1. Learning Words Inside & Out Make It Useable: Harnessing the Power of Peer Conversations Frey, N., & Fisher, D. (2009). Learning Words Inside & Out: Vocabulary Instruction That Boosts Achievement in All Subject Areas. Portsmouth, NH: Heinemann.

2. Today’s Purpose Today we will discuss how peer collaboration allows learners to consolidate vocabulary knowledge. 54321 Useable Instruction: Peer talk and small group collaboration Oral language practices are schoolwide and all teachers integrate peer talk and/or small group collaboration daily. Some grade levels use oral language daily and are emerging as skilled practitioners. Some grade levels are planning ways to integrate peer talk and small group collaboration into daily practice. There are individual teachers who use peer talk and small group collaboration but there has not been an opportunity to work with others. Instruction is dominated by whole group lectures followed by silent, independent work.

3. TEACHER RESPONSIBILITY STUDENT RESPONSIBILITY Focus Lesson Guided Instruction “I do it” “We do it” “You do it together” Collaborative Independent “You do it alone” A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better Learning Through Structured Teaching: A Framework for the Gradual Release of Responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

4. Children Build Schema Long Before They Begin Reading Attributes Types Behavior DOG

5. How Do Young Children Build Schema? Authentic experiences Close observation Dialogue with others These are the same conditions that contribute to vocabulary development.

6. Oral Language and Vocabulary Teacher talk dominates most classrooms (Cazden, 2001) Elementary math students taught to use heuristic vocabulary in discussions achieved at higher levels, especially among low-achieving students (Hohn & Frey, 2002) Second grade English language learners whose vocabulary was frontloaded before small-group discussions made gains in language and concept development (Pérez, 1996)

7. Tips for Productive Group Work Establish purpose (content, language, and social goals) Variety is the spice of life Integrate activities into content flow

8. Fostering Collaboration Partner and small-group discussions Jigsaws Student think-alouds Reciprocal teaching Co-constructed graphic organizers Semantic feature analysis

9. Ways to Stay Healthy Members Types of of Dark Green the Meat Vegetables & Beans Group Food Groups Types of Whole Grains Things to Avoid Nutrition

10. Clues Developed by Student Partners Food GroupsWhole GrainsThings to Avoid Dark Green Vegetables Meat and Beans Group Ways to Stay Healthy Grains Oils Fruits Meat and beans Milk Vegetables Oatmeal Brown rice Whole-wheat flour Oils Fats Refined sugar Broccoli Kale Spinach Romaine Collard greens Seeds Chicken Beef Fish Black beans Nuts Exercise Use the pyramid Avoid oils and fats

11. Concept Circle for a Dog

12. Four equal sides Four equal diameters Concept Circle for a Square: Which Attribute Doesn’t Belong? Four equal angles Two lines parallel

13. Victor’s Shades of Meaning in Sixth Grade English

14. Next Steps What are we currently doing that works well? What are the areas in need of improvement? How should we collaborate with one another within and across grade levels?