Facilitators: Bridget Call and Rita Scott Secondary ELA Coaches Mingo County Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

 demonstrate independence; they are self-directed learners  build strong content knowledge by researching, reading, writing, speaking, and listening critically  respond to the varying demands of audience, task, purpose, and discipline by adapting their communication  comprehend, as well as critique, by questioning authors’ or speakers’ assumptions  value evidence and cite it  use technology and digital media strategically and capably  understand other perspectives and culturesspectives cultures Snapshot of CCR Students

Part I: ELA Shifts Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Shift 1: Building knowledge through content- rich nonfiction Shift 2: Reading, writing and speaking grounded in evidence from text, both literary and informational. Shift 3: Regular practice with complex text and its academic language

Recommended Percentages for Reading throughout the Day

Recommended Percentages for Reading during English Language Arts Class

Recommended Percentage of Each Type of Writing

Part II: Examining Text Complexity Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

 Read pages 2-9 of Appendix A  Be prepared to discuss implications for classroom instruction Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

The Crisis of Text Complexity Complexity of texts K-12 has eroded :  High school textbooks have declined in all subject areas over several decades.  Average length of sentences in K-8 textbooks have declined from 20 to 14 words.  Vocabulary demands have declined, e.g., 8 th grade textbooks equivalent to former 5 th grade texts; 12 th grade anthologies equal to former 7 th grade.

What’s wrong with the simplified text approach? Simplified texts are often synonymous with “restricted, limited, and thin in meaning.” Academic vocabulary can only be learned from complex texts––by noticing how it works in texts, engaging with, thinking about, and discussing its more complex meanings with others. Mature language skills needed for success in school and life can only be gained by working with demanding materials. No evidence suggests that struggling readers—especially at middle and high school--catch up by gradually increasing the complexity of simpler texts...

Standards’ Model of Text Complexity  Levels of meaning and purpose  Structure  Conventional language  Knowledge demands  Readability measures:  Word length  Frequency  Sentence length  Text cohesion Lexiles  Reader variables: motivation, knowledge, experiences  Text variables: purpose, complexity generated by assigned task, and questions posed

Lexile Alignment to College and Career Readiness to Close the Gap Grade BandOld Lexile Ranges New Lexile Ranges CCR

Text Complexity: Raising Rigor in Reading by Douglas Fisher, Nancy Frey, and Diane Lapp

Activity: Appendix B  Read three excerpts in your grade band from Appendix B  Grades 9 and 10 (pages )  Grades 11 and 12 [CCR] (pages )  Pay close attention to the sample performance tasks for different text types (found at the end of each section).  Be prepared to share with the group implications for classroom instruction.

Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Part III: Text-Dependent Questions

Text-dependent Questions Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Shift 2: Text-Dependent Questions 1. Building knowledge through content-rich nonfiction 2. Reading, writing, and speaking grounded in evidence from text, both literary and informational 3. Regular practice with complex text and its academic language

Time – In and Out of the Text  More instructional time spent outside the text means less time inside the text.  Departing from the text in classroom discussion privileges only those who already have experience with the topic.  It is easier to talk about our experiences than to analyze the text—especially for students reluctant to engage with reading.  The CCSS are College and Career Readiness Standards. 19

Text-Dependent Questions are not…  Low-level, literal, or recall questions  Focused on comprehension strategies  Just questions… 20

Text-Dependent Questions...  Can only be answered with evidence from the text.  Can be literal (checking for understanding) but must also involve analysis, synthesis, evaluation.  Focus on word, sentence, and paragraph, as well as larger ideas, themes, or events.  Focus on difficult portions of text in order to enhance reading proficiency.  Can also include prompts for writing and discussion questions. 21

Three Types of Text-Dependent Questions When writing or reviewing a set of questions, consider the following three categories:  Questions that assess themes and central ideas  Questions that assess knowledge of vocabulary  Questions that assess syntax and structure 22

Taken from Ohio Title I Conference March 2013

Creating Text-Dependent Questions Step One: Identify the core understandings and key ideas of the text. Step Two: Start small to build confidence. Step Three: Target vocabulary and text structure. Step Four: Tackle tough sections head-on. Step Five: Create coherent sequences of text- dependent questions. Step Six: Identify the standards that are being addressed. Step Seven: Create the culminating assessment.

