1. EESI Targets CCSS-ELA Target: It is important to understand research based instructional practices that lead to student understanding of science content including Literacy in Science practices CCSS-ELA Target: That the reading and writing strategies used in the classroom support student understanding of science and their ability to communicate effectively CCSS-ELA Target: Know and understand the CCSS-ELA standards that apply to literacy in science CCSS-ELA Target: Acquire strategies for students to access informational text to support science content

2. Academic Vocabulary

3.  Become familiar with the concept of academic vocabulary (Tier 2 words) and why it is important to teach  Become familiar with criteria for selecting Tier 2 words for explicit instruction  Explore some strategies and resources for teaching Tier 2 words 3

4. TPEP Marzano: – Criterion 2: Component 2.7: “Using and Applying Academic Vocabulary” – Criterion 3: Component 3.1: “Effective Scaffolding within Lessons” – Criterion 4: Component 4.1: “Attention to Established Content Standards” Danielson: – Criterion 4: 1a: Demonstrating Knowledge of Content and Pedagogy CEL 5D+: – Criterion 2: CP6: Scaffolds the task – Criterion 4: CP2: Discipline-specific conceptual understanding

5. Language Anchor Standard 6 “Acquire and use accurately a range of general academic and domain-specific words and phrases …” 5

6. Layers

7. Volcanoes: Read and Think Circle the words that are specifically about volcanoes Underline any confusing words in the passage

8. Vocabulary from Appendix A Read pages 32-34 of Appendix A: Identify 3 key ideas in the text. Determine 2 things you wish to discuss further. Communicate 1 question you have. Share your thinking with an elbow partner

9. Three tiers of words Tier 3: Domain- specific words Tier 2: General academic words Tier 1: Words of everyday speech 9 Oregon Department of Education

10. Three tiers of words 10 Oregon Department of Education

11. Tier 3 words are often defined in the texts Plate tectonics (the study of the movement of the sections of Earth’s crust) adds to Earth’s story…. The top layers of solid rock are called the crust. Optical telescopes are designed to focus visible light. Non- optical telescopes are designed to detect kinds of electromagnetic radiation that are invisible to the human eye. 11

12. Careful selection of words to teach In school settings, students can be explicitly taught a deep understanding of about 300 words each year. Divided by the range of content students need to know (e.g., math, science, history, literature), of these 300–350 words, roughly 60 words can be taught within one subject area each year. It is reasonable to teach thoroughly about eight to ten words per week. -- more at K-12 Teachers: Building Comprehension in the Common Core 12 Oregon Department of Education

13. Criteria for selecting words to teach  Think about what are the “barrier words” ◦ Does this word keep the student from understanding the text?  Importance of the word for understanding the text ◦ What does the word choice bring to the meaning of the text? (E.g., precision, specificity?)  General utility of the word ◦ Is it a word that students are likely to see often in other texts? Are there multiple meanings? ◦ Will it be of use to students in their own writing?  Students’ prior knowledge of the word and the concept(s) to which it relates ◦ How does the word relate to other words, ideas, or experiences that the students know or have been learning? ◦ Are there opportunities for grouping words together to enhance understanding of a concept? -- more at K-12 Teachers: Building Comprehension in the Common Core 13 Oregon Department of Education

14. Geology Try Another…..

15. In Your Notebooks….. Tier One Tier Two Tier Three

16. Geology Physical geology Mineralogy Petrology Volcanologists Seismologists Fossils Plate tectonics Geology Processes Categories Continental History Surface 16 Tier 3 Words Tier 1 Words

17. Activity: Select Tier 2 words to teach The word is central to understanding the text. The word choice and nuance are significant. Students are likely to see this word frequently. Students will be able to use this word when writing in response to the text. It is a more mature or precise label for concepts students already have under control. The word lends itself to teaching a web of words and concepts around it. Oregon Department of Education

18. In Your Notebooks….. Tier One Tier Two Tier Three Domain Evidence Environment Determining configuration

19. Activity: Categorize vocabulary With partners, try another selection and identify 19 Oregon Department of Education

20. Try One More A Drop of Water (read aloud 2/3)-p58 Telescopes (4/5)-p75 Hurricanes (4/5)-p71 Seeing Eye to Eye (4/5)-p74 Cathedral (6-8)-p96 The Evolution of a Paper Bag (6-8)-p98 Biography of an Atom (9/10)-P136 What They Fought For ((11-CCR)-p175 20

21. Thinking About Vocabulary Lists Choose a set of vocabulary words – K-2 – 3-5 – 6-8 – 9-12 Sort the cards into Tier 1, Tier 2, and Tier 3 words. Compare your sort to another group that chose the same grade band. Discuss your differences

22. Teaching Vocabulary Strategies In your science notebooks: – Do a one minute quick write of the vocabulary teaching strategies you use – Turn to your elbow partner and share your strategies – Make a Line of Learning and record other ideas you hear from your partner

23. Teaching Vocabulary Strategies Possible place to insert a model lesson utilizing explicit vocabulary strategies

24. Strategies Look in Keeley’s Science Formative Assessment. – What strategies do you think would be best for teaching academic vocabulary? Which fit Tier 2 words? Which fit Tier 3 words?

25. Vocabulary instruction  Meaning of specific words ◦ Provide student-friendly definition(s) ◦ Read the word in text ◦ Discuss examples and non-examples of the word ◦ Create semantic maps ◦ Teach multiple meanings ◦ Link new words to words students already know ◦ (CCSS Language Standard 5)  Word-learning strategies ◦ By using contextual cues ◦ By using their existing knowledge of words and word parts 25 Oregon Department of Education

26. Explicit instruction checklist  Set a purpose for learning ◦ Learn that in science phenomena are observable events or facts, no matter how common, while in general use, it refers only to remarkable occurrences or people.  Identify critical details that define the new concept ◦ Science – can be perceived by the senses ◦ General use – exceptional, outstanding, unusual, extraordinary  Use highly specific examples and non-examples ◦ Science – combustion, gravity, respiration, light/ philosophy, sadness ◦ General use – a genius, a record-setting athletic performance/ gravity  Connect new concepts to previously learned material -- more at Oregon K-12 Literacy Framework 26 Oregon Department of Education

27. Practice, Review, and Deep Processing Sufficient to enable a student to know and use vocabulary without hesitation Distributed over time Cumulative, with vocabulary integrated into more complex tasks Varied so vocabulary use can be applied to multiple contexts -- more at K-12 Teachers: Building Comprehension in the Common Core 27 Oregon Department of Education