2.  Sign-in  Introductions  Icebreaker Activity: Inside/Outside Circle and Human Bar Graph  Handouts/ Norms  Objective

3.  D. Participating in a Professional Community ◦ ii. Involvement in a Culture of Professional Inquiry ◦ iv. Participation in School and District Projects  E. Growing and Developing Professionally ◦ i. Enhancement of Content Knowledge and Pedagogical Skill ◦ ii. Receptivity to Feedback from Colleagues  F. Demonstrating Professionalism ◦ i. Integrity and Ethical Conduct

4.  Overview – Framework  Cycle 1 Map: ◦ Standards/Enduring Understandings ◦ Learning Targets ◦ Resources  Progressions - one page (random distribution)

5.  JCPS K-2 Reading Diagnostic Assessment Information  CASCADE data entry for K-2

6. After logging into Cascade, a number of tabs are available. The Elementary Diagnostics tab is located in the top center section of the Cascade tabs.

7. For entering K-2 Reading Diagnostic data and pulling the results, we only need to use the top couple of links in the tab. For entering data, let’s start with “K-2 Reading Diagnostic Assessment”.

8. Once we are on this page, we’ll need to select which class of students we want to enter data for. Select your class and click “Load for Selected Class”. You must select a class. If you don’t, an error will occur.

9. Once our class is loaded, we’ll select the student that we wish to enter data for. Fill out the form on the right hand side of the page, click “Save” and move on to your next student. When you’re done, you can click “View Summary Here!” to go to the reports page.

10. Another way to view the K-2 Reading Diagnostic Assessments is to use the “Reporting for K-2 Reading and Math Assessments”

11. On this page, we’ll need to select a school year, test number (Kindergarten only has 3 while Grades 1 and 2 have 4), grade, subject, and group type. Class breaks it down by teacher, Grade shows all kid’s results in the school for the selected grade. Press “List Teachers” proceed to the next step.

12. We can press “View Reading Spreadsheet” to view a spreadsheet of the selected group’s reading results. We can also click on “View Reports” to view a pdf kid level report. This report is actually mailed home for the State Required Diagnostics. You can also print them out and send them home with your students.

13.  Print Concepts  Phonological Awareness  Phonics and Word Recognition  Fluency

14. Standards Assessed on RPA 1 Reading Standards 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. 2. Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. 4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Language Standards 1. Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. 4. Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.

15.  Detailed deconstruction  http://www.doe.nv.gov/APAC/Nevada_Acade mic_Standards/ELA/ http://www.doe.nv.gov/APAC/Nevada_Acade mic_Standards/ELA/

16.  Sample PD session that you could do with your teachers

18.  I can explain why vocabulary learning is important for my students.  I can identify grade-level KCAS standards that address vocabulary.  I can identify vocabulary words my students need to know in the content areas.  I can use an effective process for teaching vocabulary, including a note-taking scaffold and a vocabulary notebook.

19. Vocabulary Instruction for Academic Success by Yopp, Yopp, and Bishop Bringing Words to Life: Robust Vocabulary Instruction by Beck, McKeown, and Kucan Literacy Instruction for English Language Learners by Cloud, Genesee, and Hamayan

21.  Learning is dependent on vocabulary knowledge.  Vocabulary knowledge is highly correlated with overall reading achievement.  Vocabulary knowledge affects a student’s ability to participate fully in both social and academic activities.  The vocabulary gap is likely to be larger for English language learners than for native English speaking students.  It is a requirement of the Kentucky Core Academic Standards.

23. Reading Informational CCR4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone. Language CCR4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and reference materials, as appropriate. Language CCR5 Demonstrate understanding of word relationships and nuances in word meanings. Language CCR6 Acquire and use accurately grade- appropriate and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being and that are basic to a particular topic.

24. Anchor Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape comprehension. K With prompting and support, ask and answer questions about unknown words in a text. 1 Ask and answer questions to help determine or clarify the meaning of words and phrases in a text. 2 Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area. 3 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area. 4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 4 topic or subject area. 5 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 5 topic or subject area. RI.CCR.4

25.  is related to a student’s ability to ________ text  comprehend  is related to overall __________ success.  academic  is related to higher status ___________.  occupations  influences peoples’ judgment of __________.  the speaker  is influenced by __________.  instruction Yopp, Yopp & Bishop, 2009

26.  At age 5-6 children typically have 2,500- 5,000 words in their oral vocabulary.  3,000 words per year are added during their early school years.  A large amount of vocabulary growth is incidental.  Vocabulary development is a primary factor in second language acquisition and the academic success of ELL students.

27. (Hart & Risley, 1995) Words Heard per Hour Words Heard in a 100-Hour Week Words Heard in a 5200-Hour Year Words Heard in 4 Years Group A61662,0003 million13 million Group B1,251125,0006 million26 million Group C2,153215,00011 million45 million For ELL students this exposure is usually NOT in English.

28.  Vocabulary instruction is effective when… ◦ key words are directly taught using strategies to make them clear. ◦ students are repeatedly exposed to and given opportunities to use vocabulary words they are taught. ◦ words to be taught are carefully and intentionally selected to help with comprehension.

29.  Assigning words for students to look up in a dictionary.  Expecting students to figure out the meaning of a new word using context.  Depending on spontaneous explanations. Why?

30.  What words should I teach?

32.  Tier 1 words are basic ______________ words that are part of most children’s ______________. These words are used every day in __________, and most of them are learned by hearing __________, peers, and teachers use them when ______________. These words are especially _____________ for English learners who may not be _______________ with them.  Examples: big, small, house, table, family

33.  familiar, conversation, everyday, family, vocabulary, important, speaking o Does the addition of a word bank help you complete this task?

