1. Critical Vocabulary for Every Student Words that make or break student understanding 1

2. Looking at the TIER 2 Words ● Usually have multiple meanings ● Used in a variety of subject areas ● Necessary for reading comprehension ● Characteristic of a mature language user ● Descriptive words that add detail 2

3. The “How” of Teaching Vocabulary 1. Modeling how to use the word in life or in conversation 2.Putting information into own words-”recoding” 3.Visualization (graphic representation) 4.Several engagements with the term (writing) 5.Interaction with the word (Pairs discussing the word, conversations within the classroom, implementation in writing) 6.Games with the words 3

4. Gradual Release Model 4 I do itDiscussing the vocabulary word; reading it in context We do it togetherLooking up the word and choosing a definition that matches its use in context You do it togetherWorking in pairs to devise own definition You do it aloneCreating a mind map using the word in focus.

5. Activity Create your own gradual release model. Choose a Tier 2 word you have taught over the past two weeks or that you will teach. Fill in the chart based on what the student and you did with the word or will do. 5

6. What are the key Tier 2 words? Student Directions: Based on the information in the text “Biography of Amelia Earhart,” write an essay that summarizes and explains the challenges Earhart faced throughout her life. Remember to use textual evidence to support your ideas. Source: www.parcconline.org 6

7. Activity In pairs, write the key verbs that represent the Tier 2 words necessary to perform the task. Discuss how you get students to understand the key words. 7

8. What are the key Tier 2 words? Student Directions: Based on the information in the text “Biography of Amelia Earhart,” write an essay that summarizes and explains the challenges Earhart faced throughout her life. Remember to use textual evidence to support your ideas. Source: www.parcconline.org 8

9. Don’t Assume; Pre-Assess Let’s look at a possible pre-assessment for critical verbs and a formative assessment. How would this pre-assessment and/or formative assessment guide your instructional plan? 9

10. WORDS INTRODUCED IN THE NEW STANDARDS 10 Kindergarten compare, contrasts, describe, distinguish, identify, retell 1st Grade demonstrate, determine, draw, explain, locate, suggest, support 2nd Grade comprehend, develop 3rd Grade organize, refer 4th Grade infer, integrate, interpret, paraphrase, summarize 5th Gradeanalyze 6th Gradearticulate, cite, delineate, evaluate, trace 11th Grade synthesize

11. The Critical Nouns 11 1st Gradeconnections, details 2nd Gradealliteration 3rd Gradecentral/main idea, illustration, point of view, stanza, theme 4th Gradeconclusion, evidence, figurative language, metaphor, simile, structure 5th Gradeinteraction 6th Gradeargument, connotative language, mood, tone 7th Gradeanalogy 8th Graderhetoric

12. Don’t Assume; Pre-Assess Let’s look at a possible pre-assessment for critical nouns and a formative assessment. How would this pre-assessment and/or formative assessment guide your instructional plan? 12

13. Critical Nouns and Verbs and Strategies Let’s examine and practice some ideas on how to get students to “own” the critical verbs and nouns. 1.Get in pairs. 2.Each pair receives 2 to 3 words. 3.Take one of the suggested strategies and create a model. 4.Share ideas. 13

14. The Last Words... Classify/ Categorize Explicitly Recognize Recount 14 Kindergartenclassify, recognize 1st Graderecount 3rd Gradeexplicitly 4th Gradecategorize (category in kindergarten)

15. So Many Words; So Little Time 1.How important is the word to the text now being studied? 2.How useful is this word across curriculum? 3.Does the word assist students in making connections to prior knowledge and personal experiences? 15

16. Make a Plan 1.Decide on the number of key terms to be taught at each grade level and in each content area--vertical alignment of vocabulary--(Tier 2 and Tier 3). 2.Create a rank-ordered list of words for each academic content area. 3.Based on the length of the lists, figure out how many words should be taught in each academic area. 4.Create the final list after making additions and deletions 5.Assign terms to specific grades. 16

17. But... Never forget where each student is in vocabulary development. “One size does not fit all.” 17