1. Facilitators: Libbie Drake, Erica Hilliker, & Debbie Schuitema.

2.  We will examine classroom discourse for the usage of academic vocabulary.  We will evaluate academic vocabulary lists to determine tier two level entries.  We will apply academic vocabulary strategies to the content areas.  We will create a word wall using tier two content-area vocabulary.

3.  We will write, discuss, and revise a list of common classroom phrases using intentional academic vocabulary.  We write and discuss a list of content-area tier two academic vocabulary words.  We will discuss how to design and organize a word wall of tier two academic vocabulary words.

4.  Brainstorm a list of phrases that you use daily in your classroom for typical routines and events. (e.g. “Stop Talking”)

6.  With your elbow partner, take your list of common classroom phrases you generated before the video and revise them to enhance the typical conversation in the classroom.  Individually choose one of your favorite revisions and write it on a large post-it note.  Be prepared to share

7.  If you have a birthday in October or November please stand up and share the revised phrase you have written down on your index card and briefly describe how you would use it in the classroom.  We will be collecting all of the post-it notes after the training in order to generate a group list of elevated academic phrases.

8.  Students are likely to see the word often in other texts and across domains.  The word will be useful in students’ writing.  The word relates to other words or ideas that students know or have been learning.  Word choice has significance in the text.  The context does not provide enough information for the students to infer the meaning.

9.  Move to your content area poster.  Skim the content standards at your table.  Generate a list of tier two words found in your content standards and record them on your academic vocabulary handout.  Discuss how you would intentionally instruct these words in your content area.

10.  Find someone from another content area group.  Share your academic vocabulary lists.  Provide an example for how you would be intentional about instructing two of the words from your partner’s list in your content area.

11.  If you have the longest hair at your table, please stand up and share one of your ideas for the intentional instruction of tier two academic vocabulary.

12.  Select one word from your tier two vocabulary list and draw a picture of that word on your Pictionary template.  Next, find a partner from another content area that you have not worked with today.  Trade Pictionary templates and try to guess the word your partner has illustrated.  Together write a sentence using the tier two vocabulary word.

13.  Why would this be a good activity for English Language Learners?  How could you use it in your classroom?

14.  Get into cross-curricular groups of four.  Take the list of words that you have written on your academic vocabulary templates, and create a word wall that includes all of the words from each content area.  Be prepared to share how you chose to organize the words in your word wall and how you will introduce and engage students with your word wall in the classroom.

16.  We will examine classroom discourse for the usage of academic vocabulary.  We will evaluate academic vocabulary lists to determine tier two level entries.  We will apply academic vocabulary strategies to the content areas.  We will create a word wall using tier two content-area vocabulary.

17.  We will write, discuss, and revise a list of common classroom phrases using intentional academic vocabulary.  We write and discuss a list of content-area tier two academic vocabulary words.  We will discuss how to design and organize a word wall of tier two academic vocabulary words.

18.  WHAT questions do you still have about academic vocabulary or what topics would you like to learn more about in the future?  HOW are you going to implement what you have learned today in your classroom?  WHY is building academic vocabulary imperative for ELL students?