34.  Tier 3 words are low-____________ words that that may be __________to specific _____________ of instruction and do not have _____________ application for students.  Examples: isotope, tectonic plates, mitosis

35. limited, broad, frequency, domainsimited, broad, frequency,, domains  Does the addition of a word bank help you complete the task?

36.  Tier 2 words include ______________ occurring words that appear in various contexts and ____________ and play an important ________ in listening and _____________ comprehension across a variety of ____________ areas. These are general ____________ words and they have ____________ utility.  Examples: justify, explain, maintain, coincidence, absurd, fortunate

37.  Does the addition of a word bank help you complete this task? high, content, role, frequently, topics, reading, academic

38.  Read Appendix A, pages 113-115 from your KCAS binder.  Turn to a partner and discuss these questions: ◦ What is the difference between tier 2 and tier 3 words? ◦ Which words do you think your students need to focus on?

39.  Before reading check for: ◦ Tier 2 words  Your English learners also might need help with ◦ Multiple meaning words (e.g., table, set, odd) ◦ Cognates ◦ Idioms

40.  Cognates are words in two language that share similar meaning, spelling, and pronunciation.  http://m.spanishcognates.org/cognate- list/j http://m.spanishcognates.org/cognate- list/j  Can you name the English cognates for these words?

41. Familia (Spanish) Family Clase (Spanish) Class Splendide (French) Splendid Simplificar (Portuguese) To simplify

42.  Vocabulary Knowledge Scale WordI don’t remember ever seeing or hearing this word. I have seen and/or heard this word but don’t know what it means. I have seen and/or heard this word and I think it means… I know this word. It means… I can use this word in a sentence:

44. How do I teach the words so the students will learn them? Marzano’s Six-Step Process for Vocabulary Teaching

45. Research on Effectiveness of Marzano’s Vocabulary Teaching Strategy (Marzano, 2009) It’s how someone uses the strategy that determines whether it produces great results, mediocre results, or no results at all (p. 83). When students copy the teacher’s explanation or description of a term instead of generating their own explanation, the results are not as strong. Student explanations should come from their own lives (p. 84). Why would teachers sometimes not have students generate their own explanations? What are some alternate solutions?

46. Research on Effectiveness of Marzano’s Vocabulary Teaching Strategy The third step in the process is crucial. When students do this step well, achievement soars. Why would teachers sometimes skip this step or have students copy a visual representation? What are some alternate solutions? Games seem to engage students at a high level and have a powerful effect on students’ recall of the terms. Why would teachers sometimes skip having students play games with the vocabulary words learned? What are some alternate solutions?

47. Characterize the word and explain how it is regularly used. Describe the meaning of the word in everyday language. Include words like something, someone, or describes. These words assist students in attending to the whole definition.

48. Traditional Dictionary- Delicacy Delicate 1. A choice food. 2. The quality of or state of being delicate; fineness, weakness, sensitivity, etc. Student-Friendly Definition 1. Something good to eat that is expensive or special: Snails are considered a delicate tidbit in France. (a delicacy) 2. A careful and sensitive way of speaking or behaving so that you do not upset anyone (=tact): He carried out his duties with great delicacy and understanding.

49.  A note-taking scaffold has many advantages (Marzano et al, 2001) ◦ It provides an advance organizer of the most essential lesson terms. ◦ It keeps students on-task and accountable during vocabulary teaching. ◦ It provides a reference for later study and practice of new terms.

54. Let’s DO THIS!!!

56.  Kaju katli is an Indian sweet similar to a barfi.  (not kid friendly)

57.  Describes an Indian candy made from cashews, sugar, cardamom powder, and butter.

58.  Synonym: Marzipan  (Instead of being made with almonds, it is made with cashews)

60.  Cashew (Kaju) काजू

61.  Kaju Katli

62.  Try it!  Can you write the word in a sentence?  What tier would you classify this word?

63. Identify some vocabulary words you will need to teach your students in your next math, science, or social studies unit. Talk to your team about which words you think are most important to teach. Which note-taking scaffold (organizer) will you use? How will you use a notebook?

64. Vocabulary Instruction for Academic Success,Yopp, Yopp, & Bishop Bringing Words to Life: Robust Vocabulary Instruction, Beck, Beck, & Kucan Literacy Instruction for English Language Learners, Cloud, Genesee, & Hamayan

65. Jocose

66.  Completed note-taking scaffold  Oral reading record  Student constructed responses-short answer and extended response  Teacher observation of when the child uses the word correctly ◦ In peer discussion ◦ In writing ◦ During vocabulary review activities

68. Contemporary Classroom Vocabulary Assessment for Content Areas (Stahl & Bravo, 2010) Six Steps to Better Vocabulary Instruction (Marzano, 2009) Making Vocabulary Instruction Effective and Engaging (McKeown & Beck, 2011)

69.  Reading Literature 3.2  Lesson Seeds 5-7 Weeks 1-6 Grade 3

70.  CKEC Literacy Resources CKEC Literacy Resources  CKEC Instructional Coaching CKEC Instructional Coaching  ELA/EngageNY ELA/EngageNY  NCDPI K-12 English Language Arts Wiki Site NCDPI K-12 English Language Arts Wiki Site  NCDPI Elementary Resources NCDPI Elementary Resources

73.  Closing Activities from this Session PLC Connections

74.  For after lunch:  Returning Activity: Years teaching experience