Read, Write, Think, Speak Literacy Across the Curriculum Professional Learning September 19, 2018 Rischa Sturgis Academic Instructional Coach

"I am enough of a realist to understand that I can't reach every child, but I am more of an optimist to get up every morning and try." ~Preston Morgan

Opening Remember your why… In 1-3 sentences write your reason for choosing a career in education.

Reading

iReady Data Bright spots? Surprises? Opportunities for growth?

Vocabulary Tier 1: words with meanings so simple and so common that most children are exposed to them at a high frequency before they ever set foot in a classroom. Abrams Learning Trends

Vocabulary Tier 3: Words that are encountered so infrequently and are tied so closely to a specific topic or domain that instruction is only necessary when a specific need arises, such as during a math or science lesson. Abrams Learning Trends

Vocabulary Tier 2: Academic words that are general enough to be used across all domains, yet are not part of students’ everyday social language.

Teaching Vocabulary Just teaching vocabulary definitions isn’t enough. Dictionary definitions aren’t memorable enough to help word meanings stick. Truly robust vocabulary instruction requires explaining the meanings of sophisticated words through multiple contexts and reinforcing those meanings through thought-provoking, playful, and interactive follow-up lessons. Abrams Learning Trends

How to Teach Tier 2 Words This includes learning the meanings of new vocabulary through: the context of a story or poem. whole group and peer discussions. games and/or puzzles. visual aids and photo definitions. writing activities. opportunities to act out the word's meaning. The trick to maximizing vocabulary instruction is to remember to focus on helping students make connections between word meanings and ideas. Abrams Learning Trends

Try This… Pre-Reading Vocabulary Chart Know it… Sort of know it… Don’t know it at all My guess

Robert Marzano’s Six Steps Step one: The teacher explains a new word, going beyond reciting its definition (tap into prior knowledge of students, use imagery). 2. Step two: Students restate or explain the new word in their own words (verbally and/or in writing). 3. Step three: Ask students to create a non-linguistic representation of the word (a picture, or symbolic representation). 4. Step four: Students engage in activities to deepen their knowledge of the new word (compare words, classify terms, write their own analogies and metaphors). 5. Step five: Students discuss the new word (pair-share, elbow partners). 6. Step six: Students periodically play games to review new vocabulary (Pyramid, Jeopardy, Telephone).

The Art of Words “Vocabulary is the best single indicator of intellectual ability and an accurate predictor of success at school.” -- W.B. Elley “We think with words, therefore to improve thinking, teach vocabulary.” -- A. Draper and G. Moeller “Because each new word has to be studied and learned on its own, the larger your vocabulary becomes, the easier it will be to connect a new word with words you already know, and thus remember its meaning. So your learning speed, or pace, should increase as your vocabulary grows.” -- Johnson O'Connor

Vocabulary and Lexile Growth 6th grade: 925-1070L 7th grade: 970-1120L 8th grade: 1010-1185L