Today’s plan…•Evolution of CTE and literacy

•Dissect Standards

•Review complex texts and text-dependent questioning

•Discuss your complex text

•Explore academic vocabulary instruction and there occurrence in IBA

How did we get here…

10-15 years ago, portfolio for all students (CDOS driven)—Forms to fill out

About 9 years ago, Credit for English 12 started so we needed a model that incorporated more literature with CDOS. We had a prescriptive quarterly “technical communications” plan (teacher packet/student packet)—More rigor

About 5 years ago

We began…

Our goals include… To support students in becoming life-long literacy learners in the 21st century

To enable students to be competitors in the global economy

And now with the CCLS…

Shift 1 - Balancing Informational & Literary TextsShift 2 – Literacy Across Disciplines (6-12)Shift 3 – Text ComplexityShift 4 – Text-based questions and answersShift 5 – Writing from SourcesShift 6 – Academic Vocabulary

Shifts in ELA/Literacy Required by the Common Core

Let’s take a closer look at the CCLS…

Text-based questions, Tier II words, Literacy (CEI) Strategies, Complex texts, leveled texts, T-P-S, Venn Diagram

• Students will find evidence in text to support their answers

• Students will recognize differences among varied texts (i.e. textbook vs. article, or manual)

“I do”: teacher models“We do”: teacher leads“You do it together ““You do on your own”

FOUR STEP PROCESS

Teacher reads complex text aloud

Teacher model “gist strategy”

When choosing a strategy, be purposeful and reflective

Know why◦ Maybe the text lends itself to a particular strategy◦ Maybe your students struggle with a specific skill

and need a scaffold

Strategies are Resources Not Instructional Methods or Practices

When students become masters at utilizing a particular strategy…

Know When to Move on

MOVE ON!!!!

They can successfully and independently demonstrate what you modeled (i.e. Annotating texting, responding to text-based questions, writing summaries They do this automatically

(i.e. multiplication table)

How Do We Know That Students Have Reached Mastery?

Vary Strategies Students need a wide variety of strategies topull from in order to create a tool box

This toolboxes affords students to access the resources they need to be successful readers and writers

Would you only teach one recipe?

Would you only teach how to design one hairstyle?

Would you only teach how to operate one machine?

Text Complexity

How can we find a complex text?

Text Complexity~ How do we know if a text is complex?

Readability formulasReading levels

• Levels of meaning: literal vs. implied• Structure: simple vs. sophisticated• Language: literal vs. figurative, familiar vs. archaic• Level of knowledge: familiar vs. unfamiliar,common vs. abstract

• Motivation, knowledge and experiences of the reader

• Purpose and complexity of questions/task assigned to the reader

Using all three measures, evaluate a text…

When determining if a text is suitable for YOUR students~ remember this“Such assessments are best made by the

teachers employing their professional judgment, experience, and knowledge of their students and the subject.”

Common Core State Standards for English, Appendix A, p. 4

Text-Dependent Questions

Cause the reader to pay careful attention to the text in order to draw evidence from the text

Can only be answered by close reading

Should be worth asking or exploring

Let’s remember to consider the process in which we will “teach” a complex text…

Watch the Gradual Release Model in Action! http://www.sportsfeelgoodstories.com/2009/

02/26/maurice-cheeks-provides-assistance-to-13-year-old-national-anthem-singer-2003

Gradual Release Model: Is it truly linear?

ModelPlease remember that students need to see good reading and writing in action!!!

Show them how to be a good reader and writer…h

Would you ask them to go right to the kitchen and bake without demonstrating?

Would you have your students operate heavy equipment without showing them?

Would you have your students cut hair without demonstrating?

