1. K-3 Literacy Institute Session 4 January 2012
Vocabulary: Morphology, Contextual Analysis, and Cognate Awareness

2. Introduction/Grounding/ Framing the Day

3. Grounding Read the excerpts from Simply Better, by Bryan Goodwin.
Underline/highlight key ideas related to Teaching with Intention.
Be prepared to share your insights.
20 min.
Teaching with the end in mind.

4. Objectives/Outcomes
Develop a common understanding of the concept of differentiation and it’s relationship to assessment.
Identify, practice, and apply strategies for Vocabulary instruction.
Develop learning progressions for instruction of Vocabulary.
Develop a lesson to teach Vocabulary.

5. Agenda Introduction/Grounding/Framing the Day
Differentiation and Assessment
Content Review:
Vocabulary Strategies and Philosophies
Learning Progressions:
Vocabulary and Assessment Results
Lesson Planning: Vocabulary Assessment Results
As you review the agenda for the day. Point out that all sessions will follow the same format:
Introduction
Differentiation
Content Review
Learning Progression Development
Lesson Planning
Closure
The content will change for each session, but format will and some of the processing will remain the same.
You may also wish to point out how this is aligned to classroom foundations:
There are objectives, instruction and learning activities aligned to the objective, there is closure, and there is assessment and processing built in throughout the day.
Closure: Reflect and Facilitation Tools

6. Differentiation and Assessment
Sequence of Activities for this section:

7. FUSD Tiered Levels of Support:5%
Tier 3: Intensive Interventions
Intense, durable, assessment-based support for individual students
15%
Tier 2: Targeted Group Interventions
Rapid response and focused support for students identified as at-risk
80%
Tier 1: Universal Support
Preventative, proactive support for all students, by all staff, in all settings
Our district uses a tiered system of support for academic needs, and a parallel system for addressing social emotional needs Our academic interventions address the academic needs of students to ensure that they are successful. Positive Behavior Supports is a research based system of support and intervention that addresses the behavioral needs of our students. This system will provide the framework for the work we do to establish environments at every site where students will excel academically and socially.
Tier 1 is considered universal support where we can meet the needs of approximately 80% of the students by providing school wide positive behavior and academic supports. These include procedures, practices, and programs that are enforced consistently by an entire site or district.
Tier 2 targets the identified needs of approximately 15% of the student population. When a student is having difficulty in spite of Tier 1 supports, site level interventions need to be provided. Data related to the concerns and a process like a Student Success Team help to identify appropriate supports for the student.
Tier 3 is again for intensive, individual interventions but is now focused on the behavioral needs of the student. Approximately 5% of the students will require additional supports where the school perhaps coordinates with mental health professionals for wrap around services or alternatives to suspension and expulsion.
Emphasize that in our work in the Lit Institute, we are studying the work done in the green area. This is what we do for all students. It is good first teaching.
Social
Emotional
Support
Academic
Support 7

8. Section Closure
Under outcome #1 on your Reflection Grid, answer the following question:
What two things do you plan to do differently in your classroom tomorrow?
Be prepared to share!
After participants write, allow them an opportunity to share with their table mates. Ask each table to prepare to share one commitment based on everyone’s ideas. Use the whip around method to facilitate group sharing of the information.
Reiterate that we are all learning to clarify and understand differentiation. This is just the first of many opportunities to study and develop our understanding. Today we will keep our new insight about differentiation in mind as we study content and plan lessons.

9. Content Review: Vocabulary Part 1

10. Building Blocks of Reading Instruction
Comprehension
Fluency
Phonemic Awareness
Vocabulary
Phonics
To close this section, summarize that there are five building blocks of reading instruction. As the arrow flies in, reiterate that we will be emphasizing vocabulary today.

11. Shefelbine’s Framework 2007 California Reading/Language Arts Framework, page 23
Motivation
Decoding
Comprehension
Word Recognition Strategies
Fluency
Academic Language
Comprehension Strategies
Concepts about Print
Phonemic Awareness
Phonics
Sight Words
Automaticity
Background Knowledge
Vocabulary
Syntax/ Text Structure
Comprehension Monitoring
(Re)organizing Text
2 minutes Page 1.2
Talking Points
A simple definition is that reading is a motivated act of decoding with comprehension. This is clearly illustrated in this well known graphic by John Shefelbine from the California Reading/ Language Arts Framework.
We know that to become proficient readers students must be fluent and accurate decoders. They also need sufficient background knowledge of the topic at hand, a deep and rich vocabulary, knowledge of a range of text structures and a solid repertoire of comprehension strategies.
This training focuses on developing the academic language skills - particularly vocabulary and syntactical structures - necessary for comprehension.
Click #1 The frontloading lesson supports academic language and syntax/text structure. The knowledge is applied and practiced in the core (read aloud and main selection).
Click #2 On day 3 of training we will give strategies for building background and vocabulary instruction to support English Learners in the core. These pieces are not part of the frontloading lesson. Rather we will provide strategies that will support English Learners when you build background for the story in HM and when you teach vocabulary.

