1. Welcome to the Educator Enhancement Academy
English Language Arts and Literacy
Grades 6-8
We are glad you are here!
Day 2

2. Discussion Day 1 Exit Slips & Parking Lot Questions

3. Cut-It-Out Review
Summary Clip On Writing

4. Expository 35% Narrative 30% Argumentative 35%
Types of Writing
Expository 35% Narrative 30% Argumentative 35%

5. Important to Remember Research Annotation Speaking and Listening
PROVE IT!

6. Rubrics Appendix C 4 point vs. 6 point rubrics
Appendix C-review Student writing samples in Appendix C compare writing samples to rubrics

7. Writing Shifts NOT A 5 PARAGRAPH ESSAY
NOT Think about a time when……………
Not one big research project/one monthly
Videos, speeches on audio, radio broadcasts
1 minute speeches (topic of choice) tech steps

8. http://youtu.be/jEkAHATRuRU Write a six word memoir about yourself
Exit Slip
Write a six word memoir about yourself

9. LUNCH

10. Language/Vocabulary
Kick Me Activity

11. Cut it Out Review
Language Standards

12. Vocabulary Which words should be taught?
Essential to understanding text
Likely to appear in future reading
Which words should get more time and attention?
More abstract words (as opposed to concrete words)
persist vs. checkpoint
noticed vs. accident
Words which are part of semantic word family
secure, securely, security, secured
By teaching your students the meaning of a word that is the member of a larger family of related words, you are giving them the power to learn many words from a focus on one.
Little in reading is better documented than the links between word knowledge and successful reading and learning outcomes. Concrete words are mastered much more quickly than are abstract words. Academic words are far more likely to be abstract and will need as much attention as you can provide. These words are also the ones that students are likely to encounter over and over again.

13. Vocabulary and Text Dependent Questions
From “Hot and Cold Summer” - 5th grade fictional text
“To avoid someone means to keep away from them so that you don’t have to see them and they don’t have to see you. How did the boys avoid meeting Bolivia at first?” (pg. 23)
Re-read the last two paragraphs on page 39. Rory had a “strong suspicion”. What is a suspicion? What details in the story made Rory suspicious of Bolivia?
The first example provides the definition since there aren’t enough contextual clues provided in the text for student to figure it out on their own.
The second example asks the students to figure out the word in context.
Both examples use the word knowledge to ask pointed questions about the text.

14. Vocabulary Tiers Everyday Academic Domain Specific
Intensity of words vs. positive/negative words
Appendix A Pg

15. Tier I Words
These are the words of everyday speech usually learned in the early grades, albeit not at the same rate by all children.
They are not considered a challenge to the average native speaker, though English language learners of any age will have to attend carefully to them.

16. Tier II Words
General academic words that are far more likely to appear in written texts than in speech.
They appear in all sorts of texts:
Informational texts (words such as relative, vary, formulate, specificity, and accumulate)
Technical texts (calibrate, itemize, periphery)

17. Tier II Words/ General Academic Words
They appear in all sorts of texts:
Literary texts (misfortune, dignified, faltered, unabashedly).
Tier II words often represent subtle or precise ways to say relatively simple things—saunter instead of walk, for example.

18. Tier III Words
Domain-specific words are specific to a domain or field of study (lava, carburetor, legislature, circumference, aorta) and key to understanding a new concept within a text.
Because of their specificity and close ties to content knowledge, Tier III words are far more common in informational texts than in literature.

19. Tier III Words
Recognized as new and “hard” words for most readers (particularly student readers), they are often explicitly defined by the author of a text, repeatedly used, and otherwise heavily scaffolded (e.g. made a part of a glossary).

20. Tier II Words--Essential
Because Tier III words are obviously unfamiliar to most students, contain the ideas necessary to a new topic, and are recognized as both important and specific to the subject area in which they are instructing students, teachers often define Tier III words prior to students encountering them in a text and then reinforce their acquisition throughout a lesson.

21. Tier II Words
Unfortunately, this is not typically the case with Tier II words, which by definition are not unique to a particular discipline and as a result are not the clear responsibility of a particular content area teacher.

22. Tier II Words
What is more, many Tier II words are far less well defined by contextual clues in the texts in which they appear and are far less likely to be defined explicitly within a text than are Tier III words.
Yet Tier II words are frequently encountered in complex written texts and are particularly powerful because of their wide applicability to many sorts of reading.

23. Tier II Words
Teachers thus need to be alert to the presence of Tier II words and determine which ones need careful attention.

24. Vocabulary should not be a separate lesson
Vocabulary should not be a separate lesson! It should be taught within student writing samples, as well as, literary and informational texts.

25. Teach 21 Strategy Bank Vocabulary Website Vocab tiers activity
Appendix B pg 90-91

26. * Notes tier 3 words converted wretched loathed errand roused bestow*
animate/inanimate
bestow*
tormented
detest
urchins*
abhor
vindication*
offense
denunciation*
utter/utterance
console
Catholic*
voluntary
dialogue*
emancipation
testimonial*

27. Use this time to collaborate with your county colleagues.
County Meeting Time
Use this time to collaborate with your county colleagues.
See you tomorrow!