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 in Science & Social Studies Good Morning! Please sign in and sit wherever you feel comfortable.

3. Walk around the room to find a partner Discuss one of the four CCSS items together – 2 minutes each person. Record what you know We’ll do three rotations – First person is your Pike’s Place Market partner – Second is your Space Needle Partner – Third is your Ferry Boat partner What do you know about...

4. Introductions Introduce yourself Your school and district Your role/position

5. Today’s Agenda ELA CCSS Overview Academic Vocabulary- What is it? What are Tier 1, 2, and 3 words? Lunch Classroom strategies for academic vocabulary Using discourse to foster use of academic vocabulary Reflection and feedback

6. We will become familiar with the organization and structure of the CCSS for English Language Arts in Literacy, History/S.S., Science, and Technical Subjects. We will understand what Tier 1, 2, and 3 words are and can identify key academic vocabulary in a text. We will learn about classroom strategies for teaching academic vocabulary. We will understand the role of classroom discourse in supporting vocabulary usage by students. Learning Targets

7. Common Core State Standards Clear, consistent, rigorous standards in English language arts/literacy and mathematics Define the knowledge and skills students need for college and career success Developed voluntarily and cooperatively by states with input from teachers and college faculty; more than 40 states have adopted Source: www.corestandards.org

8. CCSS Implementation Timeline 2010-112011-122012-132013-142014-15 Phase 1: CCSS Exploration Phase 2: Build Awareness & Begin Building Statewide Capacity Phase 3: Build State & District Capacity and Classroom Transitions Phase 4: Statewide Application and Assessment Ongoing: Statewide Coordination and Collaboration to Support Implementation

9. Reading the INTRODUCTION  Pg. 3 - Carefully read right-hand column only Discuss: “What are the main points of each paragraph?”  Pg. 4 - Quickly skim headings and first sentences.  Pg. 5 – Review tables and read page 5 carefully. Discuss: “What are the potential shifts in classroom practice?”  Pg. 6 – Quickly skim first sentences.  Pg. 7 – Quickly skim first sentences.  Pg. 8 – Skip Overall Organization. Read Who is responsible... and Key Features. 9

10. Current WA Standards (GLEs) – Grades K-10 Common Core ELA Standards – Grades K-12 Reading Writing Communication (includes Speaking and Listening) Language Media & Tech 10

11. Big Shifts in the ELA CCSS ELA Building content knowledge through content-rich nonfiction Reading, writing, and speaking grounded in evidence from text, both literary and informational Regular practice with complex text and its academic language

12. The ELA Document Structure K-5 page 10 – Reading Foundational Skills – Writing – Speaking and Listening – Language  6-12 page 35  Reading  Writing  Speaking and Listening  Language Appendices A, B, C Introduction page 3 12  Literacy in History/S.S. Science, and Technical Subjects page 60

13. 13 CCSS for English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects Standards for Writing Standards for Speaking and Listening Standards for Language Standards for Reading Literature and Informational Text 1.Key Ideas and Details 2.Craft and Structure 3.Integration of Knowledge and Ideas 1.Range of Reading and Level of Text Complexity Argumentative, Informative/Explanatory, Narrative 1. Text Types and Purposes 2.Production and Distribution of Writing 3.Research to Build and Present Knowledge 4.Range of Writing Speaking and Listening 1.Comprehension and Collaboration 2.Presentation of Knowledge and Ideas Language 1. Conventions of Standard English 2.Knowledge of Language 3.Vocabulary Acquisition and Use Foundational Skills K-5) 1. Print Concepts 2.Phonological Awareness 3. Phonics and word Recognition 4. Fluency Literacy in History/Social Studies, Science, and Technical Subjects (Grades 6-12)

14. College and Career Readiness Anchor Standards for ELA College and Career Readiness (CCR) Standards – Overarching standards for each of four ELA strands that are further defined by grade-specific standards Reading - 10 Writing - 10 Speaking and Listening - 6 Language - 6 14

15. Strands Sub-headings Grade Level Standards “What” students should know and be able to do at each grade level and band. The main focus of the content within each strand. The major areas or disciplines of study within each content area. ELA Common Core Standards Framework

16. Reading Grade Levels Strand Abbreviation Sub-heading

17. RL.4.3 The ELA CCSS Code Standard 3 Grade 4 Reading Literature

18. Key ELA Shifts Hunt Institute Video What is ACADEMIC VOCABULARY and how does it fit with the other key shifts in the Common Core State Standards for ELA and Literacy in History/Social Studies, Science, and Technical Subjects?

