Post on 10-Feb-2016
description
transcript
Mount Pleasant Central School District
Westlake Middle SchoolWestlake High School
Science and Social Studies Teachers
Amy Benjaminwww.amybenjamin.com
Day OneMorning: Quick Review of the CCLS Big Skills: pp. xi-xxAcademic Vocabulary Big Skills: pp. 131-150; 169Afternoon:
Reading Comprehension Practices and Strategies “White Paper”
Day TwoMorning: Socratic Seminar
Big Skills: pp. 85-98
Afternoon: Academic Writing to LearnFraming a Writing Task Big Skills: pp. 47-80Addressing Plagiarism
Buzz the Buzz:
These are some buzzwords about the Common Core. Characterize themin accordance to how well you know them in the context of the Common Core:
Strangers: I’ve never heard of these terms.
Acquaintances: I know something about these terms.
Friends: I am thoroughly versed in these terms.
Formative assessment
Summative assessment
Staircase of text complexity
EngageNY.org
3 Text Types
Tiers I, II, III
Anchor standards
Corestandards.org
Source-based writing
Text-dependent questions
The 6 Shifts
PARCC Assessments:
“The Standards ________ that instruction in reading, writing,speaking, listening, and language be a shared responsibilitywithin the school. “
a. suggest
d. insist
c. state
b. advise
Assessment Implications:
Reading comprehension questionsWriting with source citationAcademic vocabulary infusion
SummarizingSynthesizingAnalyzingEvaluating
What does this “shared responsibility” look like in your classroom?
The grades 6-12 Standards are divided into two sections, one for ELAand the other for history, social studies, science, and technical subjects.This division reflects the unique, time-honored place of ELA teachers indeveloping students’ literacy skills while at the same time recognizingthat teachers in other areas must have a role in this development as well.
Assessment Implications:
Reading comprehension questionsWriting with source citationAcademic vocabulary infusion
SummarizingSynthesizingAnalyzingEvaluating
At-A-Glance: 32 Common Core Anchor Standards for Literacy (grades 3-12)
Reading: Writing: Speaking/Listening Language
Key Ideas & Details: 1. Read closely.2. Track themes& summarize mainideas.3. Understand andfollow progressions.
Craft and Structure: 4. Know what words& phrases mean incontext.5. Analyze how thedetails contribute toeach other and to theoverall meaning.6. Assess how point of view or purpose affectsmeaning.Integration of Knowledge & Ideas : 7. Understandcharts, graphs,and other numericalrepresentations.8. Judge the validityof an argument, basedon the language used.9. Compare texts onthe same subject.10 Comprehend complex textindependently.
Types & Purposes: 1. Write arguments.2. Write informative/explanatory texts3. Write narratives.
4.Match your style to theexpectations of youraudience.5. Use the writing process 6. Use technology as acollaborative tool.
7. Conduct short as wellas more sustained researchprojects.8. Gather information frommultiple sources. Judge thecredibility of the sources.9. Use both literary andinformational texts to support,inform, and enrich your claims
Production & Distribution:
Research:
10. Write routinely; bothformally and informally; writepolished pieces and on-demand;write to express knowledge andto formulate it. Revise, proofread,edit.
Comprehension &Collaboration:
1.Develop socially appropriate conversationalskills.2. Verbally summarizeinformation that you’veheard, read, or seen.3. Assess the credibilityof what you read and hear,based on the languageused.
4. Present meaningful ideasand information coherentlyand courteously.5. Enhance formal presentations with visuals,including digital media.6. Know the rules of formalspoken English and apply them when appropriate to theaudience.
Presentation of Ideasand Knowledge:
:
Knowledge of Language: 1. Know the rules offormal standard writtenand spoken English andapply them when your audience expects you to doso. Accurately perceive thecircumstances when youraudience expects you to usea formal language tone.2. The above includes thevisuals of writing: spelling,capitalization, punctuation.3. Understand that languageis a changing social contract.Make effective choices. Expand your understanding ofthe language choices of others.
4. Figure out what new words& phrases mean using context,word parts, dictionaries, a5. Understand that words canbe nuanced and can havemultiple meanings.6. Understand and use anacademic/businesslike levelof language.
