Research Teams within Grade Levels: Principles of Effective Vocabulary Instruction November 2012 Common Core Ambassadors

Effective Vocabulary Instruction Please form RESEARCH TEAMS of 4-5 people each You will return to these groups for additional research tomorrow. Learning Targets: 1. I can explain how the effective vocabulary practices embedded in Modules 1 and 2 can close the achievement gap and support all students to meet the demands of the Common Core. I can describe the key components of effective vocabulary instruction for all students. 2

Turnkey Task and Key Vocabulary Review the Turnkey Task (p. ___) in your notebooks. Includes product options for various roles Work time included on Day 2 Turn to the Vocabulary Self Assessment sheet (p. ___) We will use some vocabulary learning strategies to build our own fluency with key terms over the next 2 days. Some of them will be well known to you; others may be new Please self-assess your level of understanding of each term – enter today’s date in the appropriate column 3

Research Team Task TEAMS review our Norms for Collaboration Quick norm reminder – what each of person on the team needs to engage fully in this task (3 min) Use the Final Word protocol (p.___) to read and process the following articles (75 min) 1. Why Teach Vocabulary 2. Flooding With Words 3. If you finish articles 1 or 2: Review of Current Research on Vocab Instruction, pages 1-7 4

Reflection and Progress Tracking Where are you now towards our targets? 1. I can explain how the effective vocabulary practices embedded in Modules 1 and 2 can close the achievement gap and support all students to meet the demands of the Common Core. I can describe the key components of effective vocabulary instruction for all students. 5