can Do by Kylene Beers

Ingredients Needed:

20 words no one has ever heard before in his life

1 dictionary with very confusing definitions

1 matching test to be distributed by Friday

1 teacher who wants students to be quiet on Mondays copying words

Put 20 words on chalkboard. Have students copy then look up in dictionary. Make students write all the definitions. For a little spice, require that students write words in sentences. Leave alone all week. Top with a boring test on Friday.

Perishable. This casserole will be forgotten by Saturday afternoon.

Serves: No one.

vocabulary treat
Vocabulary Treat

Adapted from When Kids Can’t Read, What Teachers Can Do by Kylene Beers

Ingredients Needed:

5-10 great words that you really could use

1 thesaurus

Markers and chart paper

1 game like Jeopardy or BINGO

1 teacher who thinks learning is supposed to be fun

Mix 5 to 10 words into the classroom. Have students test each word for flavor. Toss with a thesaurus to find other words that mean the same. Write definitions on chart paper and let us draw pictures of words to remind us what they mean. Stir all week by a teacher who thinks learning is supposed to be fun. Top with a cool game on Fridays like jeopardy or BINGO to see who remembers the most.

Serves: Many

so which words do we teach
So, which words do we teach?
  • Useful words (Tier 1):

clock, baby, happy

  • High-frequency words (Tier 2):

coincidence, absurd, industrious

  • Specific domain words(Tier 3):

isotope, lathe, peninsula

From: Bringing Words to Life - Robust Vocabulary Instruction by Isabelle Beck, Margaret McKeown, & Linda Kucan

instructional routine for explicit vocabulary instruction
Instructional Routine for Explicit Vocabulary Instruction
  • Introduce the word.
  • Introduce the meaning of the word with a student friendly explanation.
  • Illustrate the word with examples and non-examples.
  • Check for student understanding.

(Anita Archer, 2008)

what is academic vocabulary
What is Academic Vocabulary?
  • Academic vocabulary refers to the specialized, high-utility words used in the classroom
  • Academic vocabulary includes high-use academic words (e.g., analyze, summarize, evaluate, formula, respond, specify)
  • Academic language includes the vocabulary, grammar & syntax necessary to competently discuss a topic
why teach academic vocabulary
Why Teach Academic Vocabulary?
  • Students need to learn the language of written text and academic content areas through direct, explicit instruction.
  • Most students do not come to school prepared to comprehend academic language therefore it must be taught explicitly with students having access to numerous practice opportunities
academic vocabulary examples
Academic Vocabulary Examples

concept

consistent

constitutional

context

contract

create

data

definition

environment

established

estimate

evidence

export

financial

formula

function

analysis

approach

area

assessment

assume

authority

available

benefit

fostering word consciousness
Fostering Word Consciousness
  • Teach similes, metaphors and idioms.
  • Have fun with word play by utilizing riddles, puns, anagrams, acronyms and tongue twisters.
  • Provide students with a print rich environment.
  • Engage students in activities that explore the history of words and word origins.
vocabulary activities
VOCABULARY ACTIVITIES

Knowledge Rating Scale

Aplha Boxes

Frayer Model

Concept Map

Language Collection Sheet

Own the Word

10 Best Vocabulary Learning Tips

Vocabulary Cluster

vocabulary activities1
VOCABULARY ACTIVITIES

Knowledge Rating Scale

Alpha Boxes

Frayer Model

Concept Map

Language Collection Sheet

Own the Word

10 Best Vocabulary Learning Tips

Vocabulary Cluster

vocabulary activities2
VOCABULARY ACTIVITIES

Knowledge Rating Scale

Alpha Boxes

Frayer Model

Concept Map

Language Collection Sheet

Own the Word

10 Best Vocabulary Learning Tips

Vocabulary Cluster

vocabulary activities3
VOCABULARY ACTIVITIES

Knowledge Rating Scale

Alpha Boxes

Frayer Model

Concept Map

Language Collection Sheet

Own the Word

10 Best Vocabulary Learning Tips

Vocabulary Cluster

vocabulary activities4
VOCABULARY ACTIVITIES

Knowledge Rating Scale

Alpha Boxes

Frayer Model

Concept Map

Language Collection Sheet

Own the Word

10 Best Vocabulary Learning Tips

Vocabulary Cluster

vocabulary activities5
VOCABULARY ACTIVITIES

Knowledge Rating Scale

Alpha Boxes

Frayer Model

Concept Map

Language Collection Sheet

Own the Word

10 Best Vocabulary Learning Tips

Vocabulary Cluster

vocabulary activities6
VOCABULARY ACTIVITIES

Knowledge Rating Scale

Alpha Boxes

Frayer Model

Concept Map

Language Collection Sheet

Own the Word

Vocabulary Cluster

10 Best Vocabulary Learning Tips

vocabulary activities7
VOCABULARY ACTIVITIES

Knowledge Rating Scale

Alpha Boxes

Frayer Model

Concept Map

Language Collection Sheet

Own the Word

Vocabulary Cluster

10 Best Vocabulary Learning Tips

encourage wide reading
Encourage Wide Reading
  • “The best way to foster vocabulary growth is to promote wide reading.” (Anderson, 1992)
  • Maximize access to reading materials and quality, authentic text.
  • Capture students curiosity with read alouds, book talks and author studies.
  • Expect reading outside of class.
helpful websites
Helpful Websites
  • www.fcrr.org practice activities for vocabulary for grades 4 and 5 can be easily adapted for older students
  • www.scoe.org Anita Archer’s vocabulary instruction videos & Kevin Feldman’s presentations
  • www.freereading.org Includes a wide variety of learning activities to develop and sharpen reading skills
  • www.interventioncentral.org Various reading interventions are explored and recommendations given
  • www.readingrockets.org Provides strategies for working with struggling readers, lessons, webcasts, techniques for teaching reading and podcasts to see it all in action
student friendly dictionaries
Student-Friendly Dictionaries

Collins Cobuild Student’s Dictionary

ISBN: 0007126409; www.heinle.com

Heinle’s Newbury House Dictionary of American English ISBN: 0838426573; www.heinle.com

Longman Dictionary of American English

www.longman.com