19. Break

20. Academic Vocabulary

21. Language Anchor Standard 6 “Acquire and use accurately a range of general academic and domain-specific words and phrases …” 21

22. Back-mapping in the ELA CCSS Starting with college and career readiness Standards for each grade level are identified Working backward from grade 11-12 to 9-10 to 8 etc. Establishes a clear, aligned K-12 pathway, linking elementary, middle, high school, and end-of-high school college and career readiness 22

23. Language Standard 6 Acquisition and Use of Vocabulary Highlight the additions of the grade level standard as it progresses from Kindergarten toward College and Career Ready Anchor Standards (CCRS) Underline the key concepts important nouns or noun phrases Circle the verbs describing skills required of students 23

24. Layers Ice Age- Continental Drift Video

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

26. 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

27. Three tiers of words Tier 3: Domain- specific words Tier 2: General academic words Tier 1: Words of everyday speech 27 Oregon Department of Education

28. Three tiers of words 28 Oregon Department of Education

29. 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. 29

30. 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 30 Oregon Department of Education

31. 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 31 Oregon Department of Education

32. Freedom Walkers: Read and Think Read Freedom Walkers and identify some Tier 1, 2, & 3 words. Add the words to your vocabulary table.

33. Vocabulary Table Tier One Tier Two Tier Three

34. Freedom Walkers racial segregation Jim Crow White Supremacy Discriminated Segregation Poll Tax Color Bus People Race Restaurants Sleep Theaters 34 Tier 3 Words Tier 1 Words

35. 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

36. In Your Notebooks….. Tier One Tier Two Tier Three determined

37. 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

38. Lunch

39. What does the research say? Explicit Vocabulary Teaching Strategies Video Dr. Curtis describes explicit vocabulary instruction & provides classroom examples, talks about key strategies students can use, & explains why it is important to provide explicit vocabulary instruction in content area classes.

40. Sharing Vocabulary Strategies How can vocabulary learning be supported... – by Visual Representations? – in Classroom Discourse? – through Games & Activities? On your handout and then on the poster, give one or more examples along with a brief explanation of the process used to implement the strategy. Add new strategies you learned today beneath the “Learning Line” on your handout

41. Vocabulary Strategies Vocabulary Paint Chips Video Think-Pair-Share with Pike’s Place Market Partner Record on your handout how the Paint Chip vocabulary strategy fits with what we presented on our posters regarding: – Visual representations – Games and activities – Classroom discourse What elements of this strategy connect with the three categories on our posters and how might you use this strategy in your classroom?

42. Vocabulary Strategies Kick Me- Making Vocabulary Interactive Video Think-Pair-Share with Space Needle Partner Record on your handout how the Kick Me vocabulary strategy fits with what we presented on our posters regarding: – Visual representations – Games and activities – Classroom discourse What elements of this strategy connect with the three categories on our posters and how might you use this strategy in your classroom?

43. Pause for a Break

44. Vocabulary Strategies Academic Discourse Strategies Video Think-Pair-Share with Ferry Boat partner Record on your handout how the Academic Discourse strategies fit with what we presented on our posters regarding: – Visual representations – Games and activities – Classroom discourse What elements of these strategies connect with the three categories on our posters and how might you use these strategies in your classroom?

45. 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 45 Oregon Department of Education

46. 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 46 Oregon Department of Education

47. 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 47 Oregon Department of Education

48. Vocabulary Strategies Packet Take a moment to look through the vocabulary strategies packet. Which ones would work well for teaching academic vocabulary? Put a by 1 or 2 that you would like to try this September.

49. Reflection and Feedback 3 Things that you learned or have a fresh perspective on: 2 Ideas you will share with someone who is not here today: 1 Action you will take when you return to your school or district:

50. Thank you! Please complete the clock hour feedback form. COURSE NUMBER: BNB987 Place it on the table by the sign-in sheets.