Academic Vocabulary/Tier II Words

Most children enter first grade with 6,000 words in spoken vocabulary

Students will learn 3,000 more words per year through third grade

(Beck, McKeown, & Kucan, 2002)

Some Food for Thought…

Socioeconomic status has a huge impact on vocabulary:

◦ First grade students from higher-SES groups have twice as many words as lower-SES children

◦ High school seniors near the top of their class know 4 times as many words as lower-performing students

◦ High-knowledge third graders have vocabularies equal to lowest-performing 12th graders

With so many words to learn, and such a huge vocabulary gap, how do we know which words

to teach???(Beck, McKeown, & Kucan, 2002)

Some Food for Thought…

Helpful lens through which to consider words for instructional

attention

From: Bringing Words to Life (2002) by Isabel L. Beck, Margaret G. McKeown, & Linda Kucan

Tiers of Words

3

2

1

From: Bringing Words to Life (2002) by Isabel L. Beck, Margaret G. McKeown, & Linda Kucan

Tier 1• Most basic words

• Rarely require instructional attention

(baby, happy, clock)

From: Bringing Words to Life (2002) by Isabel L. Beck, Margaret G. McKeown, & Linda Kucan

Tier 3• Low frequency

• Content-specific(isotope, peninsula)

From: Bringing Words to Life (2002) by Isabel L. Beck, Margaret G. McKeown, & Linda Kucan

Tier 2• High frequency for mature language

users• Found across a variety of domains• Have a powerful impact on verbal

functioning• Mostly found in written language(Coincidence, absurd, fortunate)

**Instruction of Tier II words can be most productive.**

For example…

“Stuart Little, the small mouse with big parents, had nothing on baby marsupials. Marsupials (“mar-SOUP-ee-ulz”) are special kinds of mammals. Even the biggest ones give birth to babies that are incredibly small. A two-hundred-pound six-foot mother kangaroo, for instance, gives birth to a baby as small as a lima bean. That’s what makes marsupials marsupials. Their babies are born so tiny that in order to survive they must live in a pouch on the mother’s tummy. The pouch is called a marsupium. (Don’t you wish you had one?)”

From: Montgomery, Sy. Quest for the Tree Kangaroo: An Expedition to the Cloud Forest of New Guinea. Orlando: Houghton Mifflin, 2006.

Tier III Words

For example…

“Stuart Little, the small mouse with big parents, had nothing on baby marsupials. Marsupials (“mar-SOUP-ee-ulz”) are special kinds of mammals. Even the biggest ones give birth to babies that are incredibly small. A two-hundred-pound six-foot mother kangaroo, for instance, gives birth to a baby as small as a lima bean. That’s what makes marsupials marsupials. Their babies are born so tiny that in order to survive they must live in a pouch on the mother’s tummy. The pouch is called a marsupium. (Don’t you wish you had one?)”

From: Montgomery, Sy. Quest for the Tree Kangaroo: An Expedition to the Cloud Forest of New Guinea. Orlando: Houghton Mifflin, 2006.

Tier III Words

Tier III words are important…

…but given their limited use, how much of our instructional time should be spent on these words?

Tier III Words

Let’s try another example…

“Johnny Harrington was a kind master who treated his servants fairly. He was also a successful wool merchant, and his business required that he travel often. In his absence, his servants would tend to the fields and cattle and maintain the upkeep of his mansion. They performed their duties happily, for they felt fortunate to have such a benevolent and trusting master.”

From a retelling of an old tale (Kohnke, 2001, p. 12)

Tier II Words (Academic Vocabulary)

**These are most likely to appear frequently in a wide variety of texts, and in both written and oral language.**

Tier III vs. Tier II Words

• Marsupials• Mammals• Lima bean• Marsupium

• Merchant• Required• Maintain• Performed• Fortunate• Benevolent

Importance & utility Instructional potential Conceptual understanding

(Beck, McKeown, & Kucan, 2002)

Criteria for Selecting Tier II Words

,

Common words taken directly from YOUR IBAs

Get a lot of bang for your buck by systematic and purposeful teaching of vocabulary

Goal is to increase technical assessment achievement

Connections to Assessments

Let’s take a look at your complex text…

Using the 3 criteria…

Why did you choose to use the complex text that your brought today?

Share…

Academic Vocabulary1. Look closely at your selected text and

think about possible vocabulary options for instruction

2. List all words that are likely to be unfamiliar.

3. Analyze your list: Which words are Tier II? Which words are most necessary for

comprehension? Are there other words needed for comprehension?

4. Which words will you teach? Which words need only brief attention? Which will you give more elaborate attention to?

Building Academic Vocabulary

Marzano’s Six Step Process for Teaching New Terms:

• Provide a description, explanation, or example of new term.

• Ask students to restate the description, explanation, or example in own words.

• Ask students to construct a picture, symbol, or graphic representing term.

• Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.

• Periodically ask students to discuss the terms with one another.