12. Preschool Learning Foundations
2.0 Children develop age-appropriate vocabulary (Listening and Speaking)
2.3 Understand and use both simple and complex words that describe the relations between objects.

13. Vocabulary Part 1 Affixes and roots Word origins and derivations
Cognates
Synonyms and Antonyms
Homophones and homographs
Multiple meaning words
Shades of meaning
Idioms

14. Grounding: Given an Outline, Fill in Details
Take 3 minutes on your own to list all of the strategies, principles, and information you already know about effective Vocabulary instruction.
Effective Vocabulary Instruction

15. Types of Vocabulary Vocabulary Oral Listening Speaking Print Reading
Writing
Oral language was invented before written language.
Listening- the words we need to know to understand what we hear
Speaking- the words we use when we speak
Reading- the words we need to know to understand what we read
Writing- the words we use in writing

16. Acquiring Vocabulary Direct instruction of words
Reading to children & oral discussions
Wide reading, especially reading that challenges children’s abilities

17. Direct Instruction of Vocabulary
Teach Vocabulary Learning Strategies
Teach Vocabulary through Word Consciousness and Language Play
Teach Specific Words
Teach Concept-based strategies
We will focus on the rest of the strategies next session:
Teach Vocabulary through Word Consciousness and Language Play
Teach Specific Words and
Teach Concept-based strategies

18. Vocabulary Learning Strategies
Morphemic Analysis or Word Part instruction
Contextual Analysis
Cognate Awareness
pro-tract-or

19. Partner Talk What is morphology?
What is the difference between a word root and a root word?
Morphology…the study of meaningful units of language and how they are combined in word formation.
“knowing roots and affixes facilitates rapid, efficient and accurate reading of unfamilar vocabulary, as well as reading comprehension.” Louisa Moats, Speech to Print.

20. Both can have prefixes or suffixes added to them.
Root Word vs. Word Roots
Root words (base words) can stand alone as words:
correct
reflect
Word roots cannot stand alone as words:
bio
ject
Both can have prefixes or suffixes added to them.

21. Most Frequent Affixes dis-, in-, re-, un- -ed, -es, -ing, -ly
The four most frequent prefixes account for 58% of prefixed words in printed school English.
dis-, in-, re-, un-
The four most frequent suffixes account for 72% of suffixed words in printed school English.
-ed, es, -ing, -ly
See the list for Most Common Prefixes & Suffixes and Most Common Roots.

22. FUSD’s Scope and Sequence
Kinder
First
Second
Third
Fourth-Sixth
See handout of Scope and Sequence
What do teachers notice?

23. How many words can you create?
national
Grades K/1
As a table group, list how many words you can create using the root word national.

24. How many words can you create?
-scrib or script
Grades 2/3
As a table group, list how many words you can create using the root word national.

25. Inflectional Suffixes
Usually added to a base word to indicated tense, number, mood, person or gender
DO NOT change the part of speech
Example wish (n) to wishes (n)
Example dance (v) to dances (v)
Example hard (adj) to hardest (adj)

26. Inflected Endings They indicate:… -possession: hers -gender: alumna
-number: wishes, crises
… in nouns
They indicate…
-tense: talked
-voice: he was driven
-mood: she could have been driving
… in verbs

27. Inflected Endings They indicate…
-comparison: softer, softest
…in adjectives
Inflectional ending DO NOT change the part of speech of the word to which they are added.

28. Derivational Suffixes
Usually added to roots or bases to form new words
Usually change the part of speech
Example philosophy (n)
philosophize (v)
philosophical (adj)
philosopher (n)

29. Let’s Practice with a Partner
Derivational suffixes
-ist
--ity or
-clan
-ment
-ive
-ly
Change the part of speech by adding a suffix:
generous into a noun
decide into a adjective
intend into an adverb

30. Let’s Practice- Word Parts
prehistoric
pre (before)
histor(y) (history)
ic (adjective)
Word Parts

31. Your Turn With a partner, break apart the following words: telescope
disagreement

32. Syllabication and Morphology
Words can be divided syllabically or morphologically.
The two are not always in agreement because different language structures are involved at each layer of language organization
Use a flexible approach to the decoding of longer words.
Recent research supports a shift from rigid rules to a more flexible approach to reading longer words. (Archer, Gleason, and Vachon (2006).