Non-Examples and Examples  In “Casey at the Bat,” Casey strikes out. Describe a time when you failed at something.  In “Letter from a Birmingham Jail,” Dr. King discusses nonviolent protest. Discuss, in writing, a time when you wanted to fight against something that you felt was unfair.  In “The Gettysburg Address” Lincoln says the nation is dedicated to the proposition that all men are created equal. Why is equality an important value to promote? What makes Casey’s experiences at bat humorous? What can you infer from King’s letter about the letter that he received? “The Gettysburg Address” mentions the year According to Lincoln’s speech, why is this year significant to the events described in the speech? 25 Not Text-DependentText-Dependent

Worksheet from Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Activity  Read “The Surprise Party” by Katherine Brush  Create a text-dependent question based on the text  Be prepared to share your questions

They were a couple in their late thirties, and they looked unmistakably married. They sat on the banquette opposite us in a little narrow restaurant, having dinner. The man had a round, self-satisfied face, with glasses on it; the woman was fadingly pretty, in a big hat. There was nothing conspicuous about them, nothing particularly noticeable, until the end of their meal, when it suddenly became obvious that this was an Occasion—in fact, the husband’s birthday, and the wife had planned a little surprise for him. It arrived, in the form of a small but glossy birthday cake, with one pink candle burning in the center. The headwaiter brought it in and placed it before the husband, and meanwhile the violin-and-piano orchestra played “Happy Birthday to You,” and the wife beamed with shy pride over her little surprise, and such few people as there were in the restaurant tried to help out with a pattering of applause. It became clear at once that help was needed, because the husband was not pleased. Instead, he was hotly embarrassed, and indignant at his wife for embarrassing him. You looked at him and you saw this and you thought, “Oh, now, don’t be like that!” But he was like that, and as soon as the little cake had been deposited on the table, and the orchestra had finished the birthday piece, and the general attention had shifted from the man and the woman, I saw him say something to her under his breath— some punishing thing, quick and curt and unkind. I couldn’t bear to look at the woman then, so I stared at my plate and waited for quite a long time. Not long enough, though. She was still crying when I finally glanced over there again. Crying quietly and heartbrokenly and hopelessly, all to herself, under the gay big brim of her best hat. The Surprise Party by Katharine Brush

Large Group Discussion What are the implications for classroom practice?

Engage NY Video Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Part IV: Addressing Vocabulary within the Common Core

Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License There’s an app for that!

Today’s Targets  Identify how the English Language Arts Common Core Standards (NxG) address vocabulary  Become familiar with the concept of academic vocabulary (Tier 2 words) and its importance in instruction  Explore strategies and resources for teaching vocabulary Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Shift 3 Regular Practice with Complex Text and its Academic Language Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Activity Participants will review Appendix A: “The Longitude Prize” (pages 15-16) and “Vocabulary” (pages 32-35) Discuss the implications for classroom practice. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

ELA Common Core Vocabulary Standards Reading Strand Reading Anchor Standard #4 Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, analyze how specific word choices shape meaning or tone. Language Strand Language Anchor Standard #4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials as appropriate. Language Anchor Standard #6 Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.

