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We’ve gone interactive! Milestone Tool Eli asks… What has been the greatest success in your school with the rollout of CCLS and why?

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Presentation on theme: "We’ve gone interactive! Milestone Tool Eli asks… What has been the greatest success in your school with the rollout of CCLS and why?"— Presentation transcript:

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3 We’ve gone interactive!

4 Milestone Tool

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

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

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

10 We’ve gone interactive!

11 SPEED STANDARDS

12 WRITING STANDARDS MADE SIMPLE

13 1. Opinion/Argument Writing

14 WRITING STANDARDS MADE SIMPLE 1. Opinion/Argument Writing 2. Informative/Expository Writing

15 WRITING STANDARDS MADE SIMPLE 1. Opinion/Argument Writing 2. Informative/Expository Writing 3. Narrative Writing

16 WRITING STANDARDS MADE SIMPLE 1. Opinion/Argument Writing 2. Informative/Expository Writing 3. Narrative Writing 4. Produce clear writing that answers the task

17 WRITING STANDARDS MADE SIMPLE 1. Opinion/Argument Writing 2. Informative/Expository Writing 3. Narrative Writing 4. Produce clear writing that answers the task 5. Do the writing process

18 WRITING STANDARDS MADE SIMPLE 1. Opinion/Argument Writing 2. Informative/Expository Writing 3. Narrative Writing 4. Produce clear writing that answers the task 5. Do the writing process 6. Use technology

19 WRITING STANDARDS MADE SIMPLE 1. Opinion/Argument Writing 2. Informative/Expository Writing 3. Narrative Writing 4. Produce clear writing that answers the task 5. Do the writing process 6. Use technology 7. Conduct short research projects with focused questions

20 WRITING STANDARDS MADE SIMPLE 1. Opinion/Argument Writing 2. Informative/Expository Writing 3. Narrative Writing 4. Produce clear writing that answers the task 5. Do the writing process 6. Use technology 7. Conduct short research projects with focused questions 8. Gather information from lots of sources

21 WRITING STANDARDS MADE SIMPLE 1. Opinion/Argument Writing 2. Informative/Expository Writing 3. Narrative Writing 4. Produce clear writing that answers the task 5. Do the writing process 6. Use technology 7. Conduct short research projects with focused questions 8. Gather information from lots of sources 9. Draw evidence from the sources

22 WRITING STANDARDS MADE SIMPLE 1. Opinion/Argument Writing 2. Informative/Expository Writing 3. Narrative Writing 4. Produce clear writing that answers the task 5. Do the writing process 6. Use technology 7. Conduct short research projects with focused questions 8. Gather information from lots of sources 9. Draw evidence from the sources 10. Write lots/ write often/ write varied

23 WRITING STANDARDS MADE SIMPLE 1. Opinion/Argument Writing 2. Informative/Expository Writing 3. Narrative Writing 4. Produce clear writing that answers the task 5. Do the writing process 6. Use technology 7. Conduct short research projects with focused questions 8. Gather information from lots of sources 9. Draw evidence from the sources 10. Write lots/ write often/ write varied 11. Make connections when you write

24 WCCR3 Write narratives to develop real or imagined experiences or events using effective technique, well- chosen details, and well- structured event sequences.

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26 Discussion and Description… before Analysis… before Planning.

27 1.Choose grade 3-5 or Complete the data point (DP) sheet with your team discussing how the points relate to the standard. 3.Write down what the DPs mean and what evidence you would expect to see.

28 1.Choose grade 3-5 or Complete the data point (DP) sheet with your team discussing how the points relate to the standard. 3.Write down what the DPs mean and what evidence you would expect to see.

29 1.Read the student writing for your grade level 5 or 8. 2.Find the evidence. 3.Rank the performance. 4.Discuss your decisions with your teams. 5.How will you use this activity back at school?

30 1.Read the student writing for your grade level 5 or 8. 2.Find the evidence. 3.Rank the performance. 4.Discuss your decisions with your teams. 5.How will you use this activity back at school?

31 We’ve gone interactive!

32 Characteristics of Effective Feedback

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

34 After reading the article, how would you change or revise your comments?

35 We’ve gone interactive!

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

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38 Schools are a place where independent contractors are united by a common carpark. -Doug Reeves

39 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.