33. Syllables or Morphemes
competition
-by syllables:
com/pe/ti/tion
-by morphemes
com+pet(e)+(i)+tion
Partner Up
scaling
tractor
In grades K-1, we tend to focus more on syllables but in grades 2-3 we begin with morphology.

34. Inferring the meaning of the word by examining the surrounding text
Contextual Analysis
Inferring the meaning of the word by examining the surrounding text
Cues from preceding and succeeding words, phrases, and sentences
Using appositives, definitions, antonyms, or examples that help clarify its meaning
See context clues chart for support

35. The Vocabulary Strategy
Strategy Review
Using Word-Part Clues
Using Context Clues
See handouts on each separate strategy. Finally, the handout on putting them both together.
The Vocabulary Strategy

36. English Language Learners
Nevada Reading Academy (Phonological Awareness)
English Language Learners
Strategic pairing of students
Represent the meaning of words in context i.e., sentence, song, rhyme
Use vocabulary already introduced from other content area subjects
Focus on words (pictures) students already know
Cognate awareness
ELL students may have phonological awareness in heir native language.
Those skills can be applied to learning English as well.
Children may borrow sounds from their native language that closely match the sounds of English.
Explicitly teach sounds and spellings students do not hear or are leaving off in their spelling.
Make sure the vocabulary is known to the students.
Use read alouds, poems, or stories to connect phonological awareness instruction to things students already know.
[1 minute]
Working Copy July 29, 2004

37. Cognate Awareness Cognates can be spelled identically
Cognates can be spelled nearly the same
Cognates can be pronounced nearly the same
False cognates
See handout

38. Routines and Procedures
Partner Share
What are your expectations for student behavior during vocabulary instruction? How will you communicate them to your students?
CHAMPS
Voice level
Eyes and ears
Movement and participation

39. HM Reading Tool Kit
See kit for more support on vocabulary.

40. Give One, Take One, Move On
Using the take one give one sheet, list all of the strategies you currently use to teach vocabulary.
Now, give one strategy with a table mate, and take one strategy from your table mate.
Finally, you have 5-7 minutes to move around the room and Give One, Take One, and Move On.
For larger groups, it may take 10 minutes or more. Check in with the group to see how much longer they need. This is their opportunity to share their knowledge. Don’t cut it short. They need the processing time and the validation for the already hard work going on for kids.

41. Vocabulary Part 1
Vocabulary is not a skill that you “master.” It evolves continually… as we read more, and know more, our understanding of text is enriched. It’s an on-going, life long process.

42. Vocabulary All Day, Every Day!

43. X Reflection Grid Complete the vocabulary portion of the grid.
What “aha’s” did you make?
How might vocabulary instruction look differently in your classroom? X

44. Learning Progressions
Session Process
2. Examine grade-level learning progressions. Answer guiding questions about how the vocabulary standards progress over the grade-levels.
3. Facilitator will model a process for developing learning progressions.
4. Participants work in table teams to identify a standard to develop learning progressions around. They should use the curriculum map and their assessment data to make this decision. After a few minutes to decide, the facilitator will whip around the room and ask each group to share the standard they are going to develop learning progressions for.
5. Teachers will develop learning progressions using the worksheet and the poster paper.
6. Once the progressions are developed, participants will post them on the wall.
7. The facilitator will engage the participants in a gallery walk.

45. Aligned Instructional System45
Written Curriculum
Taught Curriculum
Assessed Curriculum
The
Learned
Curriculum
Curriculum and Professional Learning

46. Learning Progressions
Mastery of Grade-Level Standard
Sub Skills
Conceptual Understanding
Enabling Knowledge
Explain that learning progressions are objectives that scope the enabling knowledge, sub-skills, or conceptual understanding that is absolutely necessary to mastering the grade-level standard.

47. Learning Progressions ARE NOT…
A list of topics to be addressed.
A list of activities or strategies students will use to learn.

48. New to Learning Progressions?
There is no “one right way.”
Less is More.
Developing Learning Progressions is hard work!

49. Articulated Learning Progressions
Reading Curriculum Timeline
Review your grade level.
Review the previous grade level.
Review the grade following yours.
What did you notice about the instructional continuum?

50. Learning Progression Development
Work with your grade-level colleagues.
Use the curriculum guide and your assessment data to determine which standard you are going to develop learning progressions for.
Give participants 5 minutes to decide on a standard. Whip around the room to see which standard they are working on.

