1. Tools for Teaching Academic Vocabulary
Materials:
Handouts:
2-sided co-teaching planning sheet
Strategy sheets (1 with definitions & examples, 1w/ definitions only, no examples)
Theme Park Partner
Projector
Easel
Chart paper
Markers, etc… supply boxes
Journals
powerpoint notes
January 30, 2016
Fresno Unified New Teacher Conference
Lisa Thompkins and Maria Hickman

2. Maria Hickman Lisa Thompkins Welcome and introductions
We are excited to present the content that we have for you today. It has been highly requested by teachers, instructional coaches, and administrators alike. This is an introduction to The Skillful Teacher project.
This content is being presented to you (administrators) today and will also be presented to the instructional coaches on August 10th.
You have seen some of the content and processing activities, but this will be new information to most of your teachers. We have tailored it to work as a teacher presentation to be delivered during Buyback Day or an Institute day in August.

3. CULTURE OF LEARNING WITH HIGH EXPECTATIONS
INSTRUCTIONAL FOCUS: LITERACY & MATH
Core Belief: Every student can and must learn at grade level and beyond.
Guarantee: every student moves a minimum of a grade level each year.

4. California Standards for the Teaching Profession
Revised
2009
California Standards for the Teaching Profession
STANDARD 1:
Engaging and Supporting ALL Students in Learning
STANDARD 2:
Creating and Maintaining Effective Environments for Student learning
STANDARD 3:
Understanding and Organizing Subject Matter for Student Learning
Using knowledge of students to engage them in learning
Connecting learning to students’ prior knowledge, backgrounds, life experiences, and interests
Connecting subject matter to meaningful, real-life contexts
Using a variety of instructional strategies, resources, and technologies to meet students’ diverse learning needs
Promoting critical thinking through inquiry, problem solving, and reflection
Monitoring student learning and adjusting instruction while teaching
Promoting social development and responsibility within a caring community where each student is treated fairly and respectfully
Creating physical or virtual learning environments that promote student learning, reflect diversity, and encourage constructive and productive interactions among students
Establishing and maintaining learning environments that are physically, intellectually, and emotionally safe
Creating a rigorous learning environment with high expectations and appropriate support for all students
Developing, communicating, and maintaining high standards for individual and group behavior
Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which all students can learn
Using instructional time to optimize learning
Demonstrating knowledge of subject matter, academic content standards, and curriculum frameworks
Applying knowledge of student development and proficiencies to ensure student understanding of subject matter
Organizing curriculum to facilitate student understanding of the subject matter
Utilizing instructional strategies that are appropriate to the subject matter
Using and adapting resources, technologies, and standards-aligned instructional materials, including adopted materials, to make subject matter accessible to all students
Addressing the needs of English Learners and students with special needs to provide equitable access to the content
STANDARD 4:
Planning Instruction and Designing Learning Experiences for ALL Students
STANDARD 5:
Assessing Students for Learning
STANDARD 6:
Developing as a Professional Educator
Using knowledge of students’ academic readiness, language proficiency, cultural background, and individual development to plan instruction
Establishing and articulating goals for student learning
Developing and sequencing long-term and short-term instructional plans to support student learning
Planning instruction that incorporates appropriate strategies to meet the learning needs of all students
Adapting instructional plans and curricular materials to meet the assessed learning needs of all students
Applying knowledge of the purposes, characteristics, and uses of different types of assessments
Collecting and analyzing assessment data from a variety of sources to inform instruction
Reviewing data, both individually and with colleagues, to monitor student learning
Using assessment data to establish learning goals and to plan, differentiate, and modify instruction
Involving all students in self-assessment, goal setting, and monitoring progress
Using available technologies to assist in assessment, analysis, and communication of student learning
Using assessment information to share timely and comprehensible feedback with students and their families
Reflecting on teaching practice in support of student learning
Establishing professional goals and engaging in continuous and purposeful professional growth and development
Collaborating with colleagues and the broader professional community to support teacher and student learning
Working with families to support student learning
Engaging local communities in support of the instructional program
Managing professional responsibilities to maintain motivation and commitment to all students
Demonstrating professional responsibility, integrity, and ethical conduct
Now, let’s take a look at our revised placemat for the CSTPs. The content that we are discussing today, directly supports professional learning for the California Standards for the Teaching Profession; particularly CSTP 2.
Part of the revisions include adding new elements under this standard. That includes high expectations and high standards for students.