Research Behind Vocabulary Instruction  Effective vocabulary instruction has to start early, in preschool, and continue throughout the school years (Nagy 2005).  Teaching vocabulary helps develop phonological awareness (Nagy 2005) and reading comprehension (Beck, Perfetti, and McKeown 1982).  Vocabulary instruction needs to be long-term and comprehensive (Nagy 2005) for ELLs (Carlo, August, and Snow 2005; Calderón et al. 2005). Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

More Research…  Command of a large vocabulary frequently sets high- achieving students apart from less successful ones (Montgomery 2000).  The average 6-year-old has a vocabulary of approximately 8000 words, and learns more per year (Senechal and Cornell 1993).  Vocabulary in kindergarten and first grade is a significant predictor of reading comprehension in the middle and secondary grades (Cunningham 2005; Cunningham and Stanovich 1997; Chall and Dale 1995; Denton et al. 2011). Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Context Clue Steps For StudentsFor Teachers 1. Identify the unknown word. 2. Look for the words that give hints about its meaning in the sentence. 3. If you need more cues, read the sentences before and after the one with the word in it. 4. Infer the word’s meaning based on what you found. Then model it… “As Tom stepped out of the tent, the moist grass soaked his shoes and he wondered if it had rained.” Say aloud… “The grass is moist. It soaks Tom’s shoes. Tom thinks it rained. Rain makes things wet. ‘Moist’ must mean…..” “Now try ‘wet’ in place of ‘moist’ to see if it makes sense.” Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Adapted from Vocabulary Instruction Module developed for Reading Excellence Act. Graves (2002)

The SLAP Strategy  Say the word.  Look for clues.  Ask yourself what the word might mean; think of a word that expresses that meaning.  Put the word in the passage in place of the unfamiliar word. Does it make sense? Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Try the SLAP strategy He tried to open the box with no luck. He couldn’t find the key, so he decided to use a smidget.  Say the word.  Look for clues.  Ask yourself what the meaning might be.  Put that word in the passage; does it make sense? Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Academic Vocabulary Isabel L. Beck, Margaret McKeown, and Linda Kucan (2002 and 2008) have outlined a useful model for conceptualizing categories of words readers encounter in texts and for understanding the instructional and learning challenges that words in each category present. They describe three levels, or tiers, of words in terms of the words’ commonality (more or less frequently occurring) and applicability (broader to narrower). Common Core State Standards, Appendix A, page 33 Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Academic Vocabulary … is not unique to a particular discipline and as a result [is] not the clear responsibility of a particular content area teacher. What is more, many Tier Two words are far less well defined by contextual clues in the texts in which they appear and are far less likely to be defined explicitly within a text than are Tier Three words. Yet Tier Two words are frequently encountered in complex written texts and are particularly powerful because of their wide applicability to many sorts of reading. Teachers thus need to be alert to the presence of Tier Two words and determine which ones need careful attention. Common Core State Standards (English Language Arts, Appendix A) Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

3 Tiers of Words Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Common Core State Standards, Appendix A, page 33

Why are academic words important?  They are critical to understanding academic texts.  They appear in all types of texts.  They require deliberate effort to learn, unlike Tier 1 words.  They are far more likely to appear in written texts than in speech.  They often represent subtle or precise ways to say otherwise relatively simple things.  They are seldom heavily scaffolded by authors or teachers, unlike Tier 3 words. Common Core State Standards, Appendix A Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Choosing words Jose avoided playing the ukulele.  Which word would you choose to pre-teach? Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Which word?

“avoided” Why?  Verbs are where the action is (we know linking verb do not exhibit this trait, but strong verbs become the focus).  Teach “avoid,” “avoided,” “avoids”  Likely to see it again in grade-level text  Likely to see it on assessments  We are going to start calling these useful words “Tier 2 words”  Why not “ukulele”?  Rarely seen in print  Rarely used in stories or conversation or content-area information Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

How to 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. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

I Below are sources offering a variety of strategies to teach academic vocabulary. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Isabel Beck, Margaret McKeown, and Linda Kucan Robert Marzano and Debra Pickering

Step by Step Vocabulary Instruction For Tier 2 words 1. Read the story/text. 2. Contextualize the word. 3. Have students say the word. 4. Provide student friendly definition. 5. Give an example in another context. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Steps continued…. 6. Engage students in interacting with words. a. Respond with actions. b. Answer questions/give reasons. c. Identify examples and non-examples. 7. Have students repeat the word. 8. Review and use the new words. (Adapted from Bringing Words to Life by Isabel Beck, Margaret McKeown, and Linda Kucan 2000) Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Marzano’s Building Academic Vocabulary Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Marzano's Strategy Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

