Maxwell Professional Learning Tuesday, November 5, 2013 **Please sit in tables of 4-5 with colleagues from different teams.

Be an active participant Allow time for questions and discussions Take what you can use Be willing to try something new

 To celebrate progress made with vocabulary instruction  Review 3 Tiers of Vocabulary  Set goals for strengthening vocabulary instruction this year

12 Yay !!!

Table Talk: Name one thing you did differently with vocabulary last year that made a difference for students.

Language & Vocabulary = 26.2% Proficient/Advanced Language & Vocabulary = 36.9% Proficient/Advanced

 3 of 6 Common Core Anchor Standards for Language are vocabulary standards  Two types of vocabulary specified in CC: general academic & domain-specific  It is now well accepted that the chief cause of the achievement gap between socioeconomic groups is the language gap - E.D. Hirsch (2003)

 If the words are present in a child’s oral vocabulary, comprehension should occur as the child decodes and monitors the oral representations. However, if the print vocabulary is more complex than the child’s oral vocabulary, comprehension will not occur. (Kamil & Heibert, 2005) From Marzano & Simms (2013). Vocabulary for the Common Core

 Tier 1 – common words  Acquired through conversation, reading, and daily experiences  Exception: Students from lower-SES families and EL  Tier 2 – “general academic”  Commonly used in academic and professional writing but rarely used in speech or informal settings  Tier 3 – “domain-specific”  Specific to a discipline or field of study Tier 3 Tier 2 Tier 1

1. Take 5 index cards from the center of your table. 2. On each card, write one vocabulary word from your weekly vocabulary list for a total of 5 words on 5 cards. 3. With your tablemates, sort your words into Tier 1, Tier 2, Tier 3 words. 4. Choose a recorder. 5. Record your word sort on the paper provided. Be sure to include the names of your group members on the page.

 Vocabulary instruction has the greatest effect when it focuses on a reasonable number of important academic terms rather than on high frequency word lists. (Marzano, 2004)  Multiple exposures to words needed (Jenkins, Stein, & Wysocki, 1984)  Understanding and retention improve when students interact with words in a variety of ways (Beck, McKewon, & Kucan, 2002)

 Students need opportunities to think deeply about new words using nonlinguistic representations, comparison, metaphors, etc. (Marzano, 2004) From Silver, Dewing, & Perini (2012) The Core Six: Essential Strategies for Achieving Excellence with the Common Core.

 Connect – make connections to new words  Organize – understand how words relate to one another  Deep-Process – use thinking strategies and multiple forms of representation to develop deep conceptual understanding  Exercise – meaningful review and practice activities  Handout

The Abc’s of Teaching Academic Vocabulary (a read aloud)

On another index card, write your name & one goal for strengthening your vocabulary instruction this year. - then - Write your goal in your Professional Learning Log.