Academic Vocabulary Cindy Bak Henry Romero Annabel Dannemann Danielle Caro CHAD 2013 Please sit by grade level.

OVERVIEW Purpose & History of A.V. Shift to Common Core State Standards Marzano’s Six-Step Process Expectations, reflection, commitments, and recommended readings Introduction CCSS Closure 3 Tiers Academic Vocabulary A closer look at vocabulary words CHAD 2013

Increase the understanding of vocabulary instruction in relation to the Common Core State Standards. Increase understanding of the different tiers of vocabulary. Identify Marzano’s 6 Step Process. Learn various vocabulary strategies to use in the classroom. PURPOSE CHAD 2013

Teachers noticed that RUSD students were experiencing difficulties with vocabulary across content areas. Teacher input from data dialogue conversations called out a need for resources to support academic vocabulary instruction in their classrooms. HISTORY CHAD 2013

Created by Sylvia Cadena Amy Grigsby Celia Mungia Under the supervision of Dr. Jeanette Chien HOW: CHAD 2013 Cross-referenced vocabulary lists from a variety of school districts. Lists provided are grade level academic vocabulary lists that include both Tier 2 and Tier 3 words. Aligned to Common Core anchor standards.

Teaching vocabulary helps develop phonological awareness (Nagy, 2005) and reading comprehension (Beck, Perfetti, & McKeown, 1982). Vocabulary instruction needs to be long-term and comprehensive (Nagy, 2005) for ELLs (Carlo, August, & Snow, 2005; Calderón et al., 2005). RESEARCH & DATA CHAD 2013

Academic Vocabulary words… …are far more likely to appear in written texts than in speech. … often represent subtle or precise ways to say relatively simple things. …require deliberate effort to learn, unlike Tier 1. … are critical to understanding academic texts. CHAD 2013 Common Core State Standards, Appendix A, page 33 RESEARCH & DATA

COMMON CORE STATE STANDARDS CHAD 2013

COMMON CORE STATE STANDARDS CHAD 2013

COMMON CORE STATE STANDARDS CHAD 2013 Shift your thinking.

COMMON CORE STATE STANDARDS CHAD Major Shifts in ELA 1.) Building knowledge through content-rich nonfiction. 2.) Reading, writing, and speaking, grounded in evidence from the text, both literary and Informational. 3.) Regular practice with complex text and its academic language.

CHAD Tiers of Academic Vocabulary

Tier 1Tier 2Tier 3 Description Basic words that most children know before entering school Words that appear frequently in texts and students may already have conceptual understanding Uncommon words that are typically associated with a specific domain Examples clock, baby, happy range, concept, dimension, summary diphthong, peninsula, isotope, 3 Tiers of Academic Vocabulary

How do I determine that a word is TIER 2? WordIs this a generally useful word? Does the word relate to other words and ideas that students know or have been learning? Is the word useful in helping students understand text? If you answer yes to all three questions, it is a Tier 2 word. If not, it is probably a Tier 3 word. assume yes 5 th grade yes perimeter no yes sometimes Tier 2 Tier 3 3 Tiers of Academic Vocabulary

Tier 2 and Tier 3 words are not all clear- cut in their tier classification. There is more than one way to select words. Word knowledge is subject to personal experience. 3 Tiers of Academic Vocabulary

Read the excerpt from Volcanoes on the following slide (grade 4/5). With a partner, determine the Tier 2 and Tier 3 words. Time to Practice

In early times, no one knew how volcanoes formed or why they spouted red-hot molten rock. In modern times, scientists began to study volcanoes. They still don’t know all the answers, but they know much about how a volcano works. Our planet is made up of many layers of rock. The top layers of solid rock are called the crust. Deep beneath the crust is the mantle, where it is so hot that some rock melts. The melted, or molten, rock is called magma. Volcanoes are formed when magma pushes its way up through the crack in the Earth’s crust. This is called a volcanic eruption. When magma pours forth on the surface, it is called lava. 17

In early times, no one knew how volcanoes formed or why they spouted red-hot molten rock. In modern times, scientists began to study volcanoes. They still don’t know all the answers, but they know much about how a volcano works. Our planet is made up of many layers of rock. The top layers of solid rock are called the crust. Deep beneath the crust is the mantle, where it is so hot that some rock melts. The melted, or molten, rock is called magma. Volcanoes are formed when magma pushes its way up through the crack in the Earth’s crust. This is called a volcanic eruption. When magma pours forth on the surface, it is called lava. 18 Tier 2

In early times, no one knew how volcanoes formed or why they spouted red-hot molten rock. In modern times, scientists began to study volcanoes. They still don’t know all the answers, but they know much about how a volcano works. Our planet is made up of many layers of rock. The top layers of solid rock are called the crust. Deep beneath the crust is the mantle, where it is so hot that some rock melts. The melted, or molten, rock is called magma. Volcanoes are formed when magma pushes its way up through the crack in the Earth’s crust. This is called a volcanic eruption. When magma pours forth on the surface, it is called lava. 19 Tier 2 Tier 3

Marzano’s Six-Step Process CHAD 2013 See page 2

Time to Practice! CHAD 2013 Step 1: TK & K Step 2: 1 st Step 3: 2 nd & 3 rd Step 4: 4 th Step 5: 5 th Step 6: 6 th  Find your assigned Step section.  Read through the strategies and select one to share.  Use chart paper, index cards, or any other materials available to model the strategy for the group.

Time to Practice! CHAD 2013 Ste p 1 (p.4-5) : TK & K Step 2 (p.6-7): 1 st Step 3 (p.8-10): 2 nd & 3 rd Step 4 (p.11-16): 4 th Step 5 (p.17-19): 5 th Step 6 (p.20-22): 6 th Please label your chart with: Grade level Step # Strategy Name

ELD is its own content area and needs to be explicitly taught everyday. Students need access to Tier 2 and Tier 3 Academic Vocabulary words throughout the day. EXPECTATIONS CHAD 2013

Increase the understanding of vocabulary instruction in relation to the Common Core State Standards. Increase understanding of the different tiers of vocabulary. Identify Marzano’s 6 Step Process. Learn various vocabulary strategies to use in the classroom. CLOSURE CHAD 2013

Reflection: What are the implications on your practice? CLOSURE CHAD 2013 Commitments: What will you commit to trying?

READINGS: Developing Academic Vocabulary by Beverlee Jobrack Common Core Shifts for Mathematics (handout) From achievethecore.org CHAD 2013

Contact Info: Cindy Bak Henry Romero Annabel Dannemann Danielle Caro CHAD 2013