EIGHT RESEARCH-BASED CHARACTERISTICS OF EFFECTIVE VOCABULARY INSTRUCTION 1.Effective vocabulary instruction does not rely on definitions. 2.Students must represent their knowledge of words in linguistic and nonlinguistic ways. 3.Effective vocabulary instruction involves the gradual shaping of word meanings through multiple exposures. 4.Teaching word parts enhances students’ understanding of terms. 5.Different types of words require different types of instruction. 6.Students should discuss the terms they are learning. 7.Students should play with words. 8.Instruction should focus on terms that have a high probability of enhancing academic success. (Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering, 2005)

A Six-Step Process for Teaching New Terms Step 1: Provide a description, explanation, or example of the new term or phrase. Step 2: Ask students to restate the description, explanation, or example in their own words. Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase.. Cond is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering, 2005

A Six-Step Process for Teaching New Terms Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks. Step 5: Periodically ask students to discuss the terms with one another. Step 6: Involve students periodically in games that allow them to play with terms. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Adapted from Building Academic Vocabulary by Robert Marzano and Debra Pickering, 2005

Students use a Graphic Organizer to Record Information Adapted from Building Academic Vocabulary Robert Marzano and Debra Pickering 2005

One Vocabulary Strategy Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Word Nerds Study Guide

How Many Words?  In school settings, students can be explicitly taught a deep understanding of about 300 words each year.  Divided by the range of content students need to know (e.g., math, science, history, literature), of these 300–350 words, roughly 60 words can be taught within one subject area each year.  It is reasonable to teach thoroughly about eight to ten words per week. (Chall 1996) Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Implications for Instruction  Teach fewer words.  Focus on important Tier 2 (high utility, cross- domain words) to know and remember.  Simply provide Tier 3 (domain-specific, technical) words with a definition. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Close Reading  Focus intensely on text analysis  Figure out text by thinking about words and ideas in text  Minimalize external explanations  Read dynamically and repeatedly  Extablish multiple purposes for reading: what a text says, how it says it, what it means, what is its value Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Vocabulary Casserole Ingredients Needed: 20 words no one has ever heard before in his life 1 dictionary with very confusing definitions 1 matching test to be distributed by Friday 1 teacher who wants students to be quiet on Mondays copying words Put 20 words on chalkboard. Have students copy then look up in dictionary. Make students write all the definitions. For a little spice, require that students write words in sentences. Leave alone all week. Top with a boring test on Friday. Perishable. This casserole will be forgotten by Saturday afternoon. Serves: No one. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Adapted from When Kids Can’t Read, What Teachers Can Do by Kylene Beers

Vocabulary Treat Ingredients Needed: 5-10 great words that you really could use 1 thesaurus Markers and chart paper 1 game like Jeopardy, BINGO, or other 1 teacher who thinks learning is supposed to be fun Mix 5 to 10 words into the classroom. Have students test each word for flavor. Toss with a thesaurus to find other words that mean the same. Write definitions on chart paper and let students draw pictures of words to remind them what they mean. Stir all week by a teacher who thinks learning is supposed to be fun. Top with a cool game on Fridays like Jeopardy or BINGO to see who remembers the most. Serves: Many Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License Adapted from When Kids Can’t Read, What Teachers Can Do by Kylene Beers

Effective Vocabulary Instruction  Increase independent reading time.  Facilitate read-alouds.  Keep vocabulary in circulation.  Keep vocabulary interactive.  Use graphic organizers. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Game Resources  Scattergories  Taboo  Boggle  Upwords  Balderdash  Crossword puzzles  Prop box Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

60 Most Common Academic Vocabulary Words National Writing Project Vocabulary Resource Pinterest Common Core Resources Edutopia Gatsby Resources Just Released: Smarter Balanced Online Practice Items Resources and Updates