VocabularyAcquisition and Use:
The Standards
MathematicsEnglish Language Arts & Literacyin History/Social Studies, Science, Technical Subjects
“Curriculum Spiral”: Same set of standards applied to increased level of text complexity as students move up the grade levels
“Teach less, learn more”
Specific strands of math are taught at given grade levels.
“All I know is what I have words for.”
Ludvig Wittgenstein 1896-1951
2-3: Explicit Instruction2-3: Reading 50 paragraphs
2-4 More Words8 words a day
1st exposure,one context
2nd exposure,another context
5th t exposure,another context
3rd exposure,another context4th exposure,
another context
Tier 3: glossary word:Multisyllabic
Specific to a subject area Latin or Greek-based
topography, photosynthesis, isoceles triangle, sedimentary, oxygenated, cartographer
Tier 2: Words of education, business, government, religion:
Components: Prefix, root, suffix Latin-basedelevation, formation, protrude, expansive, isolated, remote
Tier 1: Basic conversational words: Friends & family1 or 2 syllables
Learned naturally, through exposure
hills, grass, rocks, land, sky, clouds, fly, climb,green, high…
Anna
Sophie
James
Emergence:10-18 months(words heard per hour)
616
1,251
2,153
5 affirmative11 prohibitive
12 affirmative7 prohibitive
32 affirmative5 prohibitive
Cumulative, by age 3(collection of spokenwords)
500
700
1,100
School age: Predictive capacity(number of wordsexpected to be learnedper year)
750 (2 per day)
3,000 (8 per day)
Col. profs
Office andHospitalWorkers(not mgmt)
Publicassistance
…byage5:
2,000
5,000
3,000 1500 (4 per day)
Language Acquisition:
2.Grows through “comprehensibleinput”
3.Use, and response to feedback
Dependent on thelearner being relaxed,trusting, unselfconscious
1.Unconscious growth throughexposure and need to understandmessages
1.Deliberate learning of definitions,examples, forms of specific,targeted words
Language Learning:
2. Deliberate practice in newlylearned words
3. Assessment on specific words
8 Words a Day(3000 per year)
90% 10%
More Numbers: 6;30 Number of exposures to a new word during the initial lesson;
Number of exposures during the ensuing month
10-15% Your chances of learning a word after a single exposure in context
2-3
208-3000 Number of words that schoolchildren need to learn every day
(3000 words per year)
Number of paragraphs of instructional level text that need to be read toadd one word to your vocabulary
Realistic number of words learned in a school day through explicit instruction
90-95% Percentage of words that need to be known for the text to beconsidered “instructional level” for that reader
25-1-1000 A fifth grader who spends 25 minutes a day reading will growher vocabulary by 1,000 words in a year.
Some words are more important than others. Some words are essential forschool and business.
You are about to meet the Academic Word List:
1. The most commonly found (Tier II) words in college textbooks
2. 570 words, divided into 10 subsets; order of frequency inacademic textbooks
3. Compiled by Averil Coxhead, Essentials of Teaching Academic Vocabulary(2006).
analyze approach area assess assume authority available benefit concept consist context constitute contract data define derive distribute economy environment establish estimate evident factor finance formula function income indicate individual interpret involve issue labor legal legislate major method percent period principle proceed process policy require research respond role section sector significant similar source specific structure theory vary
Academic Word List: Subset 2 achieve acquire administrate affect appropriate aspect assist category chapter commission community complex compute conclude conduct consequent construct consume credit culture design distinct equate element evaluate feature final focus impact injure institute invest item journal maintain normal obtain participate perceive positive potential previous primary purchase range region regulate regulate relevant reside resource restrict secure seek select site strategy survey tradition transfer
Academic Word List: Subset 1
Think about howthese words applyto social studies.
Now think about howthese words applyto Home & Careers.
Now think about howthese words applyto music.
alternative circumstance comment compensate component consent considerable constant constrain contribute convene coordinate core corporate correspond criteria deduce demonstrate document dominate emphasis ensure exclude fund framework illustrate immigrate imply initial instance interact justify layer link maximize negate outcome philosophy physical proportion publish react register rely scheme sequence shift specify sufficient technical technique valid volume
access adequacy annual apparent approximate attitude attribute civil code commit concentrate confer contrast cycle debate despite dimension domestic emerge ethnic grant hence hypothesis implement implicate impose integrate internal investigate mechanism occupy option output overall parallel parameter phrase prior principal professional project promote regime resolve retain series statistic status stress subsequent undertake
Academic Word List: Subset 3
Academic Word List: Subset 4
Now, think about how the words apply to Physical Education.