5. Norms/Table Tent TO GET THE MOST OUT OR OUR TIME TOGETHER, REMEMBER:
This session belongs to you, and its success rests with your active participation.
Keep an open mind.
Ask Questions.
Get to know other participants. We can learn a lot from each other.
Let the presenter know if there is anything s/he can do differently to make this a positive experience.
Be prompt to sessions and return on time from breaks.
Electronics should be powered down, put down, and out of site unless needed for the workshop. (If you need your electronics out, please step outside when in use.)

6. Handshake Activity
"I hear—I forget, I see—I learn, I do—I understand."  Gennady V. Oster
Co-Teaching

7. Our knowledge of words determines how we understand texts, define ourselves for others, and define the way we see the world. A richer vocabulary does not just mean that we know more words, but that we have more complex and exact ways of talking about the world, and of understanding the ways that more complex thinkers see the world.
--Steven A Stahl, Vocabulary Development

8. So many things have gone out of date, but after all these years, words are still important. Words are still needed by everyone. Words are used to think with, to write with, to dream with, to hope and pray with. And that is why I love the dictionary. It endures. It works. And as you know, it also changes and grows.
Andrew Clements, Frindle

9. Objectives:
Participants will explore several tools for teaching vocabulary to help their students master State Standard Language 6.
Language Anchor Standard 6:
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.  (K-12 College and Career Readiness Anchor Standards, Language)
Participants will create a poster and apply a vocabulary strategy to a given piece of text.
Participants will reflect and analyze how they will incorporate the strategies into their planning and instructional practices.

10. Reading - Introduction
As you independently read the following passages, highlight the points that you find to be the most important:
Developing a Comprehensive Vocabulary Program
Defining Types of Vocabulary
Reference Chart for Vocabulary Types
As a group, discuss your highlighted points and any new learning.

11. Book Walk and Flagging Developing a Comprehensive Vocabulary Program
Providing Rich and Varied Language Experiences
Teaching Individual Words
Teaching Word-Learning Strategies
Fostering Word Consciousness
Appendix

12. The Story of St. Valentine
Read The Story of St. Valentine
Collaborate for Understanding: Think-Pair-Share
With your partner, choose one of the following words to use in the graphic organizer:
Convert
Persecute
How do you envision using this strategy in your classroom?
How we developed this lesson.

13. Groups 1-3 use BATS passage
Poster
Overview of the category
Browse the strategies and use one of the strategies from your category to teach vocabulary from the provided text.
Be prepared to share with the group:
your poster
a synopsis of two strategies in your category
why you chose the vocabulary you did.
Groups 1-3 use BATS passage
Group 4 – Use poem

14. Group Work A C Voice Level 2 H 3 Before Me (Group before Facilitators)
Create a poster for your vocab activity M
Stretch or get materials as needed. P
Actively participate and share the work among your group. NO HOGS NO LOGS.
Example of CHAMPS slide to create structure during classroom activities S
Success

15. Share Out

16. Share out/Audience A C Voice Level 0 H Raise your hand.
Group Share Out M
None. P
Listen and participate as directed.
Example of CHAMPS slide to create structure during classroom activities S
Success

17. Presenters A C Voice Level 3- Presentation Voice H
Look to your partners A
Group Share Out M
As needed for your presentation.
Example of CHAMPS slide to create structure during classroom activities P
Give all presenters an equal voice. S
Success

18. Tips for Teaching Vocabulary - Closure
Always have a plan!
To enhance comprehension, key vocabulary needs to be taught prior to a lesson.
Teach Vocabulary!
Pre-plan your vocabulary choices and when you choosing your vocabulary, put yourself in your students shoes.
Vocabulary instructional strategies need to be modeled whole class.
Always teach students how to use context clues.
Always have a plan!

19. Reflection
As you reflect on today’s learning, think about how the vocabulary strategies provided in Tools for Teaching Academic Vocabulary will be incorporated into your current instructional practices. Also consider how using the vocabulary tools will benefit your students’ learning.