51. Learning Progression Development
Use the worksheet to develop your learning progressions.
Scribe your standard and your learning progression on the poster paper provided.
Your learning progressions should:
Be derived from the grade-level standard.
Be written in objective language.
Thinking verbs + content.
Curriculum and Professional Learning

52. Gallery Walk
Allow participants to rove around the room and review the learning progressions of the other participants.
In closing, remind participants that this is work they can engage in during Accountable Community time. This answers the question, “What do we want students to learn?”

53. Reflection Grid
How will Learning Progressions help you in your planning? X

54. Lesson Planning

55. Foundations for Classrooms
Objectives
Assessment
Foundations for Classrooms
Instruction Aligned to Objective
Provide the one page handout that has the foundations elements with the questions for each of the elements with the materials.
On the handout in your back up materials, you can see that the elements for classroom foundations are not new. The questions in italics below the element give you a sense of the kinds of questions a teacher is considering when developing a lesson.
They are in direct alignment with the CSTPs and have been components of every initiative that has focused on the design and delivery of instruction.
There are very few elements identified as “tight” and many more actions and strategies that are considered “loose”.
Elements identified as tight are those that are expectations for every lesson in every classroom – they are the “givens” It is the “what” of what is being taught.
Elements identified as loose are those that tap into a teacher’s expertise and creativity – they are going to be the strategies, the instructional decisions, the materials, the groupings, etc. that you decide will best lead students to the learning objective. They are the “how” of what is being taught.
There are four elements to the Foundations for Classroom. They are what teachers plan for and deliver within each lesson regardless of the grade level or content. These elements are the agreed upon expected components of each lesson but are certainly not all that goes in to teaching. This is where a teacher’s expertise and creativity comes in – they develop the strategies that are best suited for the specific objective.
Objectives that are in kid friendly, academic language
What will students know, understand, and be able to do as a result of this lesson?
Instruction aligned to Objectives
How do instructional activities align to objectives? What materials, strategies, groupings… does a teacher decide are going to be the most likely to leading to students learning what they are supposed to learn?
Closure
How do you close your lesson? It can be as simple as talking about what was learned, identifying where we are going next.
Assessment
How do you determine if students are “getting it?” And although it is listed as the final element, it should not imply that it is always last. It could be checking for understanding throughout a lesson.
By the end of 2 years, we should be able to see this in every classroom in our district – it will become “the Fresno way” of looking at instruction.
Closure

56. Lesson Planning
Using the Learning Progressions that you just developed, begin planning lessons to address those objectives.
Use the strategies from today, or any other planning materials you have brought.
Go/Foundations
Point out that we have included the Foundations Lesson Planner, but it is up to them whether or not they wan to use it. They can use regular paper, their own template, etc. The key is that the four tight elements of lesson Foundations MUST be present in their lesson plan. You may also point out that they can take this lesson back to their accountable communities and add it to their bank of lessons to be shared.

57. Lesson Planning
Given that you are teaching for mastery, your lesson should answer the following questions aligned to Classroom Foundations…
What will students know, understand, be able to do? (Objective)
How do instructional activities align to objectives? (Instruction aligned to objective)
How do you close your lesson? (Closure)
How do you determine if students are “getting it?” How do you monitor and adjust?
Other questions to consider in your lesson planning…
Is this lesson aimed for whole group, small group, etc.?
Is this lesson developed as a “first teach” or a “re-teach?”

58. Lesson Sharing
In your collaborative groups, designate a representative to share a one-minute summary of your lesson.

59. Reflection Grid
How did you incorporate today’s content in your lesson planning? X

60. Next Steps Teach the lesson(s) you developed today.
Be prepared to reflect on how it went in the next session.
Try the planning processes learned today in your Accountable Communities.

61. Agenda Introduction/Grounding/Framing the Day
Differentiation and Assessment
Content Review:
Vocabulary Strategies and Philosophies
Learning Progressions:
Vocabulary and Assessment Results
Lesson Planning: Vocabulary Assessment Results
As you review the agenda for the day. Point out that all sessions will follow the same format:
Introduction
Differentiation
Content Review
Learning Progression Development
Lesson Planning
Closure
The content will change for each session, but format will and some of the processing will remain the same.
You may also wish to point out how this is aligned to classroom foundations:
There are objectives, instruction and learning activities aligned to the objective, there is closure, and there is assessment and processing built in throughout the day.
Closure: Reflect and Facilitation Tools

62. Language Arts K-6 Website
fault.aspx

63. Closure
Complete the FUSD Professional Learning Feedback form.

64. Thank You!