Now, think about how the words apply to the visual arts.
(Taking a little break from the list)
10% of the nouns, verbs, adjectives, and adverbs in academic textbooks and tests are on this list.
4.5% of the nouns, verbs, adjectives, and adverbs in newspapers are on this list.
1.4% of the nouns, verbs, adjectives, and adverbs in fiction and poetry are onthis list.
80% of the words derive from Latin and Greek word components.
academy adjust alter amend capacity clause compound consult decline discrete enable energy enforce entity equivalent evolve expand expose external facilitate fundamental generate liberal license logic margin modify monitor network notion objective orient perspective precise prime psychology pursue ratio reject revenue stable style substitute sustain symbol target transit trend version welfare whereas
abstract acknowledge accuracy aggregate allocate assign bond capable cite cooperate discriminate display diverse domain edit enhance estate exceed explicit federal fee flexible furthermore gender incentive incorporate incidence index inhibit initiate input interval mitigate minimum ministry motive neutral nevertheless overseas precede presume rational recover reveal scope subsidy trace transform underlie utilize
Academic Word List: Subset 5
Academic Word List: Subset 6
Word knowledge comes incrementally. As a formative assessment, ask yourstudents to characterize the extent to which they think they know these words.
“Strangers” “Acquaintances” “Friends”
adapt advocate channel classic comprehensive comprise confirm contrary convert decade deny differentiate dispose dynamic equip eliminate empirical extract finite foundation gradient guarantee hierarchy identical ideology infer innovate insert intervene isolate media mode paradigm phenomenon priority prohibit publication quote release reverse simulate sole somewhat submit successor thesis transmit ultimate unique voluntary
abandon accompany accumulate ambiguous appendix appreciate arbitrary automate bias chart clarify commodity complement conform contemporary contradict crucial currency denote detect deviate displace eventual exhibit exploit fluctuate guideline implicit induce inevitable infrastructure inspect intense manipulate minimize nuclear offset predominant prospect radical reinforce restore revise tension terminate theme thereby uniform vehicle via virtual widespread
Academic Word List: Subset 7
Academic Word List: Subset 8
accommodate analogy anticipate assure attain behalf cease coherent coincide commence compatible concurrent confine controversy converse device devote diminish distort duration erode ethic found format inherent insight integral intermediate manual mature mediate medium military minimal mutual norm overlap passive portion preliminary protocol qualitative refine restrain revolution rigid route scenario sphere subordinate supplement suspend trigger unify violate
adjacent albeit assemble collapse colleague compile conceive convince depress encounter forthcoming incline integrity intrinsic invoke levy likewise nonetheless notwithstanding ongoing panel persist pose reluctance so-called straightforward undergo whereby
Academic Word List: Subset 9
Academic Word List: Subset 10
There is no such thing as a hard word: Only infrequent words.
Effective Vocabulary Instruction Depends on the 4 E’s, anagrammed below:
Eesurpxo
Ennoilaatxp
Enthusiasm Demonstrate your own excitement and interest in words; model yourself as a learner
Esshmaiunt
Exposure: Elevate your language when you speak in class
Explanation: Provide ample information about a word; Exceed brief definitions
Emslxpea Examples Give several examples and non-examples, especially ones that evoke a visual image
Stephenie Yao-Long, The Oregonian
Cloze Procedure and Reading Comprehension:
Independent Level: at least 50% correct
Instructional Level: at least 40% correct
Frustration Level: less than 39% correct
Source: Cloze Procedure and the Teaching of Reading. James Rye. 1982Heinemann. Portsmouth, NH
Coooperative Learning Structures
Name of Structure: I have used it: yes/no/modified
Comments:
Mount Pleasant Central School District
Westlake Middle SchoolWestlake High School
Science and Social Studies Teachers
Amy Benjaminwww.amybenjamin.com
Day TwoMorning: Socratic Seminar
Big Skills: pp. 85-98
Afternoon: Academic Writing to LearnFraming a Writing Task Big Skills: pp. 47-80Addressing Plagiarism
Traditional Classroom Dialogue (Recitation Script)
Socratic Seminar
Lecture-style set-up
Questions have right-or-wrong answers
Teacher knows the answers; leads students to say them (“guess-what- I’m-thinking”)
Students offering answers receive positive or negative feedback based on the rightness of their answer
Class experience is predictable, can be replicated
Lesson ends with pre-planned closure
Like a worksheet
Meeting-style set-up
Questions are open-ended
Teacher does not necessarily know the answers; leads students to clarify or extend their responses
Students offering responses are asked to justify them (“How do you know?”