40 HOW DOES IT HELP? Clarify problems Identify evidence to support opinions Share perspectives Reflect on their practice

41 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

42 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

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44 GRAB YOUR PROTOCOL SHEET AND JOIN A GROUP

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46 We’ve gone interactive!

47 GO AND GET YOUR LUNCH!

48 HALF TIME

49 How do YOU teach vocabulary? Brainstorm with your colleagues for one minute. Think about how you presently address vocabulary instruction within your curriculum.

50 Some vocabulary practices… Unreliable PracticesResearch-based 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

51 Vocabulary is Oral Written Expressive (speak and write) Receptive (see and hear) Direct Indirect

52 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.”

53 The Vocabulary Gap GradeAverage StudentBottom 25% End of PreK3,4402,440 End of K4,3003,016 End of Grade 15,1603,592 End of Grade 26,0204,168 (Biemiller, 2005b)

54 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).

55 Actual Differences in Language QUANTITY OF WORDS HEARD In a typical hour, the average child will hear: Welfare616 words Working Class1,251 words Professional2,153 words QUALITY OF WORDS HEARD In a typical hour, the average child will hear: Professional32 affirmations & 5 prohibitions Working Class 12 affirmations and 7 prohibitions Welfare5 affirmations and 11 prohibitions

56 So many words…

57 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?

58 Getting Them All Engaged Choral Responses Partner Responses Written Responses Individual Responses

59 “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)

60 Vocabulary Casserole 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. Adapted from When Kids Can’t Read, What Teachers Can Do by Kylene Beers

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

62 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

63 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)

64 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

65 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

66 Academic Vocabulary Examples analysis approach area assessment assume authority available benefit concept consistent constitutional context contract create data definition environment established estimate evidence export financial formula function

67 GROWING RICH VOCABULARIES

68 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.

69 VOCABULARY ACTIVITIES Knowledge Rating Scale Aplha Boxes Frayer Model Concept Map Language Collection Sheet Own the Word 10 Best Vocabulary Learning Tips Vocabulary Cluster

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71 VOCABULARY ACTIVITIES Knowledge Rating Scale Alpha Boxes Frayer Model Concept Map Language Collection Sheet Own the Word 10 Best Vocabulary Learning Tips Vocabulary Cluster

72 VOCABULARY ACTIVITIES Knowledge Rating Scale Alpha Boxes Frayer Model Concept Map Language Collection Sheet Own the Word 10 Best Vocabulary Learning Tips Vocabulary Cluster

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76 VOCABULARY ACTIVITIES Knowledge Rating Scale Alpha Boxes Frayer Model Concept Map Language Collection Sheet Own the Word 10 Best Vocabulary Learning Tips Vocabulary Cluster

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78 VOCABULARY ACTIVITIES Knowledge Rating Scale Alpha Boxes Frayer Model Concept Map Language Collection Sheet Own the Word 10 Best Vocabulary Learning Tips Vocabulary Cluster

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80 VOCABULARY ACTIVITIES Knowledge Rating Scale Alpha Boxes Frayer Model Concept Map Language Collection Sheet Own the Word 10 Best Vocabulary Learning Tips Vocabulary Cluster

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82 VOCABULARY ACTIVITIES Knowledge Rating Scale Alpha Boxes Frayer Model Concept Map Language Collection Sheet Own the Word Vocabulary Cluster 10 Best Vocabulary Learning Tips

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84 VOCABULARY ACTIVITIES Knowledge Rating Scale Alpha Boxes Frayer Model Concept Map Language Collection Sheet Own the Word Vocabulary Cluster 10 Best Vocabulary Learning Tips

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86 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.

87 Helpful Websites practice activities for vocabulary for grades 4 and 5 can be easily adapted for older students Anita Archer’s vocabulary instruction videos & Kevin Feldman’s presentations Includes a wide variety of learning activities to develop and sharpen reading skills Various reading interventions are explored and recommendations given Provides strategies for working with struggling readers, lessons, webcasts, techniques for teaching reading and podcasts to see it all in action

88 Student-Friendly Dictionaries Collins Cobuild Student’s Dictionary ISBN: ; Heinle’s Newbury House Dictionary of American English ISBN: ; Longman Dictionary of American English

89 We’ve gone interactive!

90 PLANNING FOR…


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