July 31, High School Summer Professional Development Workshop Kemper Fitch, Principal Nancy Moody, Director of High School Curriculum Penny Crooks, Assistant Principal John Eggleston, Assistant Principal Julie Pack, Assistant Principal Tina Webster, Technology Facilitator High School Summer Professional Development Workshop Kemper Fitch, Principal Nancy Moody, Director of High School Curriculum Penny Crooks, Assistant Principal John Eggleston, Assistant Principal Julie Pack, Assistant Principal Tina Webster, Technology Facilitator

July 31, Reflections from Day Four What am I squared away with? What am I still circling around? What three things do I need to do in priority order to advance the work?

July 31, Essential Vocabulary “teaching vocabulary becomes not a simple process of teaching words but one of teaching particular words to particular students for a particular purpose” ~Handbook of Reading Research, Vol. 3, Blachowicz and Fisher (2000)

July 31, Big Questions  What is essential vocabulary?  What words do students need to learn for a given essential standard?  How do we determine which words are essential?

July 31, Essential Vocabulary Criteria:  Critical to understanding of essential standards and clarifying objectives  Require in-depth knowledge in order to understand essential standards and clarifying objectives  Likely to be encountered in other content areas *Refer to Quality Check Handout

July 31, Essential Vocabulary  Quality Check Handout

July 31, Article Introduction  All – read pgs (stop at Level 1 subheading) Flanigan K. and Greenwood S. “Effective content vocabulary instruction in the middle: Matching students, purposes, words, and strategies”

July 31, Introduction  Four Factors of Content Vocabulary:  The students we teach  The nature of the words we decide to teach  The instructional purposes in teaching the words  The strategies we employ to teach the words

July 31, Article - Jigsaw  Group #1 – read Level 1 section  Group #2 – read Level 2 section  Group #3 – read Level 3 section  Group #4 – read Level 4 section  All – read pgs (begin at “A process for choosing.. / stop at “How does this look..) Remainder of article can be read at your leisure. Flanigan K. and Greenwood S. “Effective content vocabulary instruction in the middle: Matching students, purposes, words, and strategies”

July 31, Guiding Questions  What defines Level ___ words?  How important are these words to students learning the essential standard at hand?  In reference to the previous definition, are words in this level essential vocabulary?

July 31, Jigsaw Response – Level 1  What defines Level ___ words?  How important are these words to students learning the essential standard at hand?  Are words in this level essential vocabulary?

July 31, Jigsaw Response – Level 2  What defines Level ___ words?  How important are these words to students learning the essential standard at hand?  Are words in this level essential vocabulary?

July 31, Jigsaw Response – Level 3  What defines Level ___ words?  How important are these words to students learning the essential standard at hand?  Are words in this level essential vocabulary?

July 31, Jigsaw Response – Level 4  What defines Level ___ words?  How important are these words to students learning the essential standard at hand?  Are words in this level essential vocabulary?

July 31, Essential Vocabulary – The Process (modified)  Determine the instructional goals specifically related to the essential standards and clarifying objectives.  Brainstorm words that students will need to know/learn to meet instructional goals.  Determine which words from the initial brainstorming are necessary for students’ understanding and mastery of the essential standards and clarifying objectives. Refer to essential vocabulary quality check.

July 31, Connections Strategies PurposesWords Students PlanningTime TeachingTime Essential Standards 21st Century Skills Collaboration Assessment Essential Standards 21st Century Skills Collaboration Assessment

July 31, Essential Vocabulary - Quality Check Measure the words on the sample curriculum guides against the criteria for essential vocabulary and Determine if there are any words that need to be removed or added to the list.

July 31, “Rubber Meets The Road” Process: Determine the instructional goals specifically related to the essential standards and clarifying objectives. Brainstorm words that students will need to know/learn to meet instructional goals. Determine which words from the initial brainstorming are necessary for students’ understanding and mastery of the essential standards and clarifying objectives. Refer to essential vocabulary quality check.

July 31, Vocabulary Work  Take a break on your own!

July 31, LUNCH!!

Setting SMART Goals

July 31, Ticket Out the Door What am I squared away with? What am I still circling around? What three things do I need to do in priority order to advance the work?