Class experience is unpredictable; cannot be replicated; may or may not work well
Lesson ends without definitive closure, encouraging students to keep thinking
Like a book club
Coooperative Learning Structures
Name of Structure: Comments:
fishbowljigsawthink/pair/sharepanel presentationsdebateswhiteboarding“pencils in the cup” (talk-write-talk)
Plus: Minus:
•Takes too long to set up•Students are distracted•One person does all the work•Grading inequalities•“I feel like I’m not teaching”•Negative peer reinforcement•Not sufficiently informative• of required content
•Students are engaged•Gives teacher time to work• individually/small groups•Real life skill•Meets CCLS: Sp/List•Practice in using Tier III vocab•Communication strengthens• learning•Research-based (Marzano,• et. al.)•Positive peer reinforcement•Builds class community
1. Ethos: Appeal through the credibility and reputation of the writer/speaker
2. Logos: Appeal through logical reasoning
3. Pathos: Appeal through emotional response (These may coincide.)
Aristotle’s Three Appeals
•Argument: 40%
•Information/Explanatory: 40%
•Narrative: 10%
• Unspecified: 10%
Writing for the CCSS:
Sentence Frames for Argumentation
Use this frames at the outset of your argument to introduce an ongoing debate:
In discussions of _____________, one controversial issue has been
___________________________. People who believe____________
claim that________________________________. On the other hand,
those who believe _____________________________ assert that
______________________________________________________.
My own view is __________________________________________.
A starter kit of verbs and sentence frames that help us connect to the text:
The author…In <reference to the text>, the author suggests……by implying…
In <reference to the text>, the author asserts….by claiming….
In <reference to the text> the author emphasizes…by repeating…
In <reference to the text> the author explains by defining… giving examples of…
showing… referring to…
Framing the Writing TaskMore Effective: (Scaffolded)
Minerals have certain properties thatmake them useful. Select a mineral andexplain in a well-developed paragraphshow its properties make it useful.
Suggested vocabulary: application, manufacture
resistance, flexibility, withstand, strength
Suggested sentence frame:
Because of its________, _______ is used for_________.
One property of _____ is ______, whichmakes it________.
More Effective: (Scaffolded)
I. Directions: --General focus statementabout the topic --At least one “task verb” delineating expectations (select and explain… identify and describe… identify and analyze…)
II. Suggested vocabulary: 3-5 useful words that the
students might not have thought of
III. Suggested sentence frame(2): 1-2 sentence templates that will serve as good
“containers” for a key idea
Framing the Writing Task
Ineffective: (Vague, unscaffolded)
Write a report about an ecosystem.
What is your opinion aboutPresident Obama?
You will be required to gatherinformation from professionaljournals and the Federal Reserveand write a research paper makinga recommendation as to what to do with interest rates.
More Effective: (Scaffolded) Minerals have certain properties thatmake them useful. Select a mineral andexplain in a well-developed paragraphhow its properties make it useful.
Suggested vocabulary: application, manufacture
resistance, flexibility, withstand, strength
Suggested sentence frame:
Because of its________, _______ is used for_________.
One property of _____ is ______, whichmakes it________.
Structuring a Writing Task: 3 Parts
Part One: State what you want the students to do, carefully choosing your task verb. Be sure the students understand the task verb (analyze, explain, describe, compare, tell a story…)
Part Two: Provide a short word bank (list of 5-10 words) that will work well in this writing task, but that the students would probably not have thought of by themselves:
Part Three: Provide 2 or 3 sentence frames that will work well in this writing task: