Welcome! Literacy Leaders PD January 30, 2013 Before we begin, please… 1. Reflect on your action plans from the last session. 1. Add a success and a challenge to the charts around the room.

Ice Breaker Literacy Leaders PD January 30, Draw a lifeline depicting 5 major events in your life as a teacher. 1. Share your information in pairs or small groups.

Close Reading and Academic Vocabulary Literacy Leaders PD January 30, 2013

NAEP Report Data Inquiry 2011 Results

NAEP Report

Shift 3: Academic Vocabulary 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

Vocabulary Instruction (Coyne, 2009) Given limited instructional time, do we: Teach more word meanings but spend less time on each word? or Teach fewer word meanings but spend more time in each word?

Tiers of Vocabulary (Beck, McKeowen & Kucan) Tier 1: Basic and concrete words of everyday speech Tier 2: Precise and more abstract words typically found in written texts – high utility words because frequently appearance across content areas Tier 3: Highly specialized, domain-specific vocabulary used to describe content knowledge

Teaching focused on academic vocabulary is linked to significant gains in comprehension The lack of systematic instruction has been shown to be a leading cause of the achievement gap Thus the CCSS stresses the importance of contextual instruction around “Tier 2” academic vocabulary Why Instruction with a Focus on Academic Vocabulary Matters

Academic Vocabulary and the CCSS: A Focus on Tier 2 Words Because there is a larger number of Tier 2 words than can be taught directly in a lesson, teachers must be strategic in selecting vocabulary to focus on when teaching a text

Academic Vocabulary and the CCS

Choosing Vocabulary Which words should be taught?  Essential to understanding text  Likely to appear in future reading Which words should get more time and attention?  More abstract words (as opposed to concrete words) persist vs. checkpoint noticed vs. accident  Words which are part of semantic word family secure, securely, security, secured

Choosing Vocabulary Continued… Which words can be quickly defined?  Unknown or uncommon words  Likely to divert student’s attention Which words should get less time and attention?  More concrete words checkpoint vs. persist accident vs. notices  Words that are not very relevant to the major understanding

Let’s Try It Together Read the excerpt from Volcanoes by Seymour Simon. Identify those words that should be taught using the checklist for selecting academic vocabulary as a guide. Recognize those words that although challenging or unfamiliar may not require more attention.

In Choosing a Vocabulary Word

Vocabulary Instruction (Coyne, 2009) Given limited instructional time, do we: Teach more word meanings but spend less time on each word? or Teach fewer word meanings but spend more time in each word?

Vocabulary Instruction: Two Approaches (Coyne, 2009) Embedded Instruction o Simple explanation within the context of the story  Time efficient – allows for introduction of many words (breadth)  Few exposures to target words, limited to content of the story Extended Instruction o Robust instruction that “offers rich information about words and their uses.” (e.g. Beck, McKeown, & Kucan, 2002; Coyne, Simmons, Kame’enui, & Stoolmiller, 2004)  Time intensive – limits instruction to fewer concepts (depth)  Many encounters with words in varied contexts beyond the story

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. Simon, Seymour. Volcanoes. New York: HarperCollins, (2006) Excerpt from Volcanoes (Grade 4-5 Text Complexity Band)

Framework for Extended Vocabulary Instruction o Use the instructional sequence described below to extend the instruction of 3-5 vocabulary words from a given text. o When completing a Close Reading, please refer to the lesson plan for suggested words for extended instruction.  Read the story  Contextualize the word within the story  Have children say the word  Provide a student-friendly explanation of the word  Present examples of the word used in a context different from the context of the story  Engage children in activities that allow them to interact with the words Bringing Words to Life, Isabel Beck, et. al.

Vocabulary Instruction In-Action: Lexical Arrays

Vocabulary Instruction In-Action: Multiple Meaning Words Primary Grades

Vocabulary Instruction In-Action: Multiple Meaning Words Upper Grades

Vocabulary Instruction In-Action:

You Try It  With a partner, choose at least one of the vocabulary activities on your table to try out/plan together.  Select a word that you identified from Volcanoes to use with this activity.  If time permits, try out another activity. Be prepared to share out how the process went.

Moving Forward Questions? Vocabulary Resources

Close Reading Implementation Literacy Leaders PD January 30, 2013

KWL At your tables discuss what you think you know about the implementation of close reading and what you want to know about the implementation of close reading Document your discussion in the Know and Want to Know section of the chart

Close Reading Defined Close Reading of text involves an investigation of a short piece of text, with multiple readings done over multiple instructional lessons. Through text-based questions and discussion, students are guided to deeply analyze and appreciate various aspects of the text, such as key vocabulary and how its meaning is shaped by context; attention to form, tone, imagery and/or rhetorical devices; the significance of word choice and syntax; and the discovery of different levels of meaning as passages are read multiple times. –The Aspen Institute

Attributes of Close Reading Lessons Read pg 3, Attributes of Close Reading Lessons and Background Knowledge and Close Reading from the following text: Brown, S. & Kappes L. (2012). Implementing the Common Core State Standards: A Primer on “Close Reading of Text.” The Aspen Institute Education & Society Program. Discuss at your table clarifications and questions

In order to bring the Close Reading strategy to life, teachers will need to deepen their understanding of text- dependent – how they are constructed, and how they are intentionally crafted to support the careful examination of text called for Close Reading. Brown and Kappes 2012

Types of Text-Dependent Questions Text-Dependent Questions should vary so that they call on students to use both implicit and explicit information from the text. General Understanding Key Detail Vocabulary and Text Structure Author’s Purpose Inferential Opinion and Intertexual

Created by Callie Liebmann 2012

Let’s Take a Look While viewing think about… ▫ What types of questions are being asked? ▫What do you notice about the classroom discussion? ▫How is the teacher scaffolding or not scaffolding? ▫What evidence is their of student understanding or not understanding?

Video Observation: "Making of a Scientist" lesson

After Viewing… At your tables discuss what you learned about the implementation of close reading from the video and what new questions arose. The orator should be prepared to share one new learning and one question from their table.

Whose Garden Is It? Sample Schedule Day 1Read the text to get the gist, defining embedded and extended vocabulary as you go Day 2Ask the first three text dependent questions Day 3Ask the last two questions Day 4Culminating text dependent question Extended vocabulary instruction of 2-4 words should happen when the teacher feels it’s appropriate throughout the week

KWL Return to your KWL: Check off anything from the K column that was confirmed Circle any questions that were answered Add any additional questions that came up Write anything new that you learned

Big Picture “Reading is a transaction between the author and the reader, and everyone uses their background knowledge each time they read. But everyone must also thoroughly understand the author’s position to critically analyze it. That requires more than simply drawing on personal experiences….The goal in creating text-dependent questions is to balance the reader and the text so that each is involved in the transaction of reading.” Douglas Fisher and Nancy Frey, 2012

Collaborative Leadership Literacy Leaders PD January 30, 2013

Session Overview Step 1: Read grade level passage and close reading lesson Step 2: Use template to analyze close reading lesson Step 3: Go to m.socrative.com to share your reflections on the close reading lesson and today’s PD

As you analyze your lesson, consider…. BIG Idea/Key Understanding Text Dependent Questions Embedded and Extended Vocabulary Instructional Strategies Final Culminating Writing Assignments

m.socrative.com Room #: bps literacy