More Resources Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License  Acuity Updates Acuity Updates  Common Core Conversation Common Core Conversation  Achieve the Core Achieve the Core  Lexile.com Lexile.com  Matching Quizzes for ESL Students (Flash) Matching Quizzes for ESL Students (Flash)  Kelly Gallagher Article of the Week Kelly Gallagher Article of the Week  A Close Reading and Annotation of Chopin's " The Story of an Hour" A Close Reading and Annotation of Chopin's " The Story of an Hour"

Vocabulary Websites  Word maps/word clouds  Make flash cards and games  Academic vocabulary games  More games, including games using Latin and Greek roots  Definitions, history, and short essays on words  Visual thesaurus    Free donation site  Teach Thought: 50 Common Core Resources Teach Thought: 50 Common Core Resources  Shmoop Shmoop Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

 Vocabulary Cards Vocabulary Cards  Flocabulary: Educational Hip Hop Flocabulary: Educational Hip Hop  Intelligent Conversation Activity Using "A Rose for Emily”

Additional Resources Appendix Ahttp:// Appendix Bhttp:// Appendix C Content Specifications for the Summative Assessment for ELA Literacy-Content-Specifications.pdf Literacy-Content-Specifications.pdf Revised Publishers’ Criteria Videos from the Hunt Institute available at West Virginia Info Depot at

Online resources for games   Vocabulary_Reintroduce_and_Bu ild_Mastery_Activities Vocabulary_Reintroduce_and_Bu ild_Mastery_Activities       Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

>Curriculum, >Strategy Bank Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Recommended Resources Beck, I.L., et al. Bringing Words to Life: Robust Vocabulary Instruction. New York: The Guilford Press, Print. Baumann, J.F., and E.J. Kame’enui. Vocabulary Instruction: Research to Practice. New York: The Guilford Press, Print. Graves, M.F. The Vocabulary Book: Learning and Instruction. New York: Teacher’s College Press, Print. Diamond, L. & Gutlohn Vocabulary Handbook. Berkley, CA: Consortium on Reading Excellence, Inc., Print. Hart, B., and T.R.Risley. Meaningful Differences in the Everyday Experience of Young American Children. Baltimore, MD: Paul H. Brookes, Print. Heibert, E.H., and M. Kamil. Teaching and Learning Vocabulary: Bringing Scientific Research to Practice. Mahwah, NJ: Erlbaum, Print. Marzano, R.J., and D. J. Pickering. Building Academic Vocabulary: Teacher’s Manual. Alexandria, VA: ASCD, Print. Stahl, S.A. Vocabulary Development. Cambridge, MA: Brookline, Print. Stahl, S.A., and B. Kapinus. Word Power: What Every Educator Needs to Know About Teaching Vocabulary. Washington, DC: NEA, Print. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Works Cited Beck, I.L., et al. Bringing Words to Life: Robust Vocabulary Instruction. New York: The Guilford Press, Print. Chall, J.S. “American reading achievement: Should we worry?” Research in the Teaching of English, 30, Print. Graves, M.F., editor. Essential Readings on Vocabulary Instruction. International Reading Association, Print. Marzano, R.J., and D.L.Pickering. Building Academic Vocabulary: Teacher's Manual. Alexandria, VA: ASCD, Print. "Common Core State Standards Initiative." National Governor's Association Center for Best Practices, Council of Chief State School Officers, Web. 12 Jun Overturf, Brenda J., et al. Word Nerds: Teaching All Students to Learn and Love Vocabulary. Portland, Maine: Stenhouse Publishers, Print. Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License

Some content these presentations was replicated from the Educator Enhancement Academy held at Marshall University and the following Illinois educators: Brown, Jill Iwersen,Erik McCusker, Sara Rhodus, Kathi Robinson, Amy Sykes, Katy Content contained is licensed under a Creative Commons Attribution-ShareAlike 3.0 Unported License