September 5, 2014 Early Release

Lots to celebrate… Amazing start of the school year 1-5 Meet the Teacher/Open House K Meet the Teacher/Open House Pre-K Home Visits Parent Support Community Support One of several schools with highest gains in EOG scores from to !!

Updates & Reminders Protected Workdays Safety and Supervision Verification Forms – Due September 10 to Mrs. Smith Staff Meeting – Wednesday, Sept. 10 7:45 am Super Blue Friday – September 12

Think about how students learn: The more that students comprehend what words mean, the more readily they are able to learn about a particular topic. What students know about a topic boils down to the terminology related to the topic – i.e. the vocabulary Marzano & Pickering, Building Academic Vocabulary Teacher’s Manual, 2005

The impact of direct vocabulary instruction: Marzano & Pickering, Building Academic Vocabulary Teacher’s Manual, 2005 p. 2

Meaningful Differences Betty Hart and Todd Risley from the University of Kansas Studied 42 families for 2 and ½ years, beginning when children were between 7 and 9 months of age. 13 families: Higher SES 23 families: Middle/Lower SES 6 families: Low SES (public assistance) Observed every month for 1 hour

Meaningful Differences in Early Language Experiences WelfareWorking Class Professional Cumulative Words used per hour Different words used per hour Utterances to child per hour Minutes interacting with child per hour

Meaningful Differences in Early Language Experiences WelfareWorking Class Professional Affirmations per hour Prohibitions per hour 1175

Meaningful Differences Cumulative Language Experience in a Typical Week WelfareWorking ClassProfessional 62,000 words125,000 words215,000 words

Meaningful Differences in Early Language Experiences Cumulative Language Experience at Age Four WelfareWorking ClassProfessional 13 million words26 million words45 million words 84,000 words of discouraging feedback 100,000 words of encouraging feedback 560,000 words of encouraging feedback

Six Steps to Effective Vocabulary Instruction

Step 1: Describe Key: using common language Determine prior knowledge What do you Think you know about this term? Use imagery Robert J. Marzano, Building Background Knowledge for Academic Achievement, 2004

Word Meaning Presented as Definitions Versus Descriptions WordDefinitionDescription CovertKept from sight; secret; hidden Describes something that is done in a hidden or secret way DisruptBreak up; split To cause difficulties that stop something from continuing easily or peacefully Illusion Appearance or feeling that misleads because it is not real Something that looks like one thing but is really something else or is not there at all Improvise To make, invent, or arrange whatever is on hand To make something you need by using whatever is available at the moment MorbidNot healthy or normalShowing a great interest in horrible, gruesome details, especially about death Robert J. Marzano, Building Background Knowledge for Academic Achievement, 2004

Step 2: Restate Key – using their own words Discuss with a partner Student record (notebook or journal) Robert J. Marzano, Building Background Knowledge for Academic Achievement, 2004

Write Around Each student responds in writing to a prompt In small groups, each student passes his/her paper to the person on the right. Each student reads what the first student wrote and then comments, responds, and/or asks questions. Each student then passes the paper to the person on the right. Repeat these steps until the paper returns to the owner.

Write Around Cont’d When each student receives his/her paper with comments, give the students a few minutes to read what their classmates have written. Finally, allow each student to respond in writing to the comments – a ha’s, new ideas, questions, etc.

Let’s try a Write Around… Why does vocabulary instruction matter?

Write Around Cont’d Great strategy to: Expand students’ thinking Activate prior knowledge Provide closure to a lesson/unit – tie together the loose ends Reconnect the learner to the essential question

Step 3: Representations Students create nonlinguistic representations in the form of graphic organizers, pictures, or pictographs Graphic representation illustrating process Draw the thing Draw a symbol Dramatize the term Student record (notebook or journal) Robert J. Marzano, Building Background Knowledge for Academic Achievement, 2004

Frayer Model Or non- linguistic representation

Frayer Model Activity Complete a Frayer Model Chart with your group members on the term you have been given Components may vary Components for each box: Definition Characteristics Examples Non-examples, Non-linguistic representation

Step 4: Activities Students periodically do activities that help them add to their knowledge of vocabulary terms Key – multiple exposures to terms Identify synonyms or antonyms List related words Write reminders of common confusions Draw an additional graphic Write metaphors & analogies Compare terms Classify terms Student record (notebook or journal) Robert J. Marzano, Building Background Knowledge for Academic Achievement, 2004

Give One... Get One Activity Using the Give One, Get One template, fill in everything that you know about the term “literacy”. Be sure to put each detail in a different box. Move around the room and find six classmates to help you fill in the “I got...” boxes. You will also provide your information to help your classmates. Let’s report out – what did you “get”?

Step 5: Discuss Engage students in discussions with each other about the terms Think-Pair-Share about targeted terms 2 minute vocabulary BUZZ Add to or revise student record (notebook or journal) Robert J. Marzano, Building Background Knowledge for Academic Achievement, 2004

Talk A Mile-A-Minute Oral language game Same procedure as the “$25,000 Pyramid” Student trying to “guess” has back to the list of vocabulary terms while another student “describes” each term without stating the term

Step 6: Games Allow students to play games with the terms Key – multiple exposures Jeopardy Pyramid Word Wall... Robert J. Marzano, Building Background Knowledge for Academic Achievement, 2004

Do The Die Activity Each group will receive one die Roll the die to determine which activity your group will complete for the following words: Literacy Vocabulary Instruction Background Knowledge Nonlinguistic Representations Contributed by Cindi Rigsbee, Central Regional Education Facilitator, NCDPI

GAME TEMPLATES Fun ideas to have students interact with key vocabulary terms There’s an app for that!!

Vocabulary Apps What do we already have here at Aversboro? What’s out there that we want to consider?

One More Vocabulary Game...

Trading Cards Assign each student one vocabulary term Give each student a note card The student will write the term on the front side of the card The student will draw a picture that represents the term on the back side of the card Then, the student will “teach” his/her term to a partner Students will continue to rotate partners

The 6-Steps to Effective Vocabulary Instruction StepDescriptionStrategyQuestions/Notes 1 The Teacher Provides a Description, Explanation, or Example of the New Term Vocabulary Reading Guide Anticipation Guide 2 Students Restate the Explanation of the New Term in Their Own Words Write-Around 3 Students Create a Nonlinguistic Representation of the Term Frayer Model 4 Students Periodically Do Activities that Help Them Add to Their Knowledge of Vocabulary Terms Concept Mapping Give and Get Definition Word Chart 5 Periodically Students Are Asked to Discuss the Terms with One Another Think/Pair/Share Talk-a-Mile-a-Minute 6Periodically Students Are Involved in Games that Allow Them to Play with the Terms Vocabulary Link Talk-a-Mile-a-Minute Read My Mind Contributed by Cindi Rigsbee, Central Regional Education Facilitator, NCDPI

Breakout Groups – Pick One! Symbaloo Tiny Tap Jennifer Lynch Computer Lab Online organizational tool Cindy Martin Media Center App that can be used for a variety of purposes, including vocabulary instruction

Welcome Back RSQC2 Take a moment to reflect on your learning this afternoon

Interim Reports Aaron Berwanger

Closing Remarks Seeds of Growth…Opportunities for Change

I value your feedback!! Please complete and leave plus/delta on your table Thanks for all that you do to cultivate growth for all of our students at Aversboro Have a wonderful weekend!!