Computing the CCSS Way e/ /Summer%20Institute%

Content ShiftDescription Supporting Documents Regular practice with complex text and its academic vocabulary (Reading Foundations) Using more complex text throughout K- 12 is important for meeting requirements of college and career readiness. CCSS recommend using a process for determining text complexity. Systematic and explicit instruction in reading foundational skills in grades K- 5 is necessary for later success with complex text, but focus is still on consolidating those skills into comprehension of what is being read. Focus on Tier II words (academic vocabulary) and making sure there is systematic and varied instruction of those words throughout K-12. Reading Standard 10 Appendix A (pages 2-17) Appendix B Publishers’ Criteria 2 Content Shifts in ELA/Literacy

Standards O Review the ELA standards for your grade level. O Which standards focus on vocabulary? O Site:

Tier I Words O Basic, everyday words that students learn on their own. O Happy O Talk O Funny Beck & McKeown, 1985

Tier II Words O Are common enough that most mature readers are familiar with them. They can be found across various contexts and topics. Understanding the meaning of these words promotes everyday reading and listening comprehension. O Instructional focus should be on Tier II words because they are the words that can add most to students’ language knowledge. O Avoid O Compromise O Fortunate Beck & McKeown, 1985

Tier III Words O These kinds of words are encountered infrequently, so it is usually not recommended to devote a lot of time to teaching these words. Academic vocabulary are often Tier 3 words, teach these as needed in content area. O Isotope O Tundra O Weathering Beck & McKeown, 1985

Criteria for Identifying Tier II Words O Importance and utility: Words that are characteristic of mature language users and appear frequently across a variety of domains. O Instructions potential: Words that can be worked with in a variety of ways so that students can build rich representations of them and of their connections to other words and concepts. O Conceptual understanding: Words for which students understand the general concept but provide precision and specificity in describing the concept. Blachowicz

Instructional Routine O Step 1: Introduce the Word O Write and say the word O Have students repeat it O Step 2: Explain O Use student friendly explanation O Show picture/demonstrate O Step 3: Illustrate the Word with Examples O Concrete examples O Visual representations O Verbal examples O Step 4: Check Student Understanding (use one of the options) O Ask deep processing questions O Provide examples and non-examples O Have students generate their own examples O Provide students with a sentence starter and have students complete the sentence Beck, McKeown, & Kucan, 2002

Activity Sort the words into Tier I, II or III appropriatetimidcontinent shipthicketscurry brightappropriatereluctant exhaustedangryglider convincelittlemarsh

Feedback Sort the words into Tier I, II or III Appropriate - 2Timid - 2Continent - 3 Ship - 1Thicket - 3Scurry - 2 Bright - 1Appropriate - 2Reluctant - 2 Exhausted - 2Angry - 1Glider - 3 Convince - 2Little - 1Marsh - 3

Technology Integration Activity O Create study cards for Tier II words.

Jigsaw O Each person in your group will choose a different vocabulary website to review for 10 minutes. O Share O Effective and Ineffective Vocabulary Instruction O Vocabulary Practice Activities O Create an anchor chart Effective Vocabulary Instruction Ineffective Vocabulary Instruction

Jigsaw Sites O Playbook.pdf Playbook.pdf O Vocabulary-Instruction%20.pdf Vocabulary-Instruction%20.pdf O O ig_five/dynamic_vocab_aa.pdf ig_five/dynamic_vocab_aa.pdf O laryinstruction.pdf laryinstruction.pdf

Break

Read Write Gold O Install Read Write Gold O Site: O Introduction to Read Write Gold O Vocabulary Map

Technology Integration Activity O Create a vocabulary map for a Tier II word.

Content ShiftDescription Supporting Documents Building knowledge through content-rich nonfiction and informational texts 50/50 balance between literary and informational texts in the ELA classroom Informational texts should cross content areas. Design units around a wide range topics that build knowledge about different concepts and ideas about the world Building knowledge in K-5 is essential for students’ abilities to understand complex texts in middle and high school (Should not have to rely on teacher telling them what they need to know.) Need to teach students how to read informational texts (using scaffolding) to help them understand more challenging texts without replacing those texts for easier ones or the teacher telling them what they should know Page 33 of the CCSS Publishers’ Criteria 18 Content Shifts in ELA/Literacy

Content ShiftDescription Supporting Documents Reading and writing grounded in evidence from text Focus on writing in response to text at all grade levels Must develop the habit early on (even in kindergarten) to prepare students to be able to use evidence and respond to text easily in grades 3+ There is a focus on research, locating, gathering, and using evidence from valid and reliable sources Focus on integration of strands, not isolation Writing Standard 9 Reading Standard 1 Appendix A Publishers’ Criteria 19 Content Shifts in ELA/Literacy

Read Write Gold O Highlighter Tool for organizing and categorizing notes from Internet.

Technology Integration Activity O Use the notes you collected from Read Write Gold to create a Biography Diorama

Put it all Together O Design a lesson using one of the templates we shared today or try one of the other templates provided. O Share with your grade level how you will use the template to enhance vocabulary instruction, non-fiction text, or research in your classroom. tower pyramid mini book stretch book fan book