1. Implementing Common Core: A Focus on Early Literacy Module 5 – Vocabulary Presenters: LaRae Blomquist, Susie Lapachet and Patty Tong September 2013

2. Table Talk As a result of the last module, how did the information impact your actions? (e.g., read an article connected about CCSS, met with a colleague, shared information with site leadership) Topics covered: Recognize effective instruction/assessment of fluency Language standards with Open Court resources/misalignment

3. Outcomes: Participants will: 1.Understand the significant shifts in the Common Core vocabulary standards 2.Recognize effective vocabulary instruction – Develop criteria for selecting vocabulary – Identify research-based vocabulary instruction components 3.Plan site “next steps”

4. Research Supports The Need for Vocabulary Instruction According to research, a more extensive vocabulary promotes comprehension skills (Blachoweiz and Fisher, 2000), (Cunningham and Stanovich, 1997), (Pressley, 2000). Direct teaching of vocabulary might be one of the most underused activities in K--12 education. The lack of vocabulary instruction might be a result of misconceptions about what it means to teach vocabulary and its potential effect on student learning (Marzano, 2002).

5. Research Supports The Need for Vocabulary Instruction Beck and McKeown (2000) pointed out that poor readers don’t read; therefore, they must be exposed to vocabulary instruction. Any method is better than none. No one method has proven to be consistently superior. A variety of techniques is suggested. Opportunities for repeated exposures to the words is suggested.

6. Setting the Context Draw on prior knowledge of classroom observations. What words are introduced? (e.g. publisher vs. teacher selected words) What are the most common practices around vocabulary instruction?

7. Standards Trace – K through 3 rd DIRECTIONS: Read RIT – 4, L – 4, and L – 5. Circle verbs. Underline key nouns. PURPOSE OF ACTIVITY: Understand the significant Common Core shifts in vocabulary content and implications for instruction

8. Debrief Standards Trace After examining these three standards in depth, what surprised you? What standards/specific concepts will need to be strategically planned for since they do not currently have any Open CCourt resources for instruction?

9. Building Shared Knowledge of Terms Academic and domain specific words (Beck’s Tier 1-3) Base word/inflectional ending (e.g., look/looks/looking) Root (Greek/Latin roots; e.g., “micro”) Affixes (e.g., un, pre, re, ful, ist) Shades of meaning (e.g., walk, strut, marched) Sentence-level context (context clues w/i text) Real-life connections (contextualize words)

10. Word Types Tier 1: BasicTier 2: AcademicTier 3: Content Specific homeanalyzevolcano dogapproachlava happy rolepumice seeconsistglaciated comemajorabdominal again requirepeninsula findsignificantmolt go varyphonological lookinterpretdiphthong boyconsequencequadrilateral Beck et al. (2002)

11. Selecting Vocabulary for Instruction According to Isabelle Beck, prioritizing the words we teach is essential. Selected vocabulary words should be: Unfamiliar to students. Critical to passage understanding yet not difficult to explain. Useful in the future because they “travel well” into other contexts.

12. Selecting Vocabulary for Instruction Be strategic in selection of words to instruct. Not all words need instruction, and not all words require equal attention (Tier 1, Tier 2, Tier 3). Focus on Tier 2 words, but be aware that English Learners may need instruction on Tier 1 words as well. Consider 8-10 words per week (Stahl, 1999).

13. Activity for Selecting Vocabulary “Story Hour Starring Megan” Grade 2 1.Read pp.70-72 2.Look for possible vocabulary words to mention and teach. Words Worth Knowing MentionTeach

14. Activity for Selecting Vocabulary Words Worth Knowing MentionTeach story hour p. 71howl p.71 calm p.71 patient p.72 restless p. 72

15. Debrief Selecting Vocabulary One thing I had to consider when selecting words was________ because ________.

16. “Big Ideas” Selecting Vocabulary When selecting vocabulary words, the CCSS draws teachers’ attention to Tier 2 and Tier 3 words. After selecting vocabulary determine which words warrant a mention and which should be taught. Do not assume there are enough context clues in the text for instruction.

17. Components of Effective Vocabulary Instruction Read the research based methods for introducing a vocabulary word. Note the commonalities. Be prepared to share with the whole group.

18. Debrief the Common Components

19. Common Components Restating the word An explanation or “kid friendly” definition is given vs. dictionary definition Language frames are used to support usage Multiple opportunities to engage with the word Contextualized usage of the word Non-linguistic representation

20. Video Example: Kindergarten Consider: What of components of effective vocabulary are present?

21. Video Example: First Grade Note: How does the teacher introduce academic language?

22. gist The gist is the big picture of what is happening in the text. The gist often answers who, what, where, when, why, and/or how questions.

23. An Example We saw a mound of dirt they poured in 4 things and foam came out. The video opens with a mound of brown dirt with a hole in the middle at the top. One at a time, they poured four different ingredients into the hole. A white foam poured out of the hole after the ingredients mixed together. 1 2

24. Practice What is the gist of the video clip? In this video, Bill….

25. Grade 2 Multiple Meanings: patient To be able to handle a delay (waiting) without getting upset. A person that is seeing a doctor or nurse.

26. vendor pp.325-327 Someone that sells something. We bought hot dogs from the vendor. We bought ______ from the vendor.

27. overstuffed p.316 See picture on p. 316 What does the word over-stuffed mean? How do you know?

28. inspected p.324 Inspect (verb) inspector (noun) Inspect: To look over closely Inspector: The person who looks over something closely. Her mom inspected her room to make sure it was clean. ________inspected___________.

29. Table Talk Keeping the effective components in mind, what vocabulary strategies have you used or observed?

30. Clarifying the Need for “Student Friendly” Definitions/Explanations “Studies that provided dictionary definitions to students and asked students to create sentences with the words or answers to brief questions about the words reveal that— Sixty-three percent of the students’ sentences were judged to be “odd” (Miller & Gildea, 1985). Sixty percent of students’ responses were unacceptable (McKeown, 1991, 1993). Students frequently interpreted one or two words from a definition as the entire meaning (Scott & Nagy, 1989).

31. Problems with Dictionary Definitions Weak differentiation (conspicuous - easily seen) Vague language (typical – being a type) Probability for misinterpretation (devious – straying from the right course; not straight) Multiple pieces of information (exotic – foreign; strange; not native)

32. Student-Friendly Definitions Girard (2005) Vocabulary wordDictionary definitionFriendly explanation reluctantOpposed in mind to do something, unwilling, disinclined; marked by unwillingness; resisting Reluctant describes someone who is not sure he wants to do something. People are often reluctant to try something new or something they think is risky.

33. “Big Ideas” for Effective Vocabulary Instruction Students must have multiple opportunities to engage with words. Visual representations of words can aid in solidifying meaning. Match vocabulary strategy to instructional goal. Use student-friendly explanations or definitions.

34. Possible Red Flags Of the previously charted common vocabulary practices, what might be possible “red flags” for effective instruction?

35. “Next Steps” At your tables, discuss the information presented and what “next steps” might be taken. What is the current, “typical” practice for vocab instruction? How do you know? What is the perceived need for professional learning opportunities?

36. A Few Miscellaneous Things: Clarifying the “gap” between K and 1 st benchmark assessments (BPST info) Narrative vs. informational fluencies Fluency “qualifiers” will be spelled out Need: more K-6 ELA Steering members (FYI) Need: pilot teacher possibilities IF we get the green light – request will come electronically