• Involve students periodically in games that allow them to play with terms.

From: Building Academic Vocabulary: Teacher’s Manual by Robert J. Marzano and Debra J. Pickering

Building Academic Vocabulary

Marzano’s Six Step Process for Teaching New Terms:

• Provide a description, explanation, or example of new term.

• Ask students to restate the description, explanation, or example in own words.

• Ask students to construct a picture, symbol, or graphic representing term.

• Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.

• Periodically ask students to discuss the terms with one another.

• Involve students periodically in games that allow them to play with terms.

From: Building Academic Vocabulary: Teacher’s Manual by Robert J. Marzano and Debra J. Pickering

Steps 1-3: to introduce word and

develop understanding

Building Academic Vocabulary

Marzano’s Six Step Process for Teaching New Terms:

• Provide a description, explanation, or example of new term.

• Ask students to restate the description, explanation, or example in own words.

• Ask students to construct a picture, symbol, or graphic representing term.

• Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.

• Periodically ask students to discuss the terms with one another.

• Involve students periodically in games that allow them to play with terms.

From: Building Academic Vocabulary: Teacher’s Manual by Robert J. Marzano and Debra J. Pickering

Steps 4-6:to provide students

with multiple exposures

Building Academic Vocabulary1. Provide a description, explanation, or

example of new term. Determine students’ background knowledge Help them build an initial understanding of term

Introduce experiences that provide examples Tell a story integrating the term Use video or images Use current events to make term applicable to

something familiar Describe your own mental pictures Find or create pictures that exemplify the term

Not a definition—more natural place for learning a new term

Building Academic Vocabulary

2. Ask students to restate the description, explanation, or example in own words.

Don’t copy, but construct own descriptions, explanations, or examples

Ensure lack of major errors Record in academic or vocabulary notebook

Building Academic Vocabulary

3. Ask students to construct a picture, symbol, or graphic representing term.

Forced to think about term in a different way

Building Academic Vocabulary

4. Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.

Understanding deepens over time if students continuously reexamine their understanding of a given term

Provide opportunities to add to or revise academic notebook entries Identify a synonym or antonym Draw an additional picture or graphic List related words Write brief cautions or reminders of common confusions Highlight a prefix or suffix that will help in remembering

meaning

Building Academic Vocabulary

5. Periodically ask students to discuss the terms with one another.

Interacting with other people about what we learn deepens understanding for all involved

Encourage students to help each other identify and clear up misconceptions or confusion

Building Academic Vocabulary

6. Involve students periodically in games that allow them to play with terms.

Keep new terms at forefront of students’ thinking Reexamine understanding of terms

WORD-O

Taboo

Word Wall

Talk a mile a minute

Games for Reinforcement

W O R D O

magnificent category plunged soared disheartening

Slimy Present Free Space

Tier one engage

Tier two Saunter brisk conclude Tier three

WORD-O

Get your partner to say a certain word without using the “taboo” words associated with it.

Example:SNOW

TABOO words: white, ski, shovel, winter, flake, angel, man, outside, ground, rain

TABOO

Word Wall Vocabulary GamesWhich word…• is an antonym for ________?

•is a simile for ______________?

•describes types of __________?

Flashlight, flashlight ,what’s that word?

◦ Shine the light on a vocabulary word

◦ Student says the word and tells what it means

◦ Student gives an example using that word

Pick a partner The person “giving” the clues needs to face

the screen The person “receiving” the clues needs to

have their back to the screen You can tell them the category You need to see how many items you can

get your partner to get in one minute

Your turn to try..“Talk a Mile a Minute”!

Things associated with the CCLS –in general

National Initiative

Rigor

College and Career Readiness

Global Competitiveness

Anchor Standards

Vertical Progression

Literacy

Specific to Reading Standards

Academic vocabulary or (Tier II words)

Non-fiction

Complex texts

Text-dependent questions

Evidence from text

Literacy in the content areas

Close reading

Chunking the texts

Specific to Writing Standards

ArgumentsInformational

ResearchSummative Task/Assessment

Formative AssessmentPersuasive

And just for our CTE teachers…

Things associated with industryArchitecture

OSHATechnologyEngineering

ManufacturingConstruction

Tools

How this will look in Atlas? Shawna–

◦ Cindy◦ Laurie P